Tag Archives: Fiction

Flotsam

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Author/Illustrator: David Wiesner

Publisher and Year: Clarion Books, 2006

Number of Pages: 36

Genre: Realistic Fiction

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Analysis: “Flotsam” is about a boy who goes on a casual trip to the beach with his family. On the trip, he finds a camera with a long-lasting tradition attached to it. This book could work as a window to perhaps view another culture through this little boy’s adventures. There is a sample of each child’s culture through their picture, and although every person’s culture may differ, they are all still brought together with the camera. This may even work as a mirror for those who could see themselves as the young boy who finds the camera. The images provided portray each child in a different light, and we can see it in the way that they dress and their background.

Perceptually, this book has no words, it is a picture narrative.

Structurally, some pictures are framed with a limited view, and the entire story is “told” through expressions and pictures.

Ideologically, this book teaches the importance of tradition, and that the curiosity and imagination of child could go a long way.

The Great Paper Caper

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IMG_9622 [405979]Author/Illustrator: Oliver Jeffers

Publisher and Year: Philomel Books, 2008

Number of Pages: 40

Genre: Fantasy/Fable

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Analysis: “The Great Paper Caper” is about an aspiring bear who dreams of winning a paper airplane competition finds himself in a pickle when he is exposed for cutting down a lot of trees. After he explains why he cut down the trees, the town takes interest in his ideas. This book works as a window into an imaginary world that most would otherwise never experience. Close to all of the power seems to be distributed throughout the jungle, as all of the animals come to the conclusion that someone must be held responsible for the missing trees. The jungle in this book seems somewhat like real life (with an interrogation process and “cops”) so some of the power also lies in their hands. Because the bear was interfering with the daily routines of the jungle (and ultimately the world), he was disliked and considered an enemy by the majority. The bear was ostracized because of his different ideas, which is typically how society deems what is normal and what is not.

Perceptually, this book has very little words and the words are spaced out, so the main focus was on the pictures. The bear never actually speaks in the book, we are only told what he is saying.

Structurally, this story is told with pictures and thought bubbles. The bear continuously walks to the right and appears lower on the page when he is confronted by everyone, but then appears on the top of the page when everyone applauds him for having such a great idea, perhaps to show a change in status.

Hey, Little Ant

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IMG_9611 [405969]Authors: Phillip and Hannah Hoose

Illustrator: Debbie Tilley

Publisher and Year: Tricycle Press, 1998

Number of Pages: 22

Genre: Fantasy/Poetry
IMG_9613 [405970]Analysis:“Hey, Little Ant” is a story about a child that contemplates whether or not he should spare an ant’s life. After putting himself in the ant’s shoes, the boy sees that maybe he shouldn’t squish the bug after all. This text could primarily work as a window. It is common in America to carelessly step on small bugs, such as ants. This book could give us a glimpse of the bug’s perspective. This book also allows children to step out of the egocentric world that they live in, where everything is “I view it this way, so that’s how it must be.” In the story, the power somewhat shifts from the big and mighty kid to the ant, who ultimately could’ve convinced the boy not to step on him. When the ant tells the kid to imagine that he was the ant and the ant the kid, the boy starts to feel for the ant.

Perceptually, the emphasis on the boy’s size compared to the ant really shows how superior we, as humans, feel to bugs and nature. This book is a very rhythmic book so that younger students can read it easier. Specific words bolded for emphasis, and bright colors are used as attention grabbers and positivity. The book also ends with a cliffhanger: Does the boy squish the ant?

Structurally, the child is enormous compared to the ant. The ant is always pictured very small, meaning he is weak. On the other hand, the child is very large, meaning he is the strong character. At one point, the ant and child switch sizes—perhaps a power swap.

Ideologically, this book teaches readers that empathy and kindness are great traits to have.

The Faithful Friend

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Title: The Faithful Friend

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Author: Robert D. San Souci

Illustrator: Brian Pinkney

Publisher and Year: Simon & Schuster Books for Young Adults, 1995

Number of Pages: 36

Genre: Fable, Folktale

Analysis: The Faithful Friend is a book about two friends, Clement and Hippolyte, who take a journey to find a young girl named Pauline for Clement. Once arriving things take a turn for the worse and Hippolyte must keep trying to not let the zombie’s spells harm Clement and Pauline. In the end Hippolyte sacrifices himself so Clement and Pauline can live happily ever after.

This book can function as a mirror or a window for two friends. Friends who truly care for one another, grow close like siblings, similar to Clement and Hippolyte. The actions portrayed by Hippolyte were sacrificial. This book could function as either a mirror or a window because for the mirror, two friends would be sacrificing for the other friend in this exact moment, but this book could be a window for friends who could see themselves sacrificing for the better of the other friend in the future.

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Perceptually, the book cover has two silver honor awards, a Caldecott Honor and Coretta Scott King Award, which stick out immediately. However, the colors on the cover are dark creating a bad feeling. The size and color of the text make it easy to read and flow from page to page.

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Structurally, the two boys are on the same level because of their similar status or power. However, Monsieur Zabocat, the plantation owner of Pauline, appears higher than Hippolyte, Clement and Pauline throughout the book. Since Zabocat is shown higher than the three friends, this shows that he has more power and status than the others. A horizon typically appears throughout the book, but the horizon disappears when Hippolyte is about to prevent the zombie’s spell from harming Clement and Pauline, which shows that danger is near. The text adds to the images because of the complexity of the message within. The words could cause some confusion if there was an absence of images. Both the images and the text work together to complete the message and story.

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Ideologically, sacrificial friendship is the main lesson to take away from the book. The author does a great job of showing the sacrifices that were made by one friend. However, some of the actions prior to the sacrifices like zombies, threats from Pauline’s owner, and spells are all actions and behaviors that children should not read about. The spells and zombies could easily scare young children. So, yes the lesson about friendship is important, but that lesson does not reveal itself until after the inappropriate action by some of the characters in the book. The concept as a whole is great, but some of the minor details are worrisome for children.

A Sick Day for Amos McGee

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Title: A Sick Day for Amos McGee

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Author: Philip C. Stead

Illustrator: Erin E. Stead

Publisher and Year: Roaring Brook Press, 2010

Number of Pages: 30

Tags: Award Book, Natalie Fletcher, Animals, Fiction, Friendship, Picture Book, K-1

Genre: Fiction

Analysis: A Sick Day for Amos McGee is a book about a zookeeper names Amos McGee who visits the zoo every day. However, one morning Amos wakes up sick and is not able to visit his friends at the zoo. The animals decide to go visit Amos McGee at his house instead. This book also is a Caldecott winner.

A Sick Day for Amos McGee could act as a window for a child learning about how to be a true friend and care for their friends even when friends are not able to reciprocate. This book could also act as a door for a child or person challenging them to act on their friendships. This book could encourage people to reach out to an old friend, check up on a current friend or make a new friend. Similarly, this picture book could function as a mirror too, for friends who are experiencing friendship in a similar way that Amos and the animals experience their friendship.

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Perceptually, the front cover has a bright pop of color, even though Amos and the animals are all in dull colors. Initially the book feels excited to read because of the bright yellow, but once looking closer to the images, the dull colors create a feeling of sadness and mystery. The colors throughout the book create a feeling for the reader throughout the book. The text is easy to read and helps the story flow from page to page.

Structurally, Amos and the animals are proportional throughout the novel demonstrating that the status or power of each character is equal. Prior to Amos’ illness, Amos takes care of the animals and entertains them, but once Amos falls sick, the animals step up and make Amos feel better or entertain him. The animals and Amos both have equal power to help the other, demonstrating their equivalent status throughout the book. With a lack of a frame, the audience feels part of the action that is occurring in the pictures. The images throughout the book mirror the text that is written, further expressing the text in a different manner. At times, the images can also add some clarity or details for readers while they read through the book. Amos2

The overarching message throughout the entire book is the importance of loyalty and friendship. This book shows these messages in a way that is entertaining for young children. Children can see loyalty through Amos’ action of visiting the zoo everyday to see his animal friends. They can also learn a lesson from Amos and the animals about friendship, because Amos does not just visit his friends, he also plays and interacts with them. Likewise, the animals visit Amos, take care of him and entertain him. Simple actions go a long way and can be demonstrated throughout this book.

Blueberries for Sal

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Title: Blueberries for Sal

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Author: Robert McCloskey

Illustrator: Robert McCloskey

Publisher and Year: The Viking Press, 1948

Number of Pages: 55

Genre: Fiction

Analysis: Blueberries for Sal is about a young girl, Sal, her mother, and a little bear and her mother bear who all go to the Blueberry Hill to get blueberries in order to save for the winter. While Sal and little bear are separated from their mothers, they encounter the other mother, but in the end and reunite with their own mothers and gather enough blueberries to save for winter. This book received a Caldecott Honor.

This book can function as a mirror for children who wander away or are selective listeners to their mothers, but could also function as a mirror for mothers whom children do not listen to instructions. The initial fear that both mother and child feel when getting lost is an emotion thoroughly expressed within this book. Not only does this book function as a mirror but can also function as a window for children nowadays to learn about a different time period, specifically about the role of mother and daughter.

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Perceptually, the book appears to be a happy book with the yellow and blue front cover.  The text throughout the book is easy to read and written in blue print and a white background. The words are also big enough to read from a distance and in a clean cut print. The length of the sentences and paragraphs is not too long, just enough to tell the story before turning the page. Although the images are detailed, they simply  mirror the text, not adding much detail to the story at all.

Structurally, the images are all in blue and white and appear to be pencil drawings, detailed and intricate. Both the human mother and bear mother are larger than their child, demonstrating that the mothers are stronger and the children are weaker. Often times throughout this book, the children are looking toward the right, showing that they are less secure, and the mothers are looking towards the left, which shows that they are more stable and secure. A child’s security can be less than the mother’s because the children get lost throughout the book, feeling insecure without their mothers.

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Ideologically, this book portrays stereotypical gender roles. Specifically speaking, the mother wears a skirt and does more feminine jobs, like pick and can blueberries. This book is from an older time period, so for the time period, the idea of collecting blueberries to save for the winter while wearing a skirt is appropriate for the time period. However nowadays the roles portrayed throughout the book are stereotypical. Society should want to move further away from stereotypical roles being reinforced. This book encouraged the audience that stereotypical roles are okay and that the women should be the ones collecting and canning blueberries, not the men or even the entire family. Throughout the book Sal and Little Bear are always wandering and not collecting blueberries. A lesson that children should not learn from this book is that it is not okay to wander away from adults.   Also, Sal and the cub were told by their mothers to save blueberries for the winter and both Sal and the cub did not listen to their mothers’ instructions, which again demonstrate a poor message to the readers.

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My Three Best Friends and Me, Zulay

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Title: My Three Best Friends and Me, Zulay

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Author: Cari Best

Illustrator: Vanessa Brantley-Newton

Publisher and Year: Farrar Straus Giroux, 2015

Number of Pages: 31

Genre: Fiction

Analysis: My Three Best Friends and Me, Zulay is about a blind African American girl, Zulay, her friends Maya, Nancy, and Chyng and how these four girls navigate their school day. Zulay experiences some challenges and differences in school, but she learns how to overcome those challenges with the help of her friends and teachers.

This book can act as a mirror for children who have a friend whom are blind. Another function this book could have is as a mirror for multicultural people because throughout the book different cultures are represented. This book can also function as a window for people who are not blind because children can read about the challenges that Zulay faces and learn about her daily life. A door can resemble this book as well because it can encourage people who know a blind person to help in any way possible.

Perceptually, the text is friendly and easy to read. For the most part, the text is well written and the length of the text per page is reasonable. However, there was one line in particular that is awful! The book states, “Then Ms. Turner will work with Zulay while the rest of us go to the gym” (p. 10). Zulay the child who is blind experiences social isolation during the school day.

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Structurally, the images are spot on to the way the text is read! The image of the classroom is inclusive, because every child’s nametag is also written in Braille. Zulay’s classroom even has a Brailler that Zulay can use to help her academically. On pages 10 and 11, Zulay’s independence and academic success can be seen through Zulay and Maya working together. Maya helps Zulay with drawing a 3D drawing, but then Zulay is able to help Maya with columns of tens and ones. The images on these two pages do not reflect Zulay’s disability at all. If a reader opened to these pages, they would see two girls in the classroom helping each other, not Zulay’s disability. Not visibly showing Zulay’s disability on each page, helped the audience to see Zulay as a academically succeeding student, not as a student with a disability.

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Ideologically, there is a  positive lesson and a negative lesson that could be taken from this picture book. First, instances of social isolation occur when Zulay must go work with Ms. Turner while all the other kids participate in a different activity. This negative lesson can teach children that it is okay to treat their peers with disabilities differently. Even though Zulay initially felt isolated and excluded, Ms. Turner and Zulay end up conquering a life skill. A positive lesson that the audience can take away is that children with disabilities are successful academically, socially and physically. Zulay was able to succeed academically by using Braille to help her read and write, she succeeded socially because by having three best friends and she succeeded physically by being able to walk with a cane and run with Ms. Turner.

The Name Jar

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Title: The Name Jar

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Author: Yangsook Choi

Illustrator: Yangsook Choi

Publisher and Year: Alfred A. Knopf, 2001

Number of Pages: 30

Genre: Realistic Fiction

Analysis: The Name Jar is about a young girl, Unhei, and her family’s adjustment after their move from Korea to America. Once in America, Unhei realizes that her name is different and she decides that she is going to come up with a new name using her classmates’ suggestions in the name jar. At the end of the book, Unhei realizes that she doesn’t feel like herself with any of the American names and decides to keep her Korean name because it makes her unique.

This book can function as a window for people not from Korea. The culture portrayed throughout the book teaches the audience lessons about differences between the American and Korean culture. Another function of this book is a mirror for people who move from Korea to the United States. This book allows Korean children who move to the United States to understand and relate to Unhei and her family.

Perceptually, the front cover leaves the reader with a mysterious feeling and numerous thoughts and questions about the entirety of the book.  The ambiguity of the front cover draws the audience in to read more of the book. Once starting to read the book, there is a lot of text per page, which means the author has a lot of information to share. Along with the length of the text, the color of the text was typically black on a white or light background. Occasionally the text was white on a dark background, but either way the text was simple and easy to read.

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Structurally, Unhei faces to the right, representing that she is less secure, but after she decides to keep her Korean name she faces towards the left. Unhei’s security within herself could be based off of lack of security after moving to a new country, making new friends, and having a new school. However, once she adjusts and learns that her name is special after all, Unhei has gained security within herself. Throughout most of the book, the images mirror the text further emphasizing what the text is saying in a different way.  However a couple times the text adds to the images. Typically the text is added to the images when something is written in Korean. Unhei’s stamp or letter from her grandmother were written in Korean and the reader could not have known what the stamp or letter said without having the text to support the images.

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Ideologically, this book portrays important life lessons for school age children. One lesson that is taught to the reader is that individuality helps make one unique and special! This book also demonstrates the meaning and importance of true friendship through Joey and Unhei’s friendship. From the beginning of the book, Joey was friendly to Unhei and wanted to get to know more about her. Joey was such an incredible friend that it was actually he who indirectly showed Unhei how special and important her name truly was.

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Last Stop on Market Street

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Title: Last Stop on Market Street

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Author: Matt de la Pena

Illustrator/Photographer: Christian Robinson

Publisher and Year: The Penguin Group in 2015

Number of pages: 29 pgs

Tags: Olivia Simkins, Realistic Fiction, 2-3, 4-5, Culture, Picture Book, Family, Award Book

Genre: Realistic Fiction

Analysis:

This book is about a little boy named CJ who is taking a trip to the soup kitchen with his Nana. Along the way CJ questions his Nana about why they are walking in the rain, why they have to ride the bus and why he does not have an iPod. He learns along the way to enjoy the things he has. This book has won the Coretta Scott King Award and the Newberry Award and is a Caldecott Honor book as well.

This story could serve as a door, and a mirror. The readers can view it as a mirror because they connect to a part in the novel. They might be able to connect about the time they rode on the bus or the time they volunteered at a soup kitchen or some place else. It can also serve as a door to inspire the readers to help at their local soup kitchen or volunteer in their community. I also feel like the illustrator wanted to represent all the different cultures in the story but I found out some underlying ideological features in this book. I feel that there is stereotypes represented when CJ is asking his Nana about not having a car. His friend who has a car is Caucasian and CJ is African American. This could be problematic for some readers because it could make them feel like this book is presenting racist stereotypes.

After analyzing the perceptual features of this book, I have noticed the use of colors. In the beginning of the book CJ talks about walking out of church and how he felt free. The use of colors in this book supports that statement as well. The colors are all very bright, and when looking into what bright color represent, it states that they represent freedom.

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Papa Gave Me a Stick

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Title: Papa Gave Me a Stick

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Author: Janice Levy

Illustrator/Photographer: Simone Shin

Publisher and Year: Star Bright Books and 2015

Number of pages: 28 pgs

Tags: Olivia Simkins, Fiction, 2-3, Culture, Picture Book, Fantasy, Animals, Adventure

Genre: Fiction

Analysis:

Antonio is a little boy who dreams of having a guitar. Throughout this story he meets animals and people who help him achieve owning his very own guitar. This story could act as a window for the audience. I feel that this story will not be one where the audience who read it will want to do exactly what Antonio did. This story will open up a window for everyone to view how Antonio handled the items he received and how they might have handled it differently. It also acts as a window into the Spanish culture. This book does an excellent job of incorporating the Spanish culture and language. Throughout the book it talks about mariachi bands and the different words/phrases in Spanish. As the readers read along, the text explains the words in English then tells the audience what the word for it is in Spanish. To go along with these words, it has a Glossary and the different instruments that are in a mariachi band. The illustrations do an excellent job of depicting the culture. This story also shows the little boy moving towards the right of the page as the story goes on. I believe that this shows that as the boy receives each item, he is moving forward, or closer to receiving the guitar that he has always wanting. However, this book bring up the ideological thinking that, the little boy was ungrateful of the gift he received from his father and by him not appreciating the different gifts that he was given long the way, it helped him get what he wanted.

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