Tag Archives: 2-3

The Five of Us

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Author: Quentin Blake

Illustrator: Quentin Blake

Publisher/Year: Tate Publishing, 2014

Pages: 27

Genre: Fiction

Analysis:2016-05-16_16.21.53[1]

Five friends are each fantastic in their own way: Angie has exceptional vision, Ollie has spectacular hearing, Simona and Mario have amazing strength, and Eric discovers the power of his voice. During a trip to the countryside, their bus driver becomes ill and faints, forcing the five friends to wander aimlessly in search of help. After Angie spots people on a cliff across the river, quiet little Eric proves to be just as amazing as his friends by using his incredibly loud voice to call for help.

The Five of Us presents a diverse group of characters that many readers can personally identify with; Angie is African American, Ollie wears glasses, Mario uses a wheelchair, Simona is overweight and Hispanic, and Ollie is shy and introverted. Each character and their personal differences are represented in a way that affirms and respects readers who also share those qualities. The five friends are unique in that their special abilities are ones that readers would least expect, though they are still possible (e.g. an overweight girl and handicapped boy having super strength; a shy boy having a loud voice). As such, Blake’s book validates readers who feel doubted or overlooked because of how they look or act. The Five of Us functions as a window by introducing readers to the feelings and experiences of individuals, such as Eric, who take a little more time in realizing their uniqueness. Eric is last to discover his amazing potential, but readers can see that without Eric’s help, the Fantastic Five would not have been rescued by the helicopter. Eric slowly but surely worked up the courage to give a loud cry for help.  Finally, The Five of Us acts as a door by encouraging readers to focus on the assets of their peers rather than their inabilities and flaws. Readers are also asked to be more empathetic and understanding towards individuals, like Eric, who develop slower.

Power is equally distributed between the five friends for each has an important power that allows for their eventual rescue. For the five friends, rescue depended on combining their individual powers for the greater good. Although the Fantastic Five represents cultural diversity in and of itself, all other characters in the story are illustrated as white, normal-looking, and able-bodied people.

Blake uses text to celebrate each friend’s individuality. The five friends are all described as “amazing” for the unique abilities they possess (p. 2-3). The text also shows the completeness of Eric’s self-discovery. For most of the story, Eric is nervous and in an effort to prepare himself to speak, all he can muster is “Erm…erm…” (p. 7, 11, 14), until he at last belches out a “HELP” so loud that the exclamation takes up half of the page (p. 20).  Blake’s illustrations are also symbolic. As the five friends explore the countryside and look for help, Eric is always drawn lagging behind (on the left in their procession) and also a bit smaller and shorter in size than his friends. Such a portrayal conveys Eric’s perceived weakness in light of his friends who have already showcased their talents. This also allows Eric to both literally and figuratively move forward (to front of group) and provide his unique contribution: a loud cry for help. The text and illustrations, both show how Eric is not to be underestimated. The main ideology presented in The Five of Us is individualism, and how it can be maintained while working as a team and is discovered by humans at different rates. Blake warns against judging people at first glance.

 

The Day the Crayons Quit

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Author: Drew Daywalt

Illustrator: Oliver Jeffers

Publisher/Year: Philomel Books, 2013

Pages: 32

Genre: Fiction

Analysis:

In The Day the Crayons Quit, Duncan receives a stack of letters written by his twelve crayons: red, purple, beige, gray, white, black, green, yellow, orange, blue, pink, and peach. In their own letter, each crayon describes his or her unique woes, including being used too much or too little, being a “girl” color, or only being used for outlines. Duncan’s responds by using all twelve colors in his next drawing, scoring him As for creativity and coloring.

The Day the Crayons Quit acts as both a mirror and a door. Although indirectly, each crayon’s woe is not too far related to the real life struggles of young readers. The red, gray, and blue crayons describe how they often work harder than other crayons because there are so many (large) things of their color. Readers who have ever felt used, overworked, or underappreciated can personally identify with these three crayons. Likewise, just as Beige is tired of being incorrectly labeled “’light brown’” or “’dark tan,’” elementary aged students have surely dealt with threats to their individuality. Finally, Pink complains of never being used because of her association as “girl” color; this woe can speak to both girls and boys who have felt swayed to act in a certain way because of their gender. Woes a reader cannot personally identify with can help expand their world view, maybe even alerting them to the troubles their peers are experiencing. For very young readers, Daywalt’s book provides a basic understanding of the colors used to draw certain things. Duncan’s response also functions as an appropriate model of behavior, for he not only addresses the complaints of each crayon but uses their unique ability to create an interesting illustration.

Power rests with Duncan for only he can attend to the woes he unknowingly wreaked upon his crayons. Through each crayon’s letter, Daywalt creatively and humorously explores the concept of power struggles.

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Exclamations, purposeful capitalization and underlining, and humor captivate the intense desire of each crayon to have their concerns met. The signature and closing of each letter communicates very briefly the situation each crayon wants recognized and fixed (e.g. “Your very stubby friend” (p. 22)) and type that mimics a child’s handwriting helps give each crayon personality. Jeffers’ illustrations mirror the text but more symbolically and literally show the emotions felt by each crayon. For example, as Beige complains of being used only for wheat he is drawn with a sorrow expression and weak posture like that of a lonely stalk of wheat. White complains of meaning nothing without a black outline, and is thus illustrated by Jeffers without a black outline, causing White to be nearly invisible and easily overlooked by readers, myself included. The illustrations also contrast the current and ideal worlds perceived by each crayon. The placement of the majority of crayons lower on the page signifies their low spirits and power so long as Duncan does not respond as they please. Many themes in The Day the Crayons Quit deal with social justice concerns, such as challenging gender norms, oppression, and the democratic right to free speech and expression (i.e. striking). The theme of teamwork without the loss of individuality is also explored, as exemplified by Duncan equally addressing the unique needs and wants of each crayon.

 

Last Stop on Market Street

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Author: Matt de la Peña

Illustrator: Christian Robinson

Publisher/Year: Penguin Group, 2015

Pages: 28

Genre: Realistic Fiction

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Analysis:

On one particularly rainy Sunday, CJ is far from excited about riding across town with his grandma to the soup kitchen where they volunteer; he questions Nana as to why they must wait for the bus, why they do not have a car like his friends do, and why they cannot just go home after church. Nana helps CJ’s imagination grow by encouraging him to look for the beauty along their journey—from the magic of music and city life, to the spirited characters of the soup kitchen.

The Last Stop on Market Street can speak to young readers, such as CJ, who feel uncomfortable living a lifestyle different from that of their peers, and needed a push from someone they love to appreciate what they have and are working for. Young readers who live with and/or spend most of their time with a grandparent or other non-parent caregiver can also relate to CJ’s experiences with Nana. Likewise, The Last Stop on Market Street functions as a window. As a narrative of a young boy living modestly in the city, Matt de la Peña’s book introduces readers to a day in the life of someone who may be less advantaged (i.e. financially) than they are. White readers of the middle class are given a chance to empathize with CJ as he realizes the cultural differences that divide he and his friends (e.g. CJ must wait in all weather for the public bus, and has to volunteer after church instead of going home to relax). Finally, The Last Stop on Market Street acts as a door through Nana’s example of respect and optimism. Specifically, Nana models for CJ how to be a “better witness for what’s beautiful” by not being narrow-minded (p. 22). For example, when CJ questions why the blind man cannot see, Nana invites CJ to consider understanding the world through one’s ears.

Symbolic power—the ability to see the beauty in even the most imperfect and overlooked aspects of life—is imparted on CJ through his Nana’s wise advice and model behavior. Both the text and illustrations accurately and respectfully represent African American culture. Many, but certainly not all, African American parents are absent in their children’s lives due to divorce or multiple jobs, as can be inferred by the intimacy between CJ and Nana. The language used by CJ and Nana is not always grammatically correct (e.g. “gotta;” “Boy” to refer to CJ) and resembles slang. Although CJ and Nana are stereotypically living and working in an urban environment, Peña and Robinson celebrate the spirit and diversity of such a place. Contrary to what one might expect, Robinson’s soup kitchen is a place where men and women of all colors work and eat.

Text, in the form of out-loud wonderings, questions, and wishes, is used to communicate CJ’s initial resentment and discontentment with his lifestyle. Nana’s wisdom and her helpful advice for CJ are also communicated through words. Illustrations in The Last Stop on Market Street embrace the theme of human diversity. Many characters are illustrated with a distinctive look (e.g. tattooed man; pregnant woman), and represent a wide range of ability (e.g. blind; physically handicapped) and race (black, white, and all colors in between). In this way, Robinson’s illustrations challenge various stereotypes, such as how soup kitchens and public transportation are not just for people of color. Late in the book, hawks flying towards the right of the page, and the use of brighter, more optimistic colors to illustrate the neighborhood slum symbolize the return of CJ’s pride for their work at the soup kitchen, and respect for the community he lives in. The Last Stop on Market Street preaches the value of humility, or the idea that having less allows a person to see more beauty in the world. Another, perhaps unintended theme is orthopraxy, explored by how CJ and Nana go to church but also do good works (volunteer work).

Time To Go

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IMG_4269Author(s): Beverly and David Fiday

Illustrator/Photographer: Thomas B. Allen

Publisher and Year: Gulliver Books and Harcourt Brace Jovanovich in 1990

Number of Pages: 29

Genre: Realistic fiction

Analysis:

This is a story about the day a young boy is moving out of the farm house he has lived in his whole life, and he is going around the farm remembering what everything used to be like. He talks about how the henhouse use to have chicks and now it is empty, and he talks about how he used to ride on the tractor with his father but it now sits still. In the end, the young boy promises that he will one day move back to the farm, but for the time being he has to go.

This book can act as a window for students to learn about the harsh realities of poverty, who may have never lost something due to economic hardships. For some children, this book may give them hope for better days to come, if they too have lost something due to their family’s financial state. This story is also portraying the hardships that farm owners and families have recently been experiencing due to industrialization and the poor economy. The illustrations in this book are a little blurry and have a dark color scheme, which symbolizes the disappointed and gloomy mood of the story. On each page, the illustrator uses the left side of the page as a depiction of the current, bleak, and run-down conditions of the farm and the right side shows how lively and beautiful the farm once was. The main character is a white male, but is often drawn with his back to the reader and if facing front, he has little to no details on his face, which could be the illustrator’s way of trying to make the main character seem like a relatable character. However, if this is the case, then the illustrator is reiterating that the white male is the norm for society.

When first reading and looking through the book, it seems like a sad story about a child moving but there are deeper messages that the reader can take away from this such as accepting a large change or loss. Overall, this story does a great job of explaining loss and poverty to younger kids. I also believe the message of hope and optimism is also apparent, especially at the end of the book, which shows children that they should never give up hope.

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My Mom’s Having a Baby

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IMG_6197Title: My Mom’s Having a Baby

Author: Dori Hillestad Butler

Illustrator: Carol Thompson

Publisher: Albert Whitman & Company

Number of Pages: 32 pages

Tags: Emotion, Family, Non-fiction, 2-3, 4-5, Stephanie Prentice

Genre: Non-Fiction

Analysis: This non-fiction book goes through the different stages of pregnancy in each month. The main character, Elizabeth, learns all about the baby’s development and growth inside her mom’s stomach. She seeks to answer many of the questions that young children have when they are expecting a baby brother or sister.

This book allows the children to see how the pregnancy process works. It is a very informative book with lots of information. Boys and girls can see how they individually play a role in creating a baby. This book also allows them to reflect on when they were conceived as well. This book gives children the power because it is told from Elizabeth’s point of view.

The book is set up by explaining what happens in each month that Elizabeth’s mom is pregnant. Each month the images show the growth and development that takes place. For example, in October, Elizabeth explains tIMG_6199hat the baby has finger nails, eyes, and ears. It shows the actual size of the embryo at this point in the pregnancy. When Elizabeth wonders how the baby got there, the process of creating a baby is explained. The images include the human anatomy of the female and the male as well as an honest explanation of how the baby got there. The images are pencil drawings with some water color. The use of text bubbles emphasizes the idea that the questions asked in this book are common from children who are expecting to be a big brother or sister. The text in the bubbles also resembles a child’s handwriting, giving it a sense of authenticity.

Since this book is completely honest while answering questions regarding how making a baby works, some people may be against this. Some may think it ruins a child’s innocence if they know truly how a baby is conceived. However, others may be attracted to the honest answer to many children’s wonders. This book offers a non-fiction, medical explanation of pregnancy. It also allows children to see the development of the baby inside of a mother’s stomach. However, because of the content and illustrations of this book, teachers should not read this book in classrooms without parental consent. IMG_6198

Knock, Knock: My Dad’s Dream for Me

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Title: Knock, Knock: My Dad’s Dream for Me

IMG_6195Author: Daniel Beaty

Illustrator: Bryan Collier

Publisher: Little, Brown and Company, 2013

Number of Pages: 40 pages

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Genre: Fiction

Analysis: In this story, a boy talks about his morning routine that involves his father knocking on his door to wake him up. However, his father doesn’t come to his door one morning because he is incarcerated. He waits patiently, but his father never shows back up. The rest of the story is told through a letter that his father writes him from jail describing the dreams he holds for his son. This book is a Coretta Scott King Award Winner.

This book serves as a mirror to the children who have an absent parent in their life for any reason. The story talks about the process of growing into adulthood while missing a parent. It is told from the child’s point of view, displaying the wide range of emotions that took place during these times. The child in the story never finds out where his father is, which can be representative of some children’s reality. However, as the story goes on we see the child grow in age and see him accomplish many things. For this reason, the book also serves as a door to its readers. It gives them courage to keep going when they might be scared without parental guidance. In the author’s note, we learn that the author created this book in regards to his own personal life. His father was placed in jail when he was only three years old.

The illustrations in this book are put together with collage materials and water colors, giving a feel for the Harlem area in which the story is set.  There are other children’s faces used on the buildings. The images of the other children and sometimes clear and sometimes faded. Perhaps they are symbolic of memories fading away with time. The emotions on the narrator’s face are clear and add an element that is not described in the text. The father’s tie is present in the beginning of the book, but as the story goes on we see the main character put the tie on himself as he grows older. We also see the growth of the boy, symbolizing the time passing while his father is still gone. The structure of this book relies heavily on the letter the boy’s father sends him. The letter discusses many life lessons that a father can teach his son such as shaving for the first time. The father tells the boy to knock down doors that IMG_6196he couldn’t, as well as knock to open the doors to his dreams. This element ties into the game they used to play when he as a child. Ideologically, this book has many important lessons. While it speaks to the children who have lost a parent, it also aims to show hope, the importance of making good decisions, and to not let a past define a future. This book speaks to all children who may have the odds stacked against them. Some people may believe that this book is stereotypical because the father, an African American, is sent to jail. However, I believe that this book is great for all children, regardless of their situation.

Lon Po Po: A Red Riding Hood Story from China

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Title: Lon Po Po: A Red Riding Hood Story from China

Author: Ed YoungIMG_6193

Illustrator: Ed Young

Publisher: Philomel Books, 1989

Number of Pages: 30 pages

Tags: Award Book, Animals, Culture, Fiction, Picture Book, 2-3, 4-5, Stephanie Prentice

Genre: Myth

Analysis: This tale from Ancient China is very similar to the European version of The Little Red Riding Hood. After their mother leaves to see their grandmother, Shang, Tao, and Paotze are left home alone when they hear a knock on the door. The wolf claims to be the children’s grandmother, but they soon realize she is not. They plan on how to get rid of the wolf. This book is a Caldecott Gold Medal award winner.

Children who read this book can easily recognize the similarities and differences between this tale and the Westernized version. They can also see how the Chinese culture tells this well-known story. The authentic Chinese culture is reflected in this story, as it was translated from an ancient Chinese oral tradition that is nearly a thousand years old. Since the author of the text is part of the Chinese culture himself it is fair to say this story is an accurate representation.

The images are a combination of pastels and water color, which work very well together. The images are also framed, emphasizing the idea the story is an old tradition. In the beginning of the story, the colors are brighter but soon turn dark, signaling the danger that is soon to come. The pictures of the wolf are always created with dark colors creating a dark and dangerous feel. The emotions on the childrens’ faces are realistic and one can sense the fear they have. As the children defeat the wolf, the images become brighter once again. The main plot of the story is very similar to the western traditional story; however, it incorporates many things from the Chinese culture. For example, the children climb the gingko tree, which has gingko nuts that allow for people to live forever. The children are also seen wearing traditional Chinese clothing. The heroine in this story is a female, which is rare for fairy tales. From the beginning, the oldest daughter realizes that the wolf is playing a trick on them. This differs from the Western version where the main character falls for the wolf’s tricks. This story shows the dangers of children staying home alone. The wolf saw the mother leave and takes advantage of the situation. This story also teaches children they should obey their parents. Before the girls’ mom left, reminded them to shut and lock the door tight. When the wolf arrives at the house, the girls open the door for him. In addition, this story teaches children to keep calm while they are in danger. IMG_6194

Miss Mingo Weathers the Storm

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Title: Miss Mingo Weathers the Storm

Author: Jamie Harper

Illustrator: Jamie Harper

Publisher and Year: Candlewick Press, 2012

Number of Pages: 31

Genre: Fiction

Analysis: Miss Mingo Weathers the Storm is about a flamingo teacher and all of her students who take a hike for their class field trip. Throughout the hike, each animal’s special talent is helpful in different scenarios, resulting in a successful field trip.

This book can function as a mirror for any teacher who takes students on a field trip. Although the characters throughout this book are all animals, the book is still relevant to teachers. Teachers also realize throughout the school year that each student in their class has a special talent or unique characteristic that adds to the classroom and helps fill the family vibe within the class. The book can also function as a window for all children wanting to learn about animals. The tidbits of scientific information that is provided throughout the entire book allow students to learn different facts about different types of animals.

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Perceptually, the book is colorful, warm and inviting for all kids. This book appears to be kid friendly and an interesting book about animals. While first looking at the front cover, one may assume that the book is a cute picture book. However, the picture book includes information about different animals.

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Structurally, the book includes facts about the animals’ skills and talents. These facts are put on display on different pages throughout the entire book. The facts throughout the book add to the text, while the images mirror the text of the story. The facts can also act as images throughout the book. One thing that every page has in common is that the images are not framed, which allows the readers to feel part of the story throughout the book.

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Ideologically, this book is a perfect example about how each student’s skills and talents add to the classroom environment. Every student is special in their own way, so this book can be used to allow students to see that their talents are special to the class as a whole. A class wide lesson that a teacher could teach from this book is that as a class we are better together then apart. Another lesson that could be taken away from the book is that the facts about each animal are scientific information, which could be teaching points that students would find interesting. Overall, this book is a fun and interesting book that students will love, but teachers can also find teachable moments throughout the book.

A Day’s Work

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Title: A Day’s Work

Author: Even Bunting

Illustrator: Ronald Himler

Publisher and Year: Clarion Books, 1994

Number of Pages: 32

Genre: Realistic Fiction

Analysis: A Day’s Work is a story about a young boy, Francisco and his grandfather, who go to look for work in America after Francisco’s grandfather moves in with Francisco and his mother. Francisco goes with his grandfather since he does not understand English yet. The two work hard but realize that they have to come back the next day to redo their day’s work.

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This book can function as a mirror for those just moving to America from another country. Many experiences that Francisco’s grandfather goes through could also be significant for other people as well. Not knowing English and having to learn English as a second language can be challenging for anyone. This book could also function as a window, for people who speak English to learn about the challenges that others experience when moving to the United States.

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Perceptually, the colors from the front cover appear dull, which is not very interesting or engaging for young children. They also appear to be pencil drawings looking like rough sketches, but very detailed. Although the colors are dull and not intriguing, the mysteriousness behind the front cover, invites the reader inside the book to continue reading the story.

Structurally, the images are not framed, which allows the audience to feel invited in and included throughout the book. The text per page with the images is just the correct amount of text so that the reader can understand the text before turning to the next page. The images leave the audience with a mysterious feeling because there is not a clarity in the images, especially the faces, which leaves the reader with an idea about what occurred on that page because of the text but does not provide many details. Since the reader is not able to clearly see the faces of the characters, facial expressions and emotions are hard to see in the images. The illustrator may be trying to make a point about these workers and that workers may not want to specifically have an identity because of frequent job changes or moves.

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Ideologically, this book is an excellent example of honesty, loyalty, and that hard work pays off. The grandfather and Francisco are loyal and honest with their employer. Since they completed the wrong job, they were not going to accept payment until the next day when they had completed the job correctly. This example teaches children to always be honest and loyal because these characteristics are valued among adults, parents, and teachers. The easy way out would have been from the grandfather and Francisco to simply accept the money and come out the next day to partially complete the job, but they took the harder route by waiting. Another lesson that this book teaches children is that hard work pays off. Since Francisco and his grandfather took the harder route, they were more valued by their employer, and it could be likely for them to be asked again by this same employer to work for him another time. A Day’s Work is a great book to teach children about morals and values.

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Dancing in the Wings

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Dancing1 Title: Dancing in the Wings

Author: Debbie Allen

Illustrator: Kadir Nelson

Publisher and Year: The Penguin Group, 2000

Number of Pages: 29

Genre: Realistic Fiction

Analysis: Dancing in the Wings is about a young girl, Sassy, who loves ballet but is taller than all of her peers. Throughout the book, Sassy learns to embrace her difference leading to her success near the end of the book.

This book could function as a mirror for all young girls who love dancing but do not always feel that their appearance is the same as their classmates. Girls typically struggle more with self-image compared to boys, so this book helps young girls embrace their characteristics. I think that this book could also function as a mirror for African American girls. They could see themselves through Sassy and her family. Having a book that is applicable to African American girls can make these girls feel included and understood. A window is another function of this book because people can learn about some aspects of a different culture from this book.

Perceptually, this book portrays a musical, beautiful and elegant cover that makes one believe that the same types of images will continue throughout the book. However, that is not the case at all. Within the images, Sassy appears to have two different sides to her personality. One aspect of her personality portrays elegance through the dancing images. Another aspect of Sassy’s character that is portrayed in the images is her athletic and tomboy characteristics, as seen in the images below. However, all of the images are beautifully drawn throughout the entire book.

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Structurally, Sassy is taller and larger than her classmates, showing that she is stronger than her classmates as well. This is symbolic to the ending of the book, when Sassy outlasts all of her classmates in a tryout. The unframed images allow the audience to feel included in the story and allow the audience to connect with Sassy and her challenges that she faces throughout the book. Throughout most of the book, Sassy is facing left. This is a way for viewers to see that Sassy is less secure with herself. After Sassy wins the dance contest between other girls she still continues to face towards the left, which can be a sign of the lack of confidence that Sassy has with herself. For the longest time Sassy has been bullied about her height, so her struggle to believe in herself is something that she has learned over time from her peers and teachers.Dancing2

Ideologically, this book expresses the message that one should embrace his or her individuality because what makes him or her unique may be what leads to success. Sassy was successful and won the dance contest because of her height and long legs. What was once a deficit in her mind, became one of her biggest assets. Sassy always worked hard even when her peers would discourage or upset Sassy and in the end all of her hard work paid off. Throughout the book, there were a couple girls who were mean and would upset Sassy. This is a lesson that children should not be taught. Even though this lesson was an essential part of the story plot, children could learn this from the book.