A Bad Case of Stripes

Title: A Bad Case of the Stripes

Author: David Shannon

Grade Level: K-4

Genre: Fantasy 

Have you ever not done something you love because you are afraid of what your friends would say? Sometimes not being true to yourself can have negative consequences. Find out what happens when Camilla Cream decides to stop eating lima beans to be liked by her friends!

Camilla Cream never ate lima beans even though she loved them. She was so worried what others would think of her. Camilla was deciding what she was going to wear to the very first day of school when she looked in the mirror and…she was covered in stripes! Camilla missed the first day of school so that Dr. Bumble could figure out what is wrong with her. Dr. Bumble told Camilla to go to school because whatever she has is not contagious. At school, Camilla breaks out in stars and stripes during the pledge of allegiance. This is how Camilla found out that whatever people told her to be she saw it in her stripes. The principal told Camilla she couldn’t come back to school until her stripes were gone because they were causing such a distraction. A team of specialists came to see Camilla and couldn’t figure out what was wrong with Camilla. Not even the experts could figure it out the next day! Suddenly, the media found out about Camilla and were reporting her condition on T.V. People from many different professions came to try and cure Camilla. There were veterinarians, nutritionists, herbalists, and even environmental therapists. The environmental therapist told Camilla to “become one with her room.” Before she knew it Camilla melted into the walls of her room. An old woman came to help Camilla by offering her lima beans. At first, Camilla told her that she didn’t like lima beans but then Camilla realized the pain she was going through now was much worse than being made fun of for eating lima beans. Camilla ate the beans and before she knew it she was back to normal.

Modern fantasy is a difficult genre because quality fantasy stories must be completely believable. These stories are believable when the fantasy element of the story remains consistent throughout. These stories must also have believable characters and plot. A Bad Case of Stripes by David Shannon is a great example of a high quality fantasy story.  The main character, Camilla, is a multidimensional character because she changes and grows as a character from the beginning of the story to the end of the story. The entire story takes place in a very realistic world. The reason the character is so believable is because a phenomenon that has never happened before is happening to her. The character acts like she doesn’t understand what is happening to her and her actions are consistent throughout the story. She acts consistent with how someone would act that has a disease never heard of before. Camilla is as surprised as the readers are about what is happening to her. The author uses appropriate language that allows us to think that all of the characters are in disbelief about what is happening to Camilla and that it is something that has never occurred before. The character also changes and grows as a person, which is consistent with how someone might change from a dramatic experience that occurs to them. Overall, David Shannon creates believable characters with language that suggests how strange the situation that is occurring is. Why wouldn’t the reader believe? People learn about strange new diseases all the time and it is up to doctors to learn how to treat them. The setting of the story is very believable because it is in a realistic society. The element of fantasy in the story is not within the setting it is within what is occurring to the character. The author really doesn’t pay close attention to the setting because it is not an integral part to the story. The focus is more on what is happening to the character. The plot of the story is consistent with the fantasy element in the story. The events of the story logically play out based on what is happening to the character.  Logically, if someone broke out in stripes the first thing to do would be to call a doctor. Camilla’s stripes consistently change appearance when people tell her to be something. In addition, the news reporters find out and logically come to her door. It also makes a lot of sense that what gets her into this mess in the first place (avoiding lima beans and not being true to herself) needs to be reversed in order to cure her. The theme of this book, which is being true to yourself, is very worthwhile for kids. The process of growing up is about finding out who you are and being true to that. This can be difficult because of peer pressure. It is also difficult because children really want to be accepted by their peers. Children are experiencing first hand the theme of the book, which is why it is so loved by kids. The author speaks from a third person point of view. This remains consistent throughout the story. I think the third person makes this so believable because it sounds objective.

I loved this story growing up and still love it today! I think I could really identify with the main character struggling to be accepted. Having a name from a different culture made me feel like I was different from my peers, which is why I felt like I needed to be accepted. Now, I think this is a great book for kids because it contains such a great message. I think kids should be encouraged to be themselves. This is especially important today because our society is very multicultural. I would include this in a lesson as a mentor text about theme for a 4^th grade class. I think the theme is pretty easy to figure out but it is not explicitly said in the text, which is what makes it such a good text to teach kids about theme and how we pay attention to how authors convey theme through their writing. The MLA framework that this lesson would apply to:

RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 

Dancing to Freedom

Dancing to Freedom by Li Cunxin

Illustrated by: Anne Spudvilas

Grade Level: K - 4th grade

Genre: Autobiography 

Have you ever discovered one of your very own hidden talents? Have you had to work hard at something to achieve greatness and take advantage of opportunities given to you? In Dancing to Freedom by Li Cunxin the reader learns about the author’s life story and the courage and determination it took to leave China and go to America. Was Cunxin able to create a better life for himself and find happiness in dancing? 

Li Cunxin lived in Qingdao, China with his parents and six brothers; Cunxin liked to fly kites and he tied his “paper wishes” to one so that his hopes and wishes would “soar into the sky.” His father then told him a story about a frog who was stuck in the bottom of a well and was annoyed because he could not escape his life and explore the rest of the world. The frog would continuously try to hop out of the well but was unsuccessful however this did not stop him from trying. Cunxin and family would pray for survival from starvation and slept crammed on the hard floor. The boys were able to start school at the age of nine and one day four officials came into Cunxin’s classroom looking for children to study ballet. At first the “officials” chose only one girl but Cunxin’s teacher recommended him; the two students were tested and after awaiting the news Cunxin learned that he had to leave his family and study ballet. His mother encouraged him to follow his dreams and take the opportunity given to him and at age eleven he left. Cunxin was taken to the Beijing Dance Academy where he struggled to learn the steps and technique that the other students were achieving. Cunxin compared his sadness to the leaves of the weeping willow trees where he would go and sit. 

After two years Cunxin met a friend, The Bandit, and Teacher Xiao who encouraged him saying, “Nothing is impossible!” This inspired Cunxin and he began practicing and after many years he became one of the best dancers in China. He was given the opportunity to leave China and head to America to study in another company and Cunxin accepted. By the age of twenty-one Cunxin was traveling around the world; he still missed his family and hoped that they would one day be reunited. Cunxin learned that his parents would be visiting from China to see him perform in The Nutcracker; while dancing he thought he could hear their excitement and pride. Even though Cunxin succeeded and got out of China he never forgot where he came from and the people who he left behind. 

I would definitely keep this autobiography in my classroom library; I love the illustrations and message the author is sending to his readers. Since this book is an autobiography the author knows exactly what happened and the emotions that went with the actions taken. The different settings throughout the book are accurately displayed and expressed; the author gives readers background information on China’s government and society during this time period. The illustrations allow readers to see the differences between Qingdao, Beijing, and America. The events throughout this story are based on fact and help the reader understand what was going on in the subject’s life. Cunxin wrote an autobiography about his own life and the struggles that he overcame to take advantage of opportunities and provide himself with a better life. The additional informations helps readers understand why his family may have been poor and living the way that they were. It also helps readers understand the importance of being taken away from Qingdao and to Beijing during this time. I think that Cunxin is worthy of a biography; although he may not have done something that made him well known by everyone, he overcame hardships  and readers can learn from his message. I think that this is more important than being popular and known for doing something that may not have been as important to teach or show young readers. 

One of the things that I really liked about this autobiography is that the introduction and conclusion were italicized. Although this may not be as important or noticeable to young readers I liked how it allowed me to differentiate between the facts. I also liked the use of the story and how it was presented in the book; it was written on yellow paper which made me pay attention to it and emphasized the importance of it as a reader. The characters went through various hardships which surfaced different emotions that were easily seen throughout the story in both text and illustrations. With this story Cunxin did a great job tying the setting, plot, and characters together in a way that will help readers understand the importance of the story. Cunxin did not contribute to society by manufacturing cars or inventing technology but he gave his talent to the performing arts industry. He has shared his talents with society providing them with a form of entertainment and art; Cunxin is an artist and I think that his story is worth reading. The information in this book shows readers the development in China and is accurate. Many young readers may be interested in this topic, dance and the arts, which could help keep them engaged and interested in the story. One of my favorite parts of Dancing to Freedom is the illustrations. 

Paintings are used in this story and were done in “traditional Chinese ink and watercolor on rice paper and oil paints on canvas.” Throughout the story the images help to enhance the characters emotions and experiences; for example, when Cunxin leaves his family the painting is dark the faces are upset. The illustrator uses colors that blend together well and represent the setting accurately. For example, my favorite illustration is the also found on the cover page; the blend of colors beautiful and helps me visual Cunxin dancing late into the night by the candlelight. Overall, I think that Cunxin and the illustrator, Spudvilas, worked together creating a well written and worth reading autobiography for young readers. The content is accurate and the message that the author is sending to the readers is important. Readers need to know that nothing is impossible and it is important to follow their dreams. People need to seize the opportunities that they are given and take the initiative to overcome hardships and make life better for themselves. I also think that the content could be interesting for some readers and the characters background may help students relate to the story. 

If I had to lead a book talk I would ask students who was interested in the arts, for example, acting, singing, and dancing. I would ask students if they have ever heard of the term ballet and if any students are involved in this type of extracurricular activity. This could help students understand and appreciate the arts at a young age. I would encourage students to share times that they had to try to overcome a challenge or try really hard to achieve something that they wanted. I think that these types of conversations could get students interested in the book and help keep them engaged while reading. I think that this book could be read aloud to students if I noticed that they seemed to be struggling with self esteem or confidence. The main character is able to gain confidence and hope through the help of a teacher and friend; I could use story to encourage friendships and supporting one another. It is important for students to be able to see themselves in stories and I think that all students will be able to relate to this story somehow. They may not have had to leave their families or quit school to study ballet but they have all had to try hard to achieve something and succeed. 

Dancing to Freedom by Li Cunxin follows the ELA Frameworks; students will be able to analyze how visual and multimedia contribute to the meaning, tone, and text (5.7), make predictions about content of text using prior knowledge (8.4). Students will be able to see how the illustrations help enhance the emotions and importance of behaviors that take place throughout the story. The different colors and the techniques used are unique to this story. Students can also use the title, the description, and the image on the front cover to predict what the story is about. What action is the boy doing? Does he enjoy this activity? Who is the Mao and what are they trying to escape? I think that this is a great autobiography that can be used in any classroom setting. 

Jimmy Younis
The Very First Thanksgiving Day
By:  Rhonda Gowler Greene
Paintings by:  Susan Gaber
Grade: K-2
Historical Fiction

Have you ever wondered how the first Thanksgiving in America went?  Or wondered about what happened during the first Thanksgiving?  In the story The Very First Thanksgiving Day, reader's are offered an insight into the first time this holiday was celebrated.  This story expresses the two cultures combining to eat  and learn from each other.

The Very First Thanksgiving Day tells about that day with the use of poetry.  Reader's learn about the Pilgrims and how they would labor and try to understand the ways to live in this new land.  The Indian's taught the Pilgrims how to crop and live in these harsh lands.

This story is a bad example of good historical fiction.  I feel that this is a very inaccurate depiction of the first Thanksgiving and the story itself is just the main facts and nothing more.  The paintings are well and somewhat describe the text.  There is not much information in this story at all and repeats itself a few times.  The idea to put it in a poem form is very cool and made the story more entertaining.  Although it is entertaining, I feel the story is very inaccurate and does not give a fair insight to how the first Thanksgiving went.  It does tell about the relationship between the pilgrims and Indian's which I feel is important but not as important as the main idea of the story which is Thanksgiving, not the relationship.  As a reader I did not feel connected to this story in any way, shape, or form.

This story would work best for K-2, and I think that second grade would be pushing it.  I would not have this story in my library when I have my classroom.  If I do read it I would only read it once and that would be around thanksgiving most likely and with a class in Kindergarten or first grade.

My Name is Yoon

Tanya Vital

My Name is Yoon by Helen Recorvits

Grade 3

Multicultural

            Have you ever wondered what it felt to be a new kid in school? How about a new kid in a new school in a new country? Well, in the book My Name is Yoon we are going to see what it is like for a student from Korea to come to America.

In the story, My Name is Yoon by Helen Recorvits, Yoon (aka shinning wisdom)  is new to America and she is about to start going to school. She learns to write her name in English but refuses to do it because she wants to be called “bird”, “cat”, and “cupcake”. The reason is simple because she wants to fit in at her new school. At last she makes friends and accepts her name Yoon.

Characters: Yoon, teacher, mother, father

            Setting: School in America

Problem/Solution: Yoon came over from Korea and didn’t want to be here or write her name in English because in Korea everyone loved her but she feels alone in America.

Resolution: She realize that she is happy with who she is and is able to write her name.

This story is part of the multicultural genre because it deals with the Korean culture and briefly compares is to our American lifestyle. This short story helps show that even the print in Korea is different than our American letters. There is not any stereotyping or omission in this book. Not only does the story line seem positive but it is also accurate. Since the story is simple it expresses valid information about the Korean culture without being stereotypical or inappropriate for young students. All of these facts is why this book would be great to read to students; there is a clear message that is beautifully illustrated. The students are able to learn that we should accept everyone within all different cultures; the more we accept others and our selves the happier this world will be. Lastly, the more diverse our library collection is, the more likely that our students will be multiculturally informed but more accepting of others. 

How I Became a Pirate

How I Became a Pirate by Melinda Long and David Shannon

Grade 3

Fantasy

Ahoy thar, matey! We are about to go on a Journey with Jeremy Jacob to find out what it is like to be a pirate! Being a pirate may seem a lot better than it actually is, but we will find out the truth about pirates while reading How I Became a Pirate.

In the story, How I Became a Pirate by Melinda Longa and David Shannon, Jeremy Jacob met the Braid Beard and his crew at the beach. They needed a “digger” and took Jermy on a voyage to bury their treasure. Jeremy always wanted to be a Pirate so he went along and acted like a pirate by throwing food and having no bedtime. Sooner than later he realized that being a pirate is fun but did not give him the love and support he needed when the hard times came!

Characters: Jeremy Jacob, Braid Beard, the crew, mom and dad.

            Setting: In North Beach

Problem/Solution: The pirates needed someone to bury their treasure but the weather was terrible and they buried the treasure in Jeremy’s backyard

Resolution: Jeremy realized that he did not want to be a pirate after all.     

This story is part of the modern fantasy genre because the imagination of the author is unbelievable. The context of the story has many details that Jeremy went through. For example, the author incorporated pirate trying to play soccer on the ship and sharks eating the ball, it is so creative and detailed which makes the story exciting. The characters are extremely logical with a splash of unrealism, for instance, Jeremy told the pirates that he can help them build treasure but he will have to be back before soccer tomorrow. Lastly, the message is clear to the reader; that being a pirate is fun but sometimes the life you have is better than you know. Jeremy explains that “nobody had time to sit close and tell me it would be over soon. Nobody even noticed me.”

This book would be great to read to students because the illustrations are fantastic and vibrant. The students will not only be intrigued by the pictures but by the actual story. Students can relate to Jeremy in many ways. For one, Jeremy has wanted to become a pirate and deal with hidden treasure along with most children. Secondly, Jeremy talks about playing soccer as a passion which some students would relate to him with. All of these actions allow the children to suspend disbelief of the story. Since the story started on the beach with Jeremy building a sand castle, the students can instantly engage and relate to what happens in the story. The best part is the message that the students will learn; that parents give the love and support that is needed while others don’t have that privilege. Bed times and manners are not for pirates but they are for children! Overall, the grass is not always greener on the other side.

Fantasy

Don't Let the Pigeon Stay Up Late!

Mo Willems

Grade- PreK-1

Fantasy

Have you ever wanted to stay up late? Did someone ever tell you no? Have you ever tried to do anything you could to not go to bed? Did you end up falling asleep anyways? If you have, then you’re just like the Pigeon in Don’t Let the Pigeon Stay Up Late! by Mo Willems.

In Don’t Let the Pigeon Stay Up Late!, we see an over excited pigeon that so badly wants to stay up late. It starts off with a man telling the readers to, whatever they do, not let the pigeon stay up late. The pigeon tries to convince the reader that it is not even tired. The pigeon tries asking for things and the readers are supposed to say no because the pigeon is not allowed to stay up late. By the end of the story, the pigeon has tired itself out and finally fell asleep. The man comes back and thanks the readers for not allowing the pigeon to stay up late.

Mo Willems did an amazing job with this story. It was consistent throughout the entire book and did not go off track once. He focused the attention on this pigeon begging to do anything to avoid going to bed. I do not believe that children would have any disbelief with this pigeon. Pigeon was very convincing that it could be real. Although we know that a pigeon doesn’t really talk, while you read this story, you feel like they actually could. The character, the pigeon, is very believable. The language used it appropriate for this young grade. The theme is definitely worldwide for children everywhere. Most children have wanted to stay up late so badly that they would do anything to do so. Mo Willems did a great job with the pigeon coming to life in this story.

I absolutely love this story. I like that whoever is reading to the children, can  act this pigeon out. I think that read alouds would be so much fun because the teacher can get very excited. Students are able to interact with this book which makes it fun for them as well. It is so relatable to young children because I am sure they have begged to stay up late before. I think the Mo Willems is a great author and “Don’t Let the Pigeon Stay Up Late!” is a great example of his outstanding work. 

RL PK.2: With prompting and support, retell a sequence of events from a story read aloud.

RL K.1 With prompting and support, ask and answer questions about key details in a text.

RL 1.7 Use illustrations and details in a story to describe its characters, setting, or events.

The Three Pigs

The Three Pigs by David Wiesner

Grade 3

Traditional Literature

Who am I? I huff and I puff and I’ll blow your house down. If I was a little piggy I would build my house in a cave with extra locks so the Big Bad Wolf could never come in and I would be able to protect my fellow friends and family. I would invite Little Mary and his lamb. Imagine if you were a little piggy, what would you build your house out of and who would you invite in it? Well when you read The Three Pigs, you will be able to see who they would invite in their house!

In the story, The Three Pigs by David Wiesser there were three pigs that were threatened by the Big Bad Wolf to blow their house down. Before the Wolf had a chance to blow down the last piggy’s house, the pigs went on an adventure. They wanted to pick their own ending to this story, so they went to other traditional stories and became part of their stories. The piggy’s ended taking out some characters from other stories to bring them back to little piggy’s brick home. They saved characters in other stories that were in harm and they all ended up safe and happy.

Characters: The three little pigs, the big bad wolf, diddle diddle cat, and the dragon.

            Setting: In the story books

Problem/Solution: The big bad wolf is trying to blow down the three little pigs houses.

Resolution: The pigs saved diddle diddle from his story along with the dragon who was about to be slayed. The pigs took them back to the brick house they built and the wolf couldn’t blow it down.

           

This story is traditional fiction because the three little pigs showed extreme bravery from the Big Bad Wolf, so in order to live they had to use extremely cleverness in building their homes! Throughout the story the little piggy’s were very funny and silly. As the story was going on, there would be little pop ups of the piggy’s making funny comments such as “Hey! He blew me right out of the story!” Furthermore, the language was very simple and clear. Instead of focusing on a place or time, the conflict started right away, for example on page three the Big Bad Wolf had already started eating the little pigs. The illustrations in the story were amazing! They were very descriptive and expressed what was happening in the story perfectly.

This book would be great to read to students because it expresses creativity in the story. The students are used to the folktale “three little pigs” but they would be amazed by the twist that this story offers. Since the three little pigs are so known about, the students will be excited to see that the pigs decided to make their own ending to the usual folktale. Not only will the story excite the students but the illustrations will as well. There are some pages that just have exceptional pictures and within those pictures have other characters from other well known stories, like “diddle diddle”. 

Johnny Appleseed

Johnny Appleseed by Steven Kellogg

Grade Level: 2-5

Genre: Biography

Have you ever heard of the tale of Johnny Appleseed? Or wondered where his name came from? This is the biography of Johnny Appleseed’s life. It shares with the reader his adventures and how Johnny Appleseed became so well-known.

Johnny Appleseed by Steven Kellogg is a biography about the life of the well-known figure Johnny Appleseed. Johnny Appleseed was born in 1774 and grew up in Massachusetts. Growing up he lived close to an apple orchard and he gained much interest in apple trees and all of nature. Johnny decided to leave Massachusetts to explore the wilderness. While exploring the forests he would clear patches and plant small apple orchards with the apple seeds he always carried with him.  Along the way he would befriend Indians and pioneers while planting more and more orchards. He would always stop to help people in need and would usually give away an apple tree to them. He received the nickname as Johnny Appleseed for his generosity of sharing his apple trees and the need to always clear land to plant a new orchard all over his new explored land. He would always share his adventure stories to children and the people he met along his journeys. When he would leave the people would pass down the tales of Johnny Appleseed telling stories of his wilderness adventures and his love for planting apples. The tales of Johnny Appleseed are still told and passed down today.

Johnny Appleseed is a biography of the life of Johnny. The author did an excellent job of portraying the life of Johnny Appleseed. The illustrations helped his stories come to life and were very detailed of the wilderness and represented what Johnny’s life at that time was like. The author accurately portrayed the details of Johnny Appleseed’s life and described it from the beginning of his life, through his adventures in the wilderness, to his old age and death. As a reader I was able to get a full understanding of Johnny Appleseed’s life and helped explain where the tales about him came from because of the accurate facts and details. The story is interesting to the reader because of the chronological sequence of the story describing the life of Johnny. It was enjoying to learn the impact Johnny Appleseed had on people and to learn what made him such a popular figure.

Johnny Appleseed would be best for children ages 6 through 10. It is a great book to read to a classroom and can be incorporated into teaching different lessons. It could be used in a classroom when teaching lessons about fall, great explorers, or even when learning about Massachusetts’s history and important people.  This book connects to the Massachusetts ELA Frameworks Key Ideas and Details (2 and 3).

Thank you, Mr. Falker

                                               

Title: Thank You, Mr. Falker

Author: Patricia Polacco

Genre: Realistic Fiction

Have you ever had a difficult time learning something? Did you feel like you were not as smart as the rest of your peers because you were not able to catch on to a concept as fast? If so, this is the book for you. I know that I have had a similar experience in school and my guess is you most likely did too. This book is a wonderful story about a girl named Trisha, who could not read up until the fifth grade, and was taunted by her peers. Her fifth grade teacher, Mr. Falkner, turned her life upside down and changed her for the better. To find out how Mr. Falkner changes Trisha’s life, you should read this book.

This story’s genre is contemporary realistic fiction because the events of this story can happen today. The special part about this story is that I think this story will always be relevant and therefore always be contemporary realistic fiction. The problem in this story is something many children face. Since the basis of this story is the author’s life, I think it can also be safe to call this story a memoir as well.

The story is about a girl named Trisha who has a difficult time learning how to read. Trisha had a great desire to learn how to read because she knew her family loved reading. She desperately wanted to know how to read herself. In school, she always had a difficult time reading and teachers would simply cover up her problem instead of finding out why she was having such a hard time. Trisha moves from Michigan to California after her grandparents pass away and her mother gets a new job. There kids taunt her because she can’t read fluently. In fifth grade, she had a teacher named Mr. Falker her not only stuck up for her when she was picked on but discovered that Trisha is dyslexic.  Mr. Falker works with Trisha and a reading specialist to help her read despite her learning disability. Trisha is able to read an entire paragraph by herself and understand it! At the end, the reader finds out that Trisha is Patricia Polacco.

Analysis of the literary elements:

Character: In realistic fiction it is important that the characters are believable and seem like they can exist in our world. They need to act like people would in their age group and develop as people would in real life. I think the reason Patricia Polacco is so talented in this genre is because her characters feel like real people who live in the same world we do. Trisha, the main character of the book, acts and thinks like any fifth grader would. Trisha deals with not being able to read like any child would. She also deals with being taunted in a way that most fifth graders would react which is trying to stay away from the problem. Trisha also grows and develops through out the story because as the story goes on she gains more confidence in herself and eventually she is able to read. Trisha overcomes so much from the beginning of the story until the end. She deals with her grandparents passing away, moving to another state, starting a new school, not being able to read in until the fifth grade, and kids taunting her day in and day out for not being able to read and by the end of the story she overcomes all of that. The characters in this book are nonstereotypical. Mr. Falker isn’t the typical teacher you see in other books and movies. He doesn’t just send Trisha off to be tested when he suspects Trisha is dyslexic and then expects a reading specialist to help her. He personally jumps in and helps Trisha along with a reading teacher. He truly goes the extra mile. Trisha isn’t a stereotypical child that doesn’t express her thoughts. We learn a lot about what Trisha is thinking through the text and she is also not afraid to tell others around her what she is thinking. Trisha’s grandparents weren’t the typical stereotype either. They were storytellers that inspired Trisha and enabled her to never give up on learning to read. The dialogue also seems very authentic throughout the story. The words don’t seem forced from the characters but accentuate what is happening in the story.

Setting: The setting of the story is not in particular place but like real life it jumps around a few places based on where the characters’ lives take them. The story begins in Michigan and then ends in California because Trisha and her family move. No matter which state they are in most of the setting is set in school. This is very appropriate for the story because it is focused on how Trisha feels in school about learning to read. The setting really reinforces the events of the story.

Plot: The story follows the typical plot structure:

(Image from http://english.learnhub.com/lesson/4579-plot-structure)

The exposition of the story is when the characters of Trisha and her grandparents are introduced along with the setting of the story. We also learn in the exposition how important reading is to Trisha and her family. The rising action in this story is when Trisha gets laughed at for trying to read in 1^st grade asks her grandma is she thinks she is different, and losses both of her grandparents. The climax of the story is when Trisha moves away because after that moment things really begin to change. The falling action starts with Trisha being laughed at for reading in the 3^rd grade and gets a new fifth grade teacher who sticks up for Trisha and really believes in her. The denouement is when Trish reads a whole paragraph for the first time and comprehends it. We also learn at the conclusion that Trisha is Patricia Polacco and this book was written as almost a tribute to him. The plot structure in this story is a common one that exists in many stories. This book is geared towards children in grades 2 through 4 who would definitely be able to understand the plot structure. The main problem that Trisha faces is feeling different because she can’t read like her peers can. This is something that many children can understand even if they are not dyslexic. Many children know what is like to not be able to do something like others can. This is because we don’t all learn at the same pace and sometimes we understand things faster than and much slower than others around us. I think that kids in the second through fourth grade will really be able to relate to this problem that is arisen through the story. This is because the actions are consistent with everyday problems or issues. It is also very developmentally appropriate because during the ages the story spans from grades 1 through 5 kids really want to be accepted by their peers. Trisha also wants to be accepted by her peers. The author avoids devices such as sentimentality and sensationalism. Patricia Polacco’s story isn’t purely emotional which is why sentimentality is not a device used. This story also serves a greater purpose for society, which is inspiring teachers to be like Mr. Falker, inspire, and help their students be successful, and also for children to believe in themselves which is why sensationalism is not a device used.

Theme: A couple of themes come through in this story. The theme of believing in yourself comes through with Trisha’s perseverance. This is something that children in grades 2 through 4 can really relate to. I think that it also interests children of this age group because they are at that age where they are beginning to experience things that are difficult so they are learning to believe in themselves. I think the story does allow students to make their own judgments about the book’s theme because the theme is explicitly stated in the text but is implied so children really have the option of thinking more about the theme or not.

Author’s writing style: The author’s writing style keeps the reader engaged because it is very descriptive and allows the reader to get a clear picture of what is happening. The author uses metaphors effectively that really helps the reader understand human relationships with each other and with ourselves. Patricia Polacco really helps us learn that not only do we need to believe in ourselves but also people help us believe in ourselves by believing in us. We learn this through the dialogue and the descriptive language.

            My personal connection to this story is struggling to learn algebra. I don’t have a learning disability but I know the feeling of feeling dumb because you don’t learn something as quickly as everyone else in the class. I can relate to Trisha’s feelings of being lost and confused and feeling like I was unable to learn and dumb because of it. I was also able to catch on to algebra when I went to algebra II because I learned better from that teacher. That teacher also took the time out to help me like Mr. Falker took time out for Trisha.

            If I were to use this to teach in a classroom, I think I would use it as a mentor text to learn about the character development in the story. This would be for fourth graders. The standard that goes along with the lesson is:

8.14            Make judgments about setting, characters, and events and support them with evidence from the text.

Something Beautiful

Title: Something Beautiful

Author: Sharon Dennis Wyeth

Illustrator: Chris K. Soentpiet

Grade Level: Grade 3

Genre: Realistic Fiction

            A crate of match-box cars, a bag of marbles, or jar of shells; as kids we all have odd collections and things we like to hoard. But what about that one special object we hold dear to our hearts? For me it is my raggedy old pink blankey. But for others that object might be harder to find. What would you consider your beautiful something?

            In the children’s book Beautiful Something by Sharon Dennis Wyeth a young girl searches all over her run down town for her special something. As she searches she comes across garbage outside her doorstep, dangerous allies, homeless people wrapped in trash bags, and hateful words spray painted on her front door. However, her young innocence keeps her searching as she enters a friendly diner, a thriving market place, and sidewalk with joyful children. At each place she asks her neighbors what their something beautiful is. To some is a laughing baby or smiling child, to others it is a jump rope or fish sandwich. But one things seems to be consistent, everyone’s beautiful something is different unique to them.

            This story appears under realistic fiction because the characters are people who have human traits and actions. The community that is described could certainly be considered as a city around Boston or New York. Along with the text, the illustrations give us an image of the city this child is from. The author describes that not all of the streets are safe, not everyone has a home, and the sidewalks can be full of garbage. We also get a strong feeling of threat and anger through the bold graffitied word DIE on her front door. It is very believable that a young girl would want to find something beautiful in this city of negativity. In her words something beautiful is “something that when you have it, your heart is happy”. After exploring her neighborhood she finds that beauty can come in many different forms which helps her realize that she may be overlooking her something beautiful. The theme of this story reaches audiences that can both relate and learn about the plot and setting. Some students may connect with a similar city living style, while others may need more insight. Although this book sheds light on a more serious topic it is a reality that some people live with. The moral and theme of this story assists its readers to remember that an environment does not create you. This innocent girl proves that she can impact her environment positively and make herself feel “powerful”.

            I believe that this is a great book to bring into a classroom where diversity may not be an understood topic. It would be perfect for the school I teach in now which is a primarily made up of middle class Caucasian families who live in the suburbs. A lesson to accompany this book I would have my students write “I am from” Poems. This activity is one that I have completed in two of my education courses and allows students to bring their background into the classroom and share it with their peers. This is great public speaking practice for students and gives them confidence about be excepted and respected in a safe environment. This would go along with the ELA frameworks PreK-4 (3.1 Give oral presentations about personal experiences or interests, using clear enunciation and adequate volume. 3.2 Maintain focus on the topic. For example, students explain to the class why an object they bring from home is important to them).    

Zomo The Rabbit

Title: Zomo the Rabbit         

Author: Gerald McDermott

Grade Level: Kindergarten

Genre: Traditional Literature

            As a young child our goal is to become bigger, faster, and stronger. We want to grow up so we can do “adult” activities and have the wisdom that our parents seem to have. With our child-like innocence we are sneaky and suspicious as we try anything to overcome challenges that get in our way. Imagine someone promised you something special if you could complete the impossible. Would you be tricky enough to outsmart lions, and tigers, and bears!?

Zomo the Rabbit is a folktale from West Africa retold by Gerald McDermott. In this fast paste story Zomo, a clever little rabbit, envies the ability to have wisdom. So he makes a deal with the sky god, however, until he can encompass this honorable trait he must achieve the impossible. In order to complete these absurd tasks Zomo utilizes the qualities he already possesses. So he uses his quick paws and clever mind to outsmart numerous animals in the jungle. He returns to the Sky God with the three items he had requested, and in awe, the Sky God gave him some very wise advice. Zomo would soon learn that this wisdom paired with his clever mind and quick paws would come in handy to keep him safe amongst the other animals in the jungle.

            This traditional folktale includes many common elements of folklore including its meaningful use or morals. Right from the beginning of the story the audience is introduced to Zomo’s dilemma and what he must do to surpass his predicament. The entire book is focused on one over arching conflict and how the main character will overcome his obstacle. Zomo embodies the trait of cleverness and consistently uses it to his advantage as he gathers fish scales, obtains milk from a wild cow, and steals a tooth from a Leopard. The plot and language throughout this book is extremely clear and easily readable. The use of simple words and common phrases allow readers to contemplate the plot rather than confusing vocabulary. Zomo’s repetitious actions also assist readers in making inferences and anticipating what is next to come. When we see Zomo setting a trap we are able to assume that he will then hide and wait for his gullible predators to come along. Then once the animals fall for the trap we assume that Zomo will snatch what he needs and scurry away. Since this story has such a strong and important moral it is beneficial that students are able to focus on comprehension instead of stumbling upon difficult text and language.

                Young children in my classroom would definitely enjoy this folktale and its comical outcomes. Not only would the engaging plot and smart characters draw my students in but so would the illustrations. The use of bright color pallets and bold shapes instantly appeal to the eyes while adding a whimsical mood. The use of playful pattern within the trees, plants, and clothing allude to traditional African fabric. An enjoyable activity that I would use to accompany this story would be one that allows students to create their own folktale or expand on Zomo’s mischievous tricks. As a class we could up with other scenarios that Zomo could encounter and how he could use his cleverness to overcome them. In addition I would have students creates illustrations full of color and pattern. This would accompany the ELA frameworks for imaginative/literary writing: PreK–4 (19.1 Draw pictures and/or use letters or phonetically spelled words to tell a story and 19.2 Dictate sentences for a story and collaborate to put the sentences in chronological sequence).

Farolitos for Abuelo

Farolitos for Abuelo

Written by Rudolfo Anaya

Illustrated by Edward Gonzales

Genre: Multicultural

Suggested Grade Level: Kindergarten through 2

            Farolitos for Abuelo is about the bond of a grandfather and granddaughter. Luz and her abuelo are very close until he grew extremely ill. Luz finds away to keep her memories of Abuelo alive and start a new tradition in her village.

            Luz lives in the village of San Juan with her family as springtime is approaching. Abuelbo and Luz discussed planting their own garden and going fishing. On the first warm of spring, Luz and Abuelo go fishing at their favorite spot along the river. A few village boys were also at the river fooling around and Abuelo warned them to be careful but it was too late. One of the village boys fell into the cold water and Abuelo quickly jumped in and saved him. Abuelo became sick with pneumonia from the chilling river. Luz was hysterical and begged Abuelo not to die. Abuelo whispered to her, “ Mi hija, once I was young and strong as a tree. Now it is time for me to rest. Just remember I will always be with you.” Luz hugged Abuelo and he peacefully passed on. Luz continued to tend to her and Abuelo’s garden until the winter frost came. Luz wanted to do something special for Abuelo for Christmas. She wanted to place farolitos around Abuelo’s grave. Farolitos are bags with lit candles inside. That afternoon Luz and her family put farolitos around her grandparents’ graves and prayed for her Abuelo and thought of all the things they had done together. Villagers thought the farolitos looked beautiful and Luz offered her extra bags and candles. The whole cemetery was covered in farolitos glowing brightly. Luz had then started a new tradition.

            I thought Farolitos for Abuelo was very touching. I loved the close bond between Luz and Abuelo. I think children could make a connection to this if they are very close with a grandparent or another family member. Although the story was very sad when Abuelo passed away, the book ended happily. 

            The cultural aspects were portrayed accurately. Each of the characters looked different from one another and had different articles of clothing; they were each unique. Some Spanish words were used and they were used correctly. The last page of the book has a glossary of the Spanish words used throughout the story. In the Author’s Note, Rudolfo Anaya states, “In Farolitos for Abuelo, the idea of remembering the dead occurs on Christmas Eve. This tradition has grown in my hometown, and hundreds of people place farolitos at the cemetery. By nightfall thousands of these simple lanterns glow in the cold night as a celebration of joy and remembrance.” Rudolfo Anaya is from New Mexico and is qualified to write about his culture. He portrays his characters respectfully. He incorporated the Spanish words subtly and created a good setting. 

KNUFFLE BUNNY

Knuffle Bunny

Written and Illustrated By: Mo Williams

Grade: K-2

Contemporary Realistic Fiction

Have you ever lost something that meant the world to you?  do you remember the feeling that you had when you lost your first favorite toy as a child?  If yes, then you would relate so well with the main character, Trixie, and her adventure on trying to find her lost stuff animal Knuffle Bunny, int he story Knuffle Bunny by Mo Williams.  Today we are going to follow Trixie on her trip to find her lost Knuffle Bunny!

In Knuffle Bunny we learn about the panic that goes through a young little girls mind when she loses her favorite stuffed animal.  With the mix between illustrations and photography you get a real strong feeling that you are walking around New York City with Trixie in search of poor lost Knuffle Bunny.  She looks everywhere and retraces her steps as far back as she can remember.  Trixie and her father go all the way back to the laundromat where they were last and look for Knuffle Bunny and find her inside one of the machine they were using with their clothes and they get home nice and safe.  

I feel that the story is great due to Mo Williams choice in words and how he shows them on the page.  He uses lots of words that don't exist to really get out the emotion that the main character is going through.  He uses words that don't exist to really express Trixies emotion like "Blaggle plabble! Wumby Flappy?! Snurp."  The illustrations really go well with the text to show the emotion and how to express the unknown words.  Its gives a visualization of the words so they can have an easier time pronouncing it.  Not the mention the combination of both illustration and photography is both unique and effective in the emotion for the story.  The fact that the story is very realistic and the street photography is realistic it makes the book feel relevant to anyone who reads it.  Any person can relate to this story since the topic is a universal feeling.  Everyone can remember a time when they lost their favorite toy and they were overwhelmed with sadness in any culture and that is what I feel is great about this story.  The text in the story as well is very short which give the reader a lot of space to have fun with it and try new reading techniques.  

I enjoyed this story and felt that it was a very fun book to read.  I like the way he uses fake words because it    really helps express the emotion of the main character.  Also, the photography really stood out to me since it is original and not seen in many stories.  This story is also a Caldecott winner and I really like Mo Williams writing so that it mostly why I like this book as much as I do.  I will most likely have this book in my classroom library when I get into my classroom.  

    

Bunny Cakes by Rosemary Wells 

Illustrated by: Rosemary Wells 

Grade Level: Preschool-1st Grade 

Genre: Animal Fantasy

     Have you ever wanted something badly but could not find the right way to ask for it? Have you ever taken the time to make something for somebody you cared about, like a cake? In Bunny Cakes by Rosemary Wells the readers are introduced to sibling rabbits Max and Ruby who are trying to work together and bake their grandmother a birthday cake. However, Max keeps being sent to the store and is unable to communicate with the grocer what he really wants until he thinks of a new idea! Wells personifies the different animal characters throughout the story making it animal fantasy. Are Max and Ruby able to work together and bake their grandmother a cake? Does Max figure out a way to effectively communicate his wants with the grocer?

     The setting of Bunny Cakes takes place in Max and Ruby’s home and the grocery store. Max wanted to make his grandmother an earthworm birthday cake but Ruby had another idea; she wanted to surprise their grandmother with a cake that had raspberry fluff icing. Before the two began to bake Ruby warned Max not to touch anything but shortly after he dropped the eggs on the ground. Max was sent to the store with a list that said eggs but he wanted to add one more thing, Red-Hot Marshmallow Squirters. Since the grocer could not read Max’s writing he returned home from the store with only eggs. Once Max got home he bumped into the table spilling the milk all over the floor and was sent to the store with a list that said milk. He tried writing Red-Hot Marshmallow Squirters differently and again returned home without them because the grocer could not read his writing. This happened one more time after Max spilt the flour on the kitchen floor and when he returned home there was a sign on the door telling him to stay out. Without Max in the kitchen Ruby was able to finish her cake but realized that she needed decorations; she made another list and sent Max to the store but this time Max had a new idea. He drew a picture of the Squirters and finally returned home with everything on list! Ruby put the finishing touches on her cake and Max put caterpillar icing on his. Max and Ruby were able to complete their cakes and surprise their grandmother; the only problem was deciding which cake to eat first.

     This is a book that I would keep in my classroom library for many reasons; I think that young students would be able to enjoy and relate to the story. Bunny Cakes is considered animalfantasy because the characters throughout the story are animals with human qualities. They wear clothes, bake, talk, and run grocery stores but students will know that these are unrealistic characteristics of animals. The actions throughout the book are consistent with the frameworks that the author has developed. For example, Max and Ruby are siblings and throughout the story their actions display what an actual sibling relationship may be. The characters behaviors stick with the main idea of the story and eventually Max is able to overcome the challenge that he is given. The characters, Max and Ruby, begin in a real-world setting and stay there throughout the story. This book is not considered a fantasy because of the setting but the personification of characters. Max accepts a challenge, the challenge of buying the Red-Hot Marshmallow Squirters, and is able to overcome it. Even though Max is a rabbit, his personality and actions throughout the story accurately display behavior that may be seen from a young boy. I think this will help students relate to the story and understand the message that is being sent.

     The language that Wells used is appropriate and consistent with the story. Young children will be able to understand what is going on and recognize the words that they are reading or being read to. The language used is appropriate for the age of the characters in the story and the setting. The conversations between Max and Ruby are conversations that I can see myself having with my brother making it realistic and relatable. Throughout this story the author pays careful attention to the details with the language and illustrations. The illustrations are colorful and detailed appropriately representing the text and enhancing the story. One of my favorite parts of this story is that the lists Max brings to the stores are written on yellow lined paper, the words are written in crayon, and the handwriting is that of a younger child's. You can see the emotions of the characters, for example, when Max finally gets the Red-Hot Marshmallow Squirters he is smiling happily. I think that the illustrations help enhance the story and make it more entertaining for readers. Although the story is considered animal fantasy I think it would be easy for readers to find themselves running to the store with Max or frosting the cake with Ruby.

     The author does not encourage readers to suspend belief because readers know that rabbits can’t talk but I think it is worth reading. I think that the theme is definitely worthwhile for children; you can get what you want as long as you’re willing to work for it. Max tried many different times to buy Red-Hot Marshmallow Squirters but the grocer could not understand his writing so he decided to draw them. I also think that the theme could include having patience because throughout the story Max had patience with Ruby and her attitude towards him. In the classroom it is important for teachers to encourage students and help them realize their true potential and ability to succeed. I think that this story can be used to help students understand the importance of perseverance, patience, and knowing that everyone struggles sometimes. The use of illustrations and text can help teachers get this point across and help students realize the truth behind it. At the end of the story Max got his Squirters, both cakes were completed, and their grandmother loved them. This story also encourages giving back to others and standing up for one’s own ideas like Max’s caterpillar cake.

     I think that Bunny Cakes by Rosemary Wells is a worthwhile animal fantasy read. The characters are multidimensional and the behaviors are logical and appropriate. Max and Ruby display a sibling relationship that could be relatable for many young readers. The language and illustrations are appropriate and balance each other out creating a positive experience for readers. Bunny Cakes follows the ELA Frameworks (9), making connections, (11.1), theme, and (12) fiction. Readers will be able to make connections to their relationships to siblings and facing challenges. They will be able to learn from the theme and understand the importance of perseverance and helping others. They will also be able to relate the theme to personal experiences. Students will also know that the story is animal fantasy because the personification of animals and human behavior that they do throughout.