Tag Archives: Fiction

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.

Stephanie’s Ponytail

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Title: Stephanie’s PonytailIMG_6206

Author: Robert Munsch

Illustrator: Michael Martchenko

Publisher:  Annick Press, 1996

Number of Pages: 24 pages

Tags: Fiction, Picture Book, K-5, Stephanie Prentice

Genre: Realistic Fiction

Analysis: Stephanie comes to school with her hair in a pony tail. The next day, her entire class has a pony tail just like her. After trying to have creative hair styles, she realizes her class is going to copy her no matter what. She tells the class she is going to shave her head. When she shows up to class the next day, everyone shaved their heads besides Stephanie.

This book serves as a mirror because it allows students to reflect on how they would feel if they were copied by other students. In the story, we see Stephanie become frustrated because she wanted to be unique. The story also allows children to reflect on the aspects that make them unique. Stephanie is given all the power in deciding how her hair will look and also how the other children in the class will style their hair.

The illustrations in this book are made with bright colors, drawing the reader in. They often mirror the text. In some cases, the images enhance the text by adding humor. This book consists mostly of one page pictures with the text on the opposite side. Robert Munsch portrays Stephanie as very confident by the repetition of the phrase, “it’s my ponytail and I like it.” The illustrator also shows her confidence in the images by her facial expressions and body language. Ideologically, this book has many layers. In the first layer, this book shows how frustrating it is when someone takes your original ideas. Stephanie becomes very frustrated that her classmates copy her original hair styles. Another layer teaches students to value their individuality. When Stephanie’s classmates shave their heads, it shows the negative aspects of being a follower instead of a leader. However, this book may be taken to be negative. Stephanie tricks her classmates into shaving their heads in spite of them copying her. This may teach children tricking people is okay. Also, at the beginning of the book Stephanie’s classmates tease her about her pony tail. I think this book is good to read for children to teach them individuality, however it is important to consider the negative views.IMG_6207

Show Some Respect

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IMG_6202 Title: Show Some Respect

Author: Anastasia Suen

Illustrator: Jeff Ebbeler

Publisher: Red Wagon, 2008

Number of Pages: 32 pages

Tags: Diversity, Fiction, Picture Book, K-5, Stephanie Prentice

Genre: Realistic Fiction

Analysis: Students from Main Street School are coming back from an assembly and need to clean up their room. Jack does not understand why he has to clean the room, thinking it is the janitor’s job. His classmates teach him the importance of respect.

This text functions as a mirror because it allows students to reflect on the respect they show for their classroom and their janitor. Also, this book functions as a window because it allows students to see the expectations of taking care of their classroom as well as the true responsibilities of a janitor.  Serving as a door, this book teaches students to take initiative and take care of their classroom on their own.

This book’s illustrations are very realistic. The moods and body language portrayed in the images allow the reader to truly understand how the characters are feeling, especially Jack. The images are mostly confined to one page with the text on the opposite side. The images mirror the text. There is a portrayal of diversity within the classroom. Structurally, this book has more text on the pages than other picture books. In addition, the discussion questions at the end of the book can lead to important conversations between students. The “Words to Know” section offers the readers definitions to words they might not understand or gives the definition as it was used in the text. The title speaks very clearly to the lessons learned in the book. This book teaches students the importance of respect for their own classroom as well as the janitor. It teaches children that janitors play an important role in schools, but are not responsible for people’s personal messes. The interactions between Jack and Isiah display very realistic conversations that may take place in a classroom regarding this topic.  This can be very important for elementary students who sometimes do not understand the responsibility of a janitor. The idea of respect can translate into many other areas of life as well.IMG_6203

Miss Nelson is Missing

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Author: Henry Allard

Illustrator: James Marshall

Publisher and Year: Houghton Mifflin Company 1977

Number of pages: 32

Genre: Fiction

 

Analysis

 

            The students in classroom 207 are always misbehaving and disrespectful to their lovely teacher, Miss Nelson. One day, Miss Nelson does not show up and the kids believe they can really goof off, but are instead introduced to their mean substitute teacher. Suddenly the kids are scrambling to find Miss Nelson and bring her back.

This book can serve as a mirror for some students who get into a lot of trouble and who might be disrespectful. Even though the punishment for misbehaving might not always be a substitute teacher, the consequences will still stand and punishment will be given out. While the book is meant to be funny, it can serve as a purpose to show students how to behave correctly towards their teacher(s).

Perceptual- at the beginning of the book, the children are very rude and disrespectful to Miss nelson. After dealing with Miss Swamp, their horrible substitute, Miss Nelson returns and suddenly the children no longer misbehave and are very polite and quiet. Detective McSmogg is not very much help considering he only points out the obvious.

Structural- The text does not have a particular pattern or place that it is located. Sometimes it is located on the page underneath the pictures, or other times it is on the opposite page of the pictures. Some of the pictures are in a rectangular shape and others are in a round shape.

Ideology- Miss Nelson disguises herself as Miss Swamp and becomes the new substitute teacher. She scares the kids and forces them to do very large amounts of homework, more than they are used to. Scaring children into behaving correctly is not a good tactic to use in a classroom, but it does teach a lesson to children to be more respectful to teachers.

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The Little Red Fish

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Author/ Illustrator: Taeeun Yoo

Publisher and Year: The Penguin Group 2007

Number of Pages: 32

Genre: Fiction

 

Analysis

A boy named Jeje and his red fish visit a library and Jeje falls asleep and wakes up alone and must find his fish. Suddenly he opens his book and water starts pouring out. He must then jump through a book in order to save the little red fish before he loses him in the ocean.

This short story is full of magic and imagination. The power of the story rests in the mind of Jeje. After he falls asleep, he dreams about the alternate world and how he has to find his little red fish. He imagines that his fish dives into a book and Jeje must go after him, and after he opens the book, water gushes out of it and the library disappears.  This book is a door that can lead to teaching children that it is good to be creative and to use their imagination. Imagination is an important part of childhood. Without it, creativity and magic are never introduced.

Perceptual- Jeje was very excited to go inside the library for the first time. He explored all the rooms and then sat down to read some of the books.

Structural- The text always appears at the bottom of the page. It could symbolize reality while the pictures are above which could symbolize the fact that parts of the story that are Jeje’s imagination aren’t real. The pictures are in black and white, with the exception of the little red fish. In some of the pictures, if looked at closely, the reader can find shadows of where the little red fish is going.

Ideology- this book is all about imagination and how children need to be creative. It could also be an encourager of dreaming. When Jeje falls asleep, that’s when the magic comes alive and his creativity is shown through his adventure trying to find his little red fish.

 

 

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Red

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Author/Illustrator: Michael Hall

Publisher and Year: Greenwillow Books 2015

Number of Pages: 37

Genre: Fiction

Analysis

This book tells the story of a blue crayon that is labeled as a red crayon and all the other colors try to fix him. They give many suggestions as to why he can’t produce a red color and try to find different solutions so he finally can create red. In the end, he and everyone else finally realizes that he is blue and not red.

This story is all about learning to accept a person the way that they were made. Just because a person might have a label on them does not mean that they have to conform to that label. If someone is gay, they might feel pressured to fit into society because society says that guys should not like other guys. People shouldn’t change the way they are or feel just to please society. And society shouldn’t force or try to change people. In the book, all the other crayons came up with all these excuses as to why the “red” crayon couldn’t produce a red color. They suggested that the “red” crayon was lazy or not very bright. Other’s questioned if he was actually red at all. “Don’t be silly. It says red on his label.” “He came that way from the factory”. Just because someone might have a label most certainly does not mean they have to conform and fit the characteristics of that label.

Perceptual- All the other crayons know that he cannot produce a red color even though he is labeled as a red crayon. All the crayons have reasons why he colors red instead of blue.

Structural- Most of the crayons are the same size so the “red” crayon isn’t different in shape and size, but different because he cannot match the color of his label. Just like someone who might be gay may look like other people on the outside, but on the inside, he is different.

Ideology-Accepting people even if they are different. In the book, the “red” crayon kept telling himself that he was red, and all the other crayons made up excuses as to why he couldn’t make the right color. After they all find out that he is actually blue, all the other crayons are very supportive of him.

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Fish is Fish

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Author and Illustrator: Leo Lionni

Publisher and Year: Scholastic Inc. 1970

Number of Pages: 28

Genre: Fiction

 

Analysis

 

This is the story of two best friends: a tadpole and a fish. But when the tadpole starts to develop features that resemble a frog, and the fish gets larger, they realize that they are both different. Frog goes away and comes back with stories to tell Fish, but fish imagines a whole different world than what Frog is describing to him.

In the middle of the the book, Frog comes back to the pond to tell Fish all about the world out of the pond. As Frog is describing this new world to Fish, Fish imagines all the animals and people just like him. For example, Frog tells fish about birds that have “wings and two legs and different colors”. But Fish imagines them as fish with different colors and wings and two feet. Fish doesn’t know that not every animal or person looks like him. When he tries to jump out of the pond to see the other creatures, he realizes he cannot breathe and Frog pushes him back into the Pond. Fish then feels content with his underwater world and ends the book saying “Fish is Fish” I do wish that the author would have written the ending a bit differently though, because I wanted Fish to see that not everyone looks somewhat like him, and that just because they live in a different world than he does, doesn’t mean that it is bad or worse than his. Just like with children, one day they will notice that everyone doesn’t look exactly like them. Some might have different hair color or skin color, but children need to be taught that just because someone looks different from them doesn’t mean that they are better or worse.

The text is always written above the pictures. Because most the story takes place underwater, it seems likely that the text would appear above it, allowing more room for the illustrations underneath. As the tadpole begins to develop the features of a frog, the drawings of the Fish show that he keeps getting madder because the tadpole is changing. The pictures are also important because as the frog tells the fish about the different creatures he sees, fish is imagining them differently than how they actually are.

The fish keeps imaging the different animals and humans with fish bodies since he has never seen any other animal, besides the frog so he needs to be exposed to other kinds of species to understand that not everyone looks like him. The thought of superior species (race) could be present because the fish states that underwater was much better than on land and that fish is fish.

 

 

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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.

Grandpa Green

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Author: Lane Smith

Illustrator: Lane Smith

Publisher/Year: Roaring Book Press, 2011

Pages: 34

Genre: Realistic Fiction

Analysis:

In Grandpa Green, a little boy gives a history of his great-grandfather as he wanders among the artfully shaped trees and hedges of his garden. The boy’s history exposes his great-grandfather as a humble farm boy, a soldier, a husband, and most of all, an artist whose memories lie in his garden creations. The book ends with the boy trimming a topiary tree in the shape (memory) of his great-grandfather.

In a touching and whimsical way, young readers who feel a great sense of pride and respect towards a role model, friend, or family member, can relate to the little boy’s fascination with his great-grandfather and his desire to bond in the garden. Grandpa Green acts as a window by exposing young readers to the experiences of a different generation, one where children got chicken pox, did not have cell phones, and had to serve in the war as young adults. Grandpa Green also introduces readers to the process of aging, but not as they have experienced it thus far in their lives; for boy’s great-grandfather, aging involves forgetfulness and handing down his memories and legacy through garden creations. Finally, the boy’s honorable behavior allows Grandpa Green to act as a door for readers. Instead of mocking or judging his great-grandfather in his old age, the young boy shows great curiosity and respect for him. The boy both interacts with his great-grandfather’s memories (in the form of shaped trees) and helps him to not forget things like his hat.

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Power is distributed evenly in Grandpa Green. Although the great-grandfather is old and growing forgetful, Smith celebrates the power of older generations to pass down memories and family history. The boy as well has power—the power to keep his great-grandfather’s art and spirit alive by learning how to trim trees and shrubs. Although concepts of family history and aging are universal (or race-less), Grandpa Green focuses on those themes within the setting of a white, American family. Some readers might get the message that gardens as spectacular and elaborate as the great-grandfather’s are typical of white people, and senior citizens especially. Grandpa Green only explores one way family history can be shared, even though it is different across cultures.

The text communicates the identity transformation of the great-grandfather as he ages and grows from a farmer to a lover, soldier, husband, and artist. The text, while limited, also provides context to the illustrations. Sif’s illustrations add a whimsical feeling to the story and symbolize how imagination and artful skill can preserve things (i.e. memories) otherwise forgotten. On each page, trees and bushes are shaped to mimic each event in the great grandfather’s life (e.g. trees shaped like a plane and parachuting soldier to represent war). The boy is drawn very lightly and is almost invisible; the purpose of Grandpa Green is to celebrate the great-grandfather, not the boy. Also, the way the young boy plays with his great-grandfather’s garden creations in the illustrations symbolizes how history is lived through the memories of loved ones. Themes present in Grandpa Green include respect for elders and the use of art as a means of story-telling and sharing of culture.