Tag Archives: Sarah Luce

Ida, Always

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Title: Ida, Always

Author(s): Caron Levis

Illustrator/Photographer: Charles Santoso

Publisher and Year: Atheneum Books for Young Readers, 2016

Number of Pages: 37

Tags: Animals, Emotion, Fiction, Friendship, Picture Book, K-5, Sarah Luce

Genre: Fiction

Descriptive Annotation:

Ida, Always is based off a true story of two polar bears in the Central Park Zoo. The story introduces the reader to Ida and Gus, two polar bears who played together, ran together, and dreamed about New York City together. Ida taught Gus about the city’s heartbeat, and how it was always around them and with them. One day, Ida got sick, and the zookeeper told Gus that Ida would die soon. Gus and Ida spent all of Ida’s remaining days together, working through their feelings; some days growling, other days laughing. Eventually, Ida died, and Gus learned how to accept her being gone, while still remembering her and feeling her heart beat there with his.

Classroom Application:

This text would likely be used best with teaching children about death, loss, and grief. While heavy topics that may not necessarily come up in curriculum and standards, they could be important to discuss depending on student experiences or situations within the classroom. Many students encounter the death of a loved one or classmate at an early age, and a book like Ida, Always could be a good tool.

Linguistic and Cultural Diversity Analysis:

This book is set in the Central Park Zoo in New York City. Many students may have never been to a big city, so the illustrations and some of the text may give students an opportunity to experience the culture of a big city. Most suburban and rural areas have a lot of land that is green and natural, but many cities do not have landscapes like this. The illustrations in Ida, Always portray the landscape of big cities, where there are lots of buildings and skyscrapers surrounding the relatively small area of natural land. The polar bears also talk about the noise of the city as “the city’s heartbeat” and how “they added their snores to the sounds of their city”. I could introduce the book by asking students if they have ever been to a big city and what they noticed about the landscape there. I could also ask the students if they have ever been to a zoo and/or if they have ever seen polar bears.

Illustration:

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Eraser

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Title: Eraser

Author(s): Anna Kang

Illustrator/Photographer: Christopher Weyant

Publisher and Year: Two Lions, 2018

Number of Pages: 38

Tags: Fiction, Fine Arts, Friendship, Picture Book, K-1, 1-2, 2-3, Sarah Luce

Genre: Fiction

Descriptive Annotation:

Eraser is a story about school supplies that all work together to create projects and complete homework, but Eraser feels left out and unimportant. Many of the other utensils exclude Eraser from meetings and activities so she eventually decides to run away. She meets the Rough Drafts and they all admire her and show Eraser her worth and how useful she is. The rest of the school supplies also realize their need for Eraser and she comes back to the desk and is included into the group. Students reading this book will enjoy it more if they have a grasp of puns and word play.

Classroom Application:

This text could easily be used to reinforce inclusion within the classroom. Nearly all students are aware of the importance of erasers and they understand that all their school supplies have individual uses. That can be a great way to show that just like school supplies, all students are unique and bring different talents and valuable experiences to the classroom.

Linguistic and Cultural Diversity Analysis:

This book represents a culture and an atmosphere of inclusion. I could easily open with an activity, asking students to use a pencil with no eraser to do something where they would need to erase. After reading the book, I would also focus on the idea that all students can be included because they all bring something useful to the classroom, just like Eraser says, “I DO create. I create second chances” (page 24). The setting and characters allow the book to be easily related to, as most, if not all, students have experience using school supplies. The story is also funny, holding students’ attention, like when Scissors says, “I don’t run. EVER” (page 7).

Illustration:

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Roxaboxen

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Title: Roxaboxen

Author(s): Alice McLerran

Illustrator/Photographer: Barbara Cooney

Publisher and Year: Lothrop, Lee, & Shepard Books, 1991

Number of Pages: 27

Tags: Adventure, Emotion, Family, Fiction, Friendship, Picture Book, K-5, Sarah Luce

Genre: Fiction

Descriptive Annotation:

Roxaboxen is a story based on the childhood experiences of the author’s mother growing up in Arizona. It is about young kids who would play in the desert across the street from their homes as they created a town and their own little society. They made houses, streets, and businesses, had cars and horses, and even had a mayor and policeman. As the children grew into adults, they still carried their memories of Roxaboxen with them, and it was still there years later, physically and in spirit. There is an author’s note at the end, commenting on the origins of the story and how her mother’s memories helped the author and illustrator create the book.

Classroom Application:

This book could be used in classrooms to reinforce lessons about desert areas, such as Arizona, where this story originated. The illustrations depict the landscape and flora quite accurately. The book could also be used as an example to show students how to work well together in creating something. Like the children in the book played together and created a town, so could students learn to work together on things like projects and tasks in the classroom.

Linguistic and Cultural Diversity Analysis:

Depending on where one lives, this book could give a class insight into what it is like to live in a desert area. It looks much different than living in the Midwest, and there are lots of different cultures in the Western United States that are not as common in places like Illinois. It could also be used to show the culture of times in the past. In today’s society, children have many things that keep them occupied inside, like phones and tablets and television. Back in 1991 when this book was written, children entertained themselves a lot by playing outside and using imagination. This book gives insight to children who grew up being creative and inventive with what they could find outside, like “a tin box filled with round black pebbles… [that] were the money of Roxaboxen” (page 6) or creating cars out of “something round for a steering wheel” (page 15). I might introduce this book by asking my students to imagine living before a lot of technology and I might ask them what things they could do to have fun without tablets and televisions.

Illustration:

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This One Summer

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Title: This One Summer

Author(s): Mariko Tamaki

Illustrator/Photographer: Jillian Tamaki

Publisher and Year: First Second Books, 2014

Number of Pages: 319

Tags: Emotion, Family, Fiction, Friendship, Graphic Novel, 6-8, 8-12, Sarah Luce

Genre: Fictional Graphic Novel

Descriptive Annotation:

This graphic novel is about a young teenage girl and her family who go up to their cottage on a lake every summer. The story follows the girl, Rose, and her friend, Windy, as they spend their days at the beach and their nights watching horror movies from the local store. The girls are exposed to many adult things as they hang around the store where the older kids hang out. Rose’s family is also going through a rough patch that summer and Rose learns of the secret behind her mother’s new negative attitude towards the lake. This book has a lot of crude language and mature themes that are not acceptable for students younger than high school age, if not older.

Classroom Application:

This book could be used to discuss life issues in a high school setting. Some students who read this book might be introduced to topics they have had little experience with, if any at all.  It is important to use this book as a discussion starter, instead of simply a “free reading” book, as it could stir up strong feelings within students.

Linguistic and Cultural Diversity Analysis:

This One Summer represents the teenage culture around the “coming of age” period in adolescents’ lives. It was published in 2014, so the portrayal is similar to today’s experience. The story is a graphic novel, so most of the dialogue is through speech bubbles and a lot of the plot is carried through the illustrations. In one scene, the young girls are talking about the older kids they ran into at the store, and it is clear they are impacted by the teenagers’ actions. Rose and Windy start talking about them once they get home saying, “‘Oh my god those girls are sooo loud. I bet you they were drunk. They’re like, DRUNKS’” (page 40). I would introduce this story to my class with a warning of the maturity of its content and language. The story not only deals with intense topics, but also situations where families are apart, like when Rose’s mom says to Rose, “‘I know you’re angry. Rose. I didn’t send your dad away’” (page 224). It gives students an insight into what life is like for families that may be different than their own.

Illustration:

     

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Waiting for Normal

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Title:  Waiting for Normal

Author(s): Leslie Connor

Illustrator/Photographer: N/A

Publisher and Year: Harper Collins, 2008

Number of Pages: 290

Tags: Award Book, Chapter Book, Emotion, Family, Fiction, 2-3, 4-5, Sarah Luce

Genre: Realistic Fiction

Descriptive Annotation:

A young teenage girl, Addison, and her mother move into a trailer in a rundown area outside of the city after Mommers, Addison’s mother, divorces Addison’s stepfather. The story follows Addison for about a year as she navigates a new place, new school, and changes in her family dynamic. The story touches on things such as perceived mental illnesses, physical illness like cancer, and learning disabilities, giving students a glimpse into what life is like for people who deal with those things. It also has characters that are deep and are not featured much in literature, like families dealing with divorce and separation, as well as characters that are a part of the LGBTQ+ community. Students reading this book may encounter bigger words they do not know (as the main character keeps a vocab notebook) but the words are often defined and explained as a part of the plot.

Classroom Application:

This book would be more useful in teaching life lessons to students, rather than academic lessons. It could teach inclusion of others, through looking at the inclusion of a character that is gay or the way Addison is accommodated and included in her Stage Orchestra class, given her dyslexia. It could also be used to discuss more deep things, such as the affect of cancer on a person, the pain of grief, or the impact of a family being split apart.

Linguistic and Cultural Diversity Analysis:

This story represents the culture of being poor in a rundown town in America. It gives the reader a look at what it is like to live check to check from Addison’s perspective, like when she says to her hamster, “‘Well, Pic, given the size of me and the size of you, if food is wealth, you’re the queen today’” (page 238). It also shows one perspective of what it is like to live with a person who potentially has a mental illness. I would have this as a book in my classroom library and explain it to students as a book that talks about real-world experiences that many people face in their lives, like cancer. Soula, one of Addison’s friends from the corner minimarket, tells her, “‘You’re seeing the worst of it, Cookie…This is cancer. And it stinks’” (page 65). This book was written relatively recently (2008) so it is more intentional about discussing big topics in today’s society, such as mental illness and inclusion.

Illustrations:

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