Tag Archives: Family

Misadventures of Sweetie Pie

Posted on December 4, 2018 by | Comments Off on Misadventures of Sweetie Pie

Title – Misadventures of Sweetie Pie

Author(s) – Chris Van Allsburg

Illustrator/Photographer – Chris Van Allsburg

Publisher and Year – HMH Books, November 4th, 2014

Number of pages – 32 pages

Tags/Themes – Rylie Loux, Animals, Emotion, Family, K-1, 2-3, 4-5

Genre – Fiction

 

Descriptive Annotation: This story is about Sweetie Pie, a hamster, that faces many difficult times with different homes and humans. Sweetie Pie was the last of his litter to be chosen from the pet store and he is handed off when he is no longer cute or wanted. Finally he ends up in a classroom, where the students take care of him. But one day, a student leaves him on the playground. The next morning, when the student rushes to look for Sweetie Pie, he is nowhere to be found. None of the children seem to care that Sweetie Pie is gone, because they just move on and get a guinea pig for their classroom. The good news is Sweetie Pie was rescued by squirrels and now has a great life with squirrel friends in a tree. The bad news is that there are no consequences for all the children that just left Sweetie Pie behind.

 

Classroom Application: This is a perfect resource for engaging students in a lesson involving animals and respect. It is important for students to know how to treat, respect, and care for their animals at a young age. Children also need to know what happens when the neglect to their duties as a pet owner. It also covers emotional connections and how they would feel if they were tossed between parents and not taken care of properly. This can also be used in the classroom to talk about the author’s purpose and point of view. Each author has a purpose behind their story and this book does a good job of expressing that purpose. This can be used in the classroom to teach the definition of author’s purpose and provides a great example. Also this story is shown in the perspective of the hamster and this presents to the children different ways a story can be written.

 

Linguistic and Cultural Diversity Analysis: This book represents the students emotional connection to animals in the story. “He’s soooo sweet! squealed the pigtailed girl. The hamster had heard these words before.” This quote expresses that since he has heard the same things over and over and had never been treated correctly, the compliment doesn’t even phase Sweetie Pie. This is implying that sometimes when people say the same things without changing, it is hard to still believe them. The other major moral of this story is the understanding of how to treat animals. This story is presented in a way that is relatable for students and also connects to their emotions. “Since it was the only time he was let out of his small cage, he pretended to like it.” This quote relates to the idea that Sweetie Pie doesn’t get treated the right way and is always traveling from house to house in his cage. He is never played with or set free and this is not the way to treat a pet. The author uses Sweetie Pie to help the children understand what his life is like. This story shows students that to have a pet, you must treat it the best you can.

 

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A Wrinkle in Time

Posted on December 4, 2018 by | Comments Off on A Wrinkle in Time

Title – A Wrinkle in Time

Author(s) – Madeleine L’Engle

Illustrator/Photographer – Ellen Raskin

Publisher and Year – January 1, 1962 by Yearling Books

Number of pages – 240 pages

Tags/Themes – Rylie Loux, Adventure, Award Book, Emotion, Family, Math, Science Fiction, 6-8

Genre – Science Fiction

Descriptive Annotation: A Wrinkle in Time is the story of the Murry children and their search for their missing scientist father. This book begins by relating Meg’s personal struggles at school and her inability to fit in with the crowd. Following the discovery of a new form of space travel as well as Meg’s father’s disappearance, she, her brother, and her friend must join three magical beings. They will accompany Mrs. Whatsit, Mrs. Who, and Mrs. Which to travel across the universe to rescue their father from a terrible evil. As the children move through space and time they are met with several challenges that require them to prove their worth. Meg learns that she must overcome her fears and self-serving immaturity to succeed. Overall, this is a book about the battle between good and evil and the ultimate celebration of love.

Classroom Application/Linguistic and Cultural Diversity Analysis: This is a perfect resource for showing students the importance of being independent and happy with oneself. This is a wonderful book for kids who have ever felt “different” or lonely. It celebrates the power of individuality, bravery, and love. This story explains the desire for conformity and appreciation in their own uniqueness as an individual. Also, this story could be used with science by discussing what makes A Wrinkle in Time a work of science fiction. A classroom application could be having students bring in unusual news stories about UFO sightings, psychic powers, or anything else related. Also, the characters are able to time travel through tesseracts. While our world today may not have the same advances in real life, they are still able to learn about tesseracts in a math resource. This story is classroom relatable while being a story students will enjoy.

Quotes –  

“I hate being an oddball,” Meg said. “It’s hard on Sandy and Dennys, too. I don’t know if they’re really like everybody else, or if they’re just able to pretend they are. I try to pretend, but it isn’t any help.”

“Maybe if Father were here he could help you, but I don’t think I can do anything till you’ve managed to plow through some more time. Then things will be easier for you. But that isn’t much help right now, is it?

 

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The Upside Down Boy

Posted on December 3, 2018 by | Comments Off on The Upside Down Boy

Title: The Upside Down Boy

Author: Juan Felipe Herrera

Illustrator: Elizabeth Gomez

Publisher and Year: Children’s Book Press, 2000

Number of pages: 30

Tags/Themes: Spanish, Language, Listening, Family, Agriculture, Picture Book, Emotion, 2-3, 4-5, Diversity, Bilingual, Olivia Ruff

Genre: Memoir and Bilingual

Descriptive Annotation: This is a memoir by the author, Juan Felipe Herrera of the time when his family moved into the city and he started school. He was unsure about the ways of school, but he found comfort in music through singing. He proudly displays his talents to his family at home, and he grows in confidence with the support of the teacher and his family. The story is told in both English and Spanish.  The language used is somewhat flowery, similar to language used in poetry.

Classroom Application: This book would be good to use in an ELL or ESL classroom. It is helpful to have the second language in the book. The language used in somewhat advanced, and students who know both English and Spanish would enjoy this book more. This book is a memoir, so this could be incorporated into an English lesson on memoirs as well.

Linguistic and Cultural Diversity Analysis: This book is a memoir, so this would be another opportunity for students to learn about a different literary form. The language in the book is beautiful and poetic, making it different from other children’s stories. The book challenges students to think about the aspects of a change in lifestyle for Spanish speaking students as they become accustomed to schools where English is mainly spoken. Quotations: “That year we were living in the mountains by Lake Wolfer, a glassy world full of sky colors” (2) and “If I learn the English words will my voice reach the ceiling, weave through it like grape vines?” (9).

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Carlos and the Cornfield

Posted on December 3, 2018 by | Comments Off on Carlos and the Cornfield

Title: Carlos and the Cornfield

Author: Jan Romero Stevens

Illustrator: Jeanne Arnold

Publisher and Year: Northland Publishing, 1995

Number of pages: 30

Tags/Themes: Spanish, Language, Listening, Family, Agriculture, Picture Book, Emotion, 2-3, 4-5, Diversity, Bilingual, Olivia Ruff

Genre: Fiction and Bilingual

Descriptive Annotation: This book has the story written in both English and Spanish. The story is about a little boy who helps his dad plant corn. He does not listen to the instructions his father gave him, and he hastily buys a new pocket knife. After a few weeks, he notices that the corn is not growing properly in the last few rows, so he goes out and buys corn seed and replants the rows with the money from his resold pocketknife. He ends up planting the wrong type of corn and his dad gives him the pocket knife. The story uses some Spanish within the dialogue, and the people have Spanish names.

Classroom Application: This book would be good to use in an ELL or ESL classroom. It is helpful to have the second language in the book. This shows Spanish culture, and it introduces students to Spanish. The students would learn the importance of fully listening to directions as well.

Linguistic and Cultural Diversity Analysis: Due to the fact that the book is bilingual, it offers a unique opportunity for students to become interested in learning another language. The book uses several important cultural things such as the importance of corn. Students could become interested in corn because of this book, and a fun addition to the book is that the last page has a recipe for cornmeal pancakes. Quotations: “Mijo, my son, I have a big job for you. Now that the ground is ready, I want you to plant the seed” (6) and “Carlos could hardly believe his good fortune. With five dollars he would have enough money to buy the red pocketknife in Senor Lopez’s store” (10).

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I Know the World’s Worst Secret

Posted on December 3, 2018 by | Comments Off on I Know the World’s Worst Secret

Title: I Know the World’s Worst Secret

Author: Doris Sanford

Illustrator: Graci Evans

Publisher and Year: Multnomah Press, 1987

Number of pages: 28

Tags/Themes: Alcoholism, Picture Book, Emotion, K-5, Family, Olivia Ruff

Genre: Fiction

Descriptive Annotation: The book follows the story of a young girl from her perspective. The child’s mother is an alcoholic, and her family makes excuses for the mother. The little girl assumes many of the roles an adult would have such as cleaning, cooking, and taking care of siblings. The child talks to her “friend” which is a clown doll. The drawings are soft and look as though they were drawn with colored pencils. The advice from the doll is italicized, and there is a list of helpful tips at the back of the book to help children with alcoholic adults in their lives.

Classroom Application: This book would go well in a classroom to talk about difficulties that other children deal with. Children would be able to reflect on new situations that may be very different than their own. This would help students become more understanding of situations that their peers might be involved in.

Linguistic and Cultural Diversity Analysis: The language may be more advanced for early readers, but it is a good book to be read to students who are younger if they cannot read it themselves. Students may be inclined to ask questions regarding alcoholism, and it would be a great way to get students thinking about warning signs and be more aware about issues that alcohol can cause. It is helpful that the story is told from the perspective of a child, as it makes it easier for children to relate to. Quotations: “My mommy drinks Scotch. She gulps Scotch. She drinks a lot of it before she gets drunk” (4) and “Last night Daddy hit Mommy and called her a ‘drunk.’ Mommy kicked Daddy. Laura and I ran next door” (18).

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We Belong Together

Posted on December 3, 2018 by | Comments Off on We Belong Together

Title: We Belong Together

Author: Todd Parr

Illustrator: Todd Parr

Publisher and Year: Hachette Book Group USA, 2007

Number of pages: 29

Tags/Themes: Picture Book, K-1, Family, Olivia Ruff

Genre: Fiction

Descriptive Annotation: This book is about adoption. The book is very basic, and there are no consistent characters. The book gives the different reasons for why a child would be adopted, and it is read as though a parent would be explaining why they adopted the child. The book follows the form of “We belong together because…X.” It is consistent throughout making it an easy read for a child. The colors are bright and cheery, and the characters are bubbly drawings. The last page is a short note from the author.

Classroom Application: This story would be good to use in an elementary classroom when talking about the different ways that families are formed. Children are rarely asked to think about the different ways families come together, and this would be a good book to use to introduce children to the idea of adoption.

Linguistic and Cultural Diversity Analysis: This book could provide the foundation for conversations about adoption. This would provide the opportunity for students to ask questions and gain a better understanding for the different ways other children live or what their families look like. This book is helpful for students who have been adopted for them to be understood by their peers to some extent. Quotes: “We belong together because… you needed someone to read to you and we had stories to share” (21-22) and “We belong together because… you needed a home and I had one to share” (1-2).

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The Right Touch

Posted on December 3, 2018 by | Comments Off on The Right Touch

Title: The Right Touch

Author: Sandy Kleven

Illustrator: Jody Bergsma

Publisher and Year: Illumination Arts Publishing Company, 1998

Number of pages: 32

Tags/Themes: Emotion, Family, Picture Book, Award Book, K-5, Olivia Ruff

Genre: Educational

Descriptive Annotation: This book follows a little boy and his mother talking before bed. The mother decides to tell her son about inappropriate touching. She gives an example of a little girl who went over into her neighbor’s house and was assaulted. There is a note for parents and teachers in the front of the book with steps to what to do if a child comes to the adult saying that they had been inappropriately touched. This note also explains the importance of the book for various reasons including the fact that children are not always aware of the dangers of familiar people taking advantage of them.

Classroom Application: This story would be a good story to read to children whether it is read in the homes of children or during a lesson on bullying or abuse. We often teach children to beware of strangers, but children are rarely told about the biggest child-predators: people that they might already know of. This book is a good, appropriate way to tell children about the different ways to be aware of situations where sexual abuse could happen.

Linguistic and Cultural Diversity Analysis: This book helps foster a safe space for children to talk about abuse and become aware of some of the dangers. This would open up a door for already abused children to speak up. The illustrations are welcoming and warm, and there is one page with drawings of a boy and a girl so that the adult can explain the differences in whichever way they want to. Quotes: “Lots of kids say they get warning feelings when things are not safe” (21) and “Kisses and cuddles I like a lot, but when I say no, please touch me not” (30).

 

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My Chinatown: One Year in Poems

Posted on November 30, 2018 by | Comments Off on My Chinatown: One Year in Poems

Title: My Chinatown: One Year in Poems

Author(s): Kam Mak

Illustrator/Photographer: Kam Mak

Publisher and Year: Harper Collins Publishers 2002

Number of pages: 30

Tags/Themes: Allison Henry, Culture, Diversity, Family, Fiction, Friendship, Holidays, Picture Book, Poetry, K-1, 2-3

Genre: Realistic Fiction

Descriptive Annotation: My Chinatown is a book of poems that follows a boy through a year in a Chinatown in America. He laments about the differences between his new home and his old home in China. He talks about many different aspects of Chinese culture, and the differences and similarities between the versions in America and the versions in China. At the beginning, he is resentful of America, but begins to enjoy it as the book progresses. It is written in free verse style poetry and the illustrations appear to be done in acrylics. There are no special features and students should have a good grasp on figurative language before they read this book.

Classroom Application: This text connects to a social science unit on China. It talks about many things that are important in the Chinese culture. The author talks about Chinese food, games, holidays, and other activities. Students could use this book to compare Chinese culture with their own or to compare life in Chinatown to life in China. This book could also be used in a Writing Workshop as an example of free verse poetry and expressive language.

Linguistic and Cultural Diversity Analysis: This book talks about a lot of aspects of Chinese culture, both in China and in Chinatown, USA. Students can gain an appreciation for Chinese culture through reading this book. A discussion could be had about immigration and leaving your home behind for a new country, particularly one that has an area that is sort-of like your home country, but not exactly the same. In the book, it says, “But I don’t want to go to school, where the English words taste like metal in my mouth.” It also says, “When we left Hong Kong, we had to pack quick. So many things got left behind-a country, a language, a grandmother, and my animal chess game.”

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Alma and How She Got Her Name

Posted on November 30, 2018 by | Comments Off on Alma and How She Got Her Name

Title: Alma and How She Got Her Name

Author(s): Juana Martinez-Neal

Illustrator/Photographer: Juana Martinez-Neal

Publisher and Year: Candlewick Press 2018

Number of pages: 29

Tags/Themes: Allison Henry, Culture, Family, Fiction, Picture Book, K-5

Genre: Realistic Fiction

Descriptive Annotation: Alma and How She Got Her Name is the story of Alma, a little girl with a long name. Alma complains to her dad and he tells her why he gave her all the names that he did. He tells her of Pura, her great-aunt who believed in the spirts of their ancestors, and of Jose, her grandfather who was an artist. Alma realizes that she is like each and every one of her namesakes and she begins to like her name. At the end of the book is an author’s note and students would need to know the terms for various familial relationships to understand this book. The illustrations are done in graphite and colored pencils.

Classroom Application: This text meets Social Emotional Learning Standard 2.B, “Recognize individual and group similarities and differences.” Alma recognizes the similarities between her and her ancestors. Once she realizes the similarities, she appreciates the similarities and wants to be more like her ancestors. This story could also be used in the classroom if there were instances of students that were being bullied for their names (i.e. a Latinx student comes to a predominantly white school and the white students are not kind to the Latinx student). This book could teach students appreciation for different names.

Linguistic and Cultural Diversity Analysis: This book is about a child with Spanish sounding names. Many of the illustrations include the Spanish words for the items in the picture. It teaches appreciation for the Spanish-speaking culture, as when Alma’s dad is explaining who Jose is, he says, “Your grandfather taught me to see and love our people.” It can lead students to wonder what the story of their name is.

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The Journey

Posted on November 30, 2018 by | Comments Off on The Journey

Title: The Journey

Author(s): Sarah Stewart

Illustrator/Photographer: David Small

Publisher and Year: Farrar Straus Giroux 2001

Number of pages: 32

Tags/Themes: Allison Henry, Adventure, Culture, Family, Fiction, Picture Book, K-1, 2-3

Genre: Realistic Fiction

Descriptive Annotation:  The Journey is the story of a little Amish girl’s trip to Chicago. It is written in diary format and she tells about her adventures eating hot dogs, going into department stores, and riding on a boat. There are large illustrations on every set of pages. On every other set of pages, there is a diary entry from Hannah, describing her day in Chicago, and the illustrations reflect what they did. On the sets of pages without the diary entries, the illustrations depict life at home, specifically the instances that she compares Chicago to in her entries. For example, when they were walking in the park and a horse got spooked, Hannah writes, “I grabbed the bridle and said, “Whoa, boy, Whoa”-like Aunt Clara used to do for me.” When the page is flipped, the illustration shows Aunt Clara calming down Hannah’s horse. There are no special features in this book and students would need some background knowledge of the Amish culture.

Classroom Application: This text could be used in a social science unit on different religions or cultures. It could be an introduction to the Amish community. This book could also be used in a writing lesson, as a different way to structure a text. It is written in an epistolary format, and prominently features illustrations. The students could take this style and use it in their own writing.

Linguistic and Cultural Diversity Analysis: This book is about an Amish girl, and many students have little to no experience with anyone from the Amish community. It could be used as an introduction to the culture, with students researching or creating research questions based on the information they learned in the text. In the story, the little girl goes to Chicago, which is something that many students in Illinois know of. They could compare and contrast their trips to Chicago (or their dream trip if they’ve never been) to Hannah’s.

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