Tag Archives: Animals

Flashlight

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Author/Illustrator: Lizi Boyd

Publisher and Year: Chronicle Books, 2004

Number of Pages: 32

Genre: Fiction

IMG_2271Flashlight is about a young boy who explores the mysterious world outside of his tent. What other way to experience nature than with a flashlight? Like a flashlight, this book helps us experience the beauties of nighttime nature.

This story could work as a window into a world that a lot of children may be curious about—nature.  There are also many children who could identify with this small, curious boy. Children are known for their creativity and imagination, and this boy’s creativity is what creates this journey for him.

There are no words in this book, as it is a picture narrative. The pictures tell the story. Structurally, majority of the book in black and white to show how dark it is without the flashlight. The areas where the boy shines the flashlight are colorful and bright, but there are also two trees that always have color, even though the flashlight is not on them. This is a cut-out book, and every cut-out is a colorful spot on the next page. One of the things that the boy flashes his light on are “prayer flags”, which are common in the Tibetan culture. At one point, the small boy loses the flashlight and the animals seem to be just as curious about him as he is about them. Ideologically, this book promotes the inner creativity and curiosity in readers. Although the boy cannot see what is in the dark, as the reader, the reader can. However, the creative part comes in when the readers attempts to bring these black and white images to life, just like the young boy with the flashlight.

Do Unto Otters: A Book About Manners

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Author/Illustrator: Laurie Keller

Publisher and Year: Christy Ottaviano Books, 2007

Number of Pages: 34

Genre: Fiction/Fable

IMG_9675 [2578144]A rabbit is skeptical about what his new otter neighbors will be like. He is told to treat them as he would want them to treat him. After realizing how he’d like to be treated, he sees that maybe his new neighbors won’t be so bad after all.

This story works well as a mirror and a door. There may be some children who feel torn about how to treat someone because they are different, this book would help with that. When people see others who are different they tend to feel that maybe that person shouldn’t be treated like everyone else. There is no real power distribution in this book, as this book just really focuses on the idea that one should treat others how they’d like to be treated.

Perceptually, lots of onomatopoeia is used throughout the book, making the book easier to read and helping children with sounds. The text adds to the images and the images add to the text. There is a lot of dialogue used, as the whole book is really just the rabbit going through his thoughts. Structurally, images are bright and full of color, making the text more entertaining. Facial expressions and specific fonts help the reader understand how the text should be read. The illustrator gives examples of ways to be friendly, so there is little confusion as to what the author means (they are the same person). The illustrator also breaks down and defines certain words, such as “cooperate” for beginning readers. Ideologically, this book teaches manners such as saying please, thank you, and excuse me to others. It also teaches readers how to be polite in different languages, such as Spanish, French, German, Japanese, and Pig Latin. It emphasizes great traits such as honesty, kindness, and sharing, which are important to teach children at a young age.

Mule Train Mail

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Title: Mule Train MailIMG_6204

Author: Craig Brown

Illustrator: Craig Brown

Publisher: Charlesbridge, 2009

Number of Pages: 34 pages

Tags: Adventure, Animals, Culture, Diversity, Non-fiction, Picture Book, 4-5, Stephanie Prentice

Genre: Non-Fiction

Analysis: Anthony the mail man delivers mail to the town of Supai on a mule for through the Grand Canyon. This nonfiction book tells the story of Anthony’s journey, the only mule train delivery system left in the United States.

This story acts as a window for children to see the culture of the Supai village. The Supai village is located on the Havasupai Indian Reservation at the bottom of the Grand Canyon. This is very unique because people can only access this area by horse, mule, or helicopters.  The cultures represented in this book are depicted accurately. The author is very knowledgeable about this culture and delivery system because he took the journey himself before writing this book. He discusses his experience at the end of the book.

IMG_6205The images, created by the author, begin with a map tracking the map the mule train follows. As Anthony starts his descent to the Supai village, the images turn long-wise, emphasizing the downward descent of the mountain. The images display the different types of weather that the mules face such as snow and ice or very hot. The illustrations accurately depict the terrain in the Grand Canyon.  As they reach the bottom of the mountain, the images turn back to horizontal. The double spread page allows the reader to engage themselves in the journey alongside Anthony.  The book is told in a narrative manner, as if the author is retelling the story of his journey to a friend. Since this book tells a true story, it introduces children to a different culture. Students who read this book will be introduced to a different type of public service. In addition, it raises awareness about a culture that does not receive a lot of recognition. This book can also be used to show the dedication and determination that Anthony has for his job. The mail gets carried through very dangerous weather that could harm both Anthony and the mules.

Waiting

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Author: Kevin Henkes

Illustrator: Kevin Henkes

Publisher/Year: Greenwillow Books, 2015

Pages: 29

Genre: Fiction

Analysis:

Waiting is the curious story of five toys who live on a window ledge. Four of the toys (the owl, puppy, bear, and pig) wait for something specific (e.g. moon, snow, wind, rain, respectively), but the rabbit simply enjoys looking out the window and waiting. Told and drawn from the perspective of the toys, Waiting explores their life, from sleeping and new ledge-mates to the wonderful and scary things they observe through the window.2016-05-27_11.38.16[1]

Waiting can be seen as a metaphor for life; readers can relate to one, some, or all of the toys and their experiences. Each toy is waiting for something different, but they nonetheless wait together as a sort of community. From this, children can see that every person has a unique source of happiness. For example, the pig waits for rain because she has an umbrella, while the bear waits for wind so his kite can fly. Children who have yet to discover their preferences and interests can relate to the rabbit, for he finds happiness in simply looking out the window, waiting for nothing in particular. Children can also see their lives portrayed in other experiences of the toys as well. The five toys are a dynamic community; the way some toys go away to return later on (after being played with) or the introduction of new toys to the ledge, resembles how people in our own lives come and go, sometimes returning and other times not. Waiting can indirectly function as a door because the original five toys model conviviality. Although the five toys were initially surprised when a cat with patches joins them on the ledge, they welcome the cat and patiently wait to see what it is waiting for (kittens/four nesting cats). At the end of the book, all ten animals happily wait together and intermingled.

Power is distributed evenly in Waiting. The family of five, and later ten, animals are drawn and described to be equals. They welcome each other and coexist. It can, however, be assumed that power rests with the child owner of the toys who, although not pictured or mentioned, is responsible for removing, replacing, and breaking some toys on the shelf. Without the supposed presence of their owner, the toys would not be waiting for wonderful things to happen. Culture does not really figure into Henkes’ Waiting. Without seeing the toys’ owner, the set of toys could belong to a child of any race, gender, or even social class.

The text in Waiting communicates how each animal’s life and happiness on the ledge is defined by waiting for something. Besides the occasional new animal or visitor, all the animals truly have is themselves and the window for entertainment; their lives, like the text itself, is rather plain until what they are waiting for arrives. As much of the text is vague and told from the perspective of toys, the illustrations both mirror and add to the text. Images add a curious and playful feeling. The changing expressions (e.g. surprise, questioning, peace, joy, and fright) and body language of the toys in response to new can tell the story by itself. The fact that the animals are waiting by a window is both symbolic and a little ironic; windows are said to represent thresholds, progress, and growth, yet by spending most of their days waiting, the animals really are not moving forward, and their happiness is not always assured. The animals are often shown peering up and through the window to emphasize how the happenings outside of their window offer a picturesque, dream-like quality (i.e. fluffy white snow, rainbows). Finally, by having the animals’ backs to the reader in the illustrations, readers are invited to peer through the window as well. Waiting embodies themes of the inclusion and acceptance of others, and shows patience to be a virtue.

The Dog Who Belonged to No One

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Author: Amy Hest

Illustrator: Amy Bates

Publisher/Year: Abrams Books for Young Readers, 2008

Pages: 29

Genre: Realistic Fiction

Analysis:

The Dog Who Belonged to No One tells the parallel stories of two lonely characters: “a small dog with crooked ears” (p. 1) and a “wisp of a girl named Lisa” (p. 4). The dog is quiet, friendly, and helpful, but no one ever notices him; Lisa spends long Sundays delivering breads and cakes and has to think up stories to ward off the loneliness. On one stormy morning, Lisa and the dog get caught in the rain and after both taking shelter in Lisa’s warm home, they become inseparable friends.

The Dog Who Belonged to No One speaks to readers, like Lisa and the dog, who feel unnoticed, underappreciated, and in need of a good friend. For readers who have never struggled to make friends, The Dog Who Belonged to No One provides a window into the lives of the lonely, and the hopelessness they find themselves in. Phrases like the “dog could not outrun the night” help readers to see that loneliness can feel like an inescapable trap or a bottomless pit (p. 13). Readers will likely empathize with the dog and Lisa as they read how much of their happiness is derived from wishful dreams (e.g. the dog dreams of a softly lit yard and porch). Finally, Lisa and her family set a good example for readers by graciously and happily welcoming into their lives a dog who needed exactly what they had: a warm home, and tender love. Hest calls upon readers to open their eyes and open their hearts to those in need.

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Power rests symbolically in the hands of fate, the force that brought Lisa and the dog together. The main characters who suffer from too much solitude are depicted as rather powerless. The dog, for example, can try as hard as he wants to help others (e.g. fetching the boys’ baseballs), but still his efforts go unnoticed, causing him to feel even more sad. Lily is jealous of the girls who can stand outside with their dolls and talk, and the sight of them makes her feel alone. While the illustrations mirror the text, they do not fully align with my understanding of culture. Minorities, and the disabled, ugly, or poor—not white girls of hardworking families and well-behaved dogs—are characters I feel typically face loneliness or a lack of belonging. However, using Lisa and the dog as she did could be Hest’s way of saying that anyone can feel alone and in need of a friend.

Hest uses long sentences, repetition, and parallel wording (between the stories of Lisa and the dog) to dramatize the loneliness felt by Lisa and the dog and gain the reader’s sympathy. The text emphasizes how the dog and Lisa are perfectly good people and animals who do not deserve their loneliness. Bates’ illustrations add to the text by also appearing to readers’ emotions. Lisa and the dog, for example, are often drawn with their eyes gazing downward and a blank, somber expression; only after they have found each other do they make eye contact. In the final scene, the dog and Lisa are welcomed from the rain with an open porch, symbolic of their new beginning and friendship together, and personal growth (they no longer have to be alone). Love and acceptance are themes prevalent in The Dog Who Belonged to no One. Unfortunately, fate and coincidence are shown to be problem-fixers in Hest’s book. This is not always realistic, for some situations can only be improved by human initiative and purposeful action.

A Story A Story: An African Tale

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IMG_4281 Author(s): Gail E. Haley

Illustrator/Photographer: Gail E. Haley

Publisher and Year: Aladdin Paperbacks in 1970

Number of Pages: 32

Genre: Fiction, Folklore

Analysis:

In this African tale, Ananse, or the spider man, decided one day that he wanted all the stories that the Sky God had in his golden box. Ananse had to first outsmart and capture a leopard, hornets, and a fairy to give to the Sky God in order to receive these stories. But after collecting these items for the Sky God, he received the golden box of stories and brought them back down to share with the people of earth, which is why African tales are now called spider stories.

I believe that this text could function as a window for readers who are not familiar with the African culture because it describes the reason that many African stories are called “Spider Stories,” it mentions a god or religious figure, and the illustrations show traditional African clothing and face paint. I also believe this could be an opportunity to introduce more cultures to the classroom, as well as, the chance to explore more traditional folklores and fables. This story could also function as a mirror for African American children to realize and understand the importance of their culture in a Westernized society. In the text, the Sky God is the character with all the stories and, therefore, all the power. I also thought that the stories were symbolic of knowledge, and Ananse wanted more knowledge but had to prove to the Sky God he was worthy of it first. The Sky God was also illustrated as larger and dressed more colorfully than all the other characters to represent his high status and power. The illustrations throughout the text are very colorful and contain lots of different patterns which help give the story a more energetic and tribal feel to it. I also believe that the images made the story more interesting and added to the overall message of the story.

Therefore, I would say that the text did a nice job of making the reader more aware of another culture and their thoughts and beliefs about why things are the way they are today. The original intent of this story was to help explain to others why African stories are often called “Spider Stories,” but in the process it also showed that someone can be successful even if they have all odds against them.

Terrible Things: An Allegory for the Holocaust

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IMG_4274Author(s): Eve Bunting

Illustrator/Photographer: Stephen Gammell

Publisher and Year: The Jewish Publication Society in 1989

Number of Pages: 28

Genre: Fiction

Analysis:

This story begins with a scene of animals in the woods, where everything seems to be going well until the “Terrible Things” come to the woods demanding to take different animals that have a specific trait like having feathers or being able to swim. The “Terrible Things” get away with taking the different creatures because none of the animals try to help the other ones because they do not want to make the “Terrible Things” angry with them. Therefore, group after group of animals are taken away by the “Terrible Things” until all the animals in the forest are gone, except for the one little rabbit who finally decides to go warn the other animals in the forest about what had happened.

This book is intentionally written as an allegory for the Holocaust, and therefore, this book can act as a window for children to learn about this tragic event from history. I also believe it can also act as a door to encourage children to stand up for others and to also question authority. This story shows the “Terrible Things” using coercion to assist in becoming more powerful, which illustrates how the Nazis gained their power in Germany in the 1940s. I believe that this story accurately depicts how the Holocaust occurred and how the people in Germany allowed it to happen, which was out of fear of questioning their authority figures and in hoping to save themselves. When first looking at this book, I noticed that the words are seen on both the top and the bottom of the pages, the “Terrible Things” are always placed at the top of the pages, and that there was no color used throughout the story. From page to page the text seems to be in a different location and I believe that this could represent the chaos that was occurring in the forest and the fact that nobody knew what was going to happen to the animals next. The illustrations within this text are extremely powerful because they are all black and white images and this lack of color exemplifies the dark and cold tone of the story. The images of the “Terrible Things” are always at the top of the page or above the other animals to symbolize their power and high status. I believe that the story itself is deep, but these images give another dimension and seriousness to the words being spoken.

The message that this story is trying to send the reader is that authority should be questioned because sometimes the reason they are powerful is because of the power the people have given them by not questioning them. I also believe that the story was also trying to explain the importance of standing up for others, especially those that do not have a voice.

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.

The Girl Who Loved Wild Horses

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Title: The Girl Who Loved Wild Horses

Author: Paul Goble

Illustrator: Paul Goble

Publishers and Year: Harper Collins Publisher, 2010

Number of pages: 25

Genre: Fiction

The Girl Who Loved Wild Horses is a tale about a young Native American girl who ran away with a band of wild horses. Many years later, upon returning to her native village she desperately wishes she were back with her true family, the horses. In the end she is reincarnated as the mate of her favorite horse.

This book serves as a literary window because it gives us an insight into a culture that may not be familiar to all readers. Throughout the story the readers pick up little pieces of Native American culture. For example, through the main character the readers are able to witness the appreciation of animals that is help in Native American circles. Although her story is fictional, it carries very real elements of their culture that serve as windows for children learning to value cultures that are different than their own.

The illustrations also do a good job of capturing the folklore of a tale passed down from generation to generation. The power is evenly distributed between the horses and the humans. This is portrayed in the way our human characters are close in size to the horses. This speaks of the unity in spirit the girl believed to have had with the horses.

The illustrations in this book perfectly speak to the freedom of spirit displayed by the main character. The illustrator used a lot of vibrant colors, which give us the boldness. There is also a lack of framing which allows us to step into the story with the characters. Overall, this book is about finding passions and following them, even if they are non-traditional. The young girl knew where her heart was and what she was passionate about. When she allowed her family to talk her out of it she was miserable. So this story speaks to children about doing what they love and pursuing their passions, no matter what they might be.