Charlotte's Web

     Charlottes's Web written by E.B. White and illustrated by Garth Williams is an a adventure filled book that make you laugh and cry.  This is a excellent chapter book for students to read.  Charlotte's Web is a fantasy book that tells the story of a pig named Wilber and the friends he meet throughout his farmlife journey.  Charlotte is a spider who encourage and uplift Wilber by spinning messages on her web.  She also teaches him manners and gives him advise.  Throughout the story Charlotte is the conscious character that provides the strength and wisdom to the other characters, especially Wilbur.  This is a great story of how such the smallest character can make such a big difference in the story.

     According to page 24 in Literature and the Child, fantasy is "believable, consistent, logical world, clearly defined conflict, and strong characterization".  Charlotte's Web adheres to those terms.

 Charlotte's Web is one of my many favorite childhood books.  This book has a great message and keeps the reader wanting to read more.  Wilber starts out as a helpless runt and ends up a strong confidant character.  The storyline is excellent and the book has a great message.

Motivational Activities:
1.  Have the students write an acrostic poem about Wilbur.  Begin each line with a word that starts with Wilbur: W, I, L, B, U, R

2.  Use a worksheet. Have the students name the parts of a spider.

3. Using a worksheet.  Have the students create the life cycle of a spider.

4. Using a created worksheet.  Have the students list the descriptions with the correct character.

5. Have the students act out their favorite scene in the book.


Reader's Response Questions:
1.  Who is Charlotte?

2.  Why was Zimmerman going to kill Wilbur when he was a baby?

3.  Name all of the characters who lived in the barn.

4.  What did Wilbur when first place in?

5.  What do you think is the authors purpose? Why?

6.  Did you like the story? Why or why not?


References:

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co. 

White, E.B. (1974).  Charlotte's Web. New York, NY:  HarperCollins Children's Books.

Escape of the North! The Story of Harriet Tubman

     Escape of the North! The Story of Harriet Tubman written by Monica Kulling and illustrated by Teresa Flavin is an inspiring historical fiction book to share with students.  This book is an autobiography of Harriet Tubman written by Monica Kullings that tells a story of how she help to free slaves.  Harriet Tubman was a "conductor on the Underground Railroad".  She was born a slave on a tobacco plantation. As a young child working in the fields, she promised herself that one day she would be free.  Around the age of twenty-eight, Harriet made her escape for freedom.  She made it to Philadelphia, which was a free state.  During the time there, she found out that "her sisters family had escaped and needed help to be lead to safety.  This is the time where Harriet became a conductor to help lead others to freedom.  Over the course of her life, Harriet has helped to free thousands of slaves.

     The illustrations in this book are colorful and neatly drawn.  There are a lot of detail and texture within the pictures.  The drawings accurately reflect the cultures presented within the book.  The pictures are colored in color pencil.  They help to assist in bring the story alive.

     According to page 257 in Literature and the Child, it gives examples of quality in historical fiction.

     
Historical Accuracy

-Events and attitudes are consistent with historical evidence and appropriate to the time period.

-Social issues are pot rayed honestly, without condoning racism and sexism.

Literary Quality

-The work meets the criteria of all good narratives.
-The setting is integral to the story and invokes a vivid historical time consistent with    historical and geographical evidence.
-Characters are well developed- with feelings, values, and behavior that reflects the historical period.
-The plot is based on authentic facts that are subordinate to the story itself.
-The theme echoes larger historical concerns.

      Escape of the North! The Story of Harriet Tubman adheres to all of the guidelines for a quality historical fiction book.

      Escape of the North!  The Story of Harriet Tubman was written for students in the second and third grade level.  I agree that this is an appropriate range for such readers.  This book is great for building fluency and introducing new vocabulary.  Also, Monica Kulling does an excellent job on presenting the history of Harriet Tubman.

     I enjoyed reading Escape of the North! The Story of Harriet Tubman.  I actually learned more about Harriet Tubman than I actually knew.  This is an easy to read story and the illustrations are complementing to the story.  I love all of the detail and color the illustrations have to offer.

Motivational Activities:

1. Have the student s discuss how they think Harriet Tubman felt as she was running away to escape from slavery.

2.  Before reading the story, ask the students what they know about the Underground Railroad.

Reader's Response Questions:
1.  Was there a train in the Underground Railroad?
2.  What was the purpose of the Underground Railroad?
3.  When the clouds covered the stars, how was Harriet able to tell which way was the North?  Explain.
4.  Who were the Quakers?
5.  How did the Quaker woman help Harriet Tubman?
6.  What did you find interesting from the story?  Explain.


References:

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co. 

Kulling, Monica. (2000).  Escape of the North! The Story of Harriet Tubman.  New York:  Random House.

Joan of Arc

      Joan of Arc written by Shana Corey and illustrated by Dan Andreasen is a excellent historical fiction book to read with the students.   This book has some nice illustrations and is a well developed book.  Joan of Arc is about a a young girl named Joan, who wanted to bring victory for France.  She won her first battle at the age of seventeen against the french army.  Joan did a lot of things according to a voice she heard.  She was known to many as either a savior, herione or witch.  At the age of nineteen she was burned at the stake because people believed she was a witch.  

     The illustrations drawn by Dan Andreasen  help to bring the story alive.  The illustrations were relevant to different scenes in the story.  I found it interesting to know that Dan based some of his work on his own children.

     This is a great book to use in the classroom.  Joan of Arc consists of short paragraphs and challenging vocabulary.

 
   According to page 257 in Literature and the Child, it gives examples of quality in historical fiction.

         
Historical Accuracy

-Events and attitudes are consistent with historical evidence and appropriate to the time period.

-Social issues are pot rayed honestly, without condoning racism and sexism.

          
Literary Quality
-The work meets the criteria of all good narratives.

-The setting is integral to the story and invokes a vivid historical time consistent with   

 historical and geographical evidence.
-Characters are well developed- with feelings, values, and behavior that reflects the 

  historical period
-The plot is based on authentic facts that are subordinate to the story itself.

-The theme echoes larger historical concerns.

     
Joan of Arc follows the guidelines as described.

     I like the book Joan of Arc because it makes learning history fun.  The book was carefully put together so that a lot of information is revealed in the book.  I dislike reading a history book, but this was a interesting book to read.

Motivational Activities:
1.  Have the students pick a word that describes Joan:  witch, saint, heroine.  Have the students to write a letter to priest to state why or why not Joan should burned at the stake.  Give example to support your response.

2.  Have the students create a play of the story Joan of Arc.  break the class into groups so they each group is responsible for a different scene.  The students need to make props and have costumes.

Response Questions:
1.  In the 1400's, why did many people believe that Joan was a witch?
 2.  Who did Joan Share the prediction of her life with?
3.  Around 500 years after Joan of Arc's death, who named her a saint?

References:

Corey, Shana, 2003.  Joan of Arc. New York:  Random House Children's Books

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co. 

Step Gently Out

     Step Gently Out written by Helen Frost and illustrated by Rick Lieder is a beautifully created nonfiction picturebook for children to explore.  This story is written  in a lyrical poetic language.  Step Out Gently provides the reader with a close up view of the world outside of your house.  The author introduces the reader to the a honeybee, calipillar, cricket, praying mantis and more.  The story reveals what we will see if we take the time to be still and look closely you will discover the amazing small creatures that live amongst us.

     Rick Lieder is a painter, illustrator and photographer.  The illustrations for Step Out Gently are actually photographs taken of the small creatures.  He has done an excellent job in capturing the images of the creatures in their native habitat.  The photos are very rich in color and the images reflect lots of detail.

     On page 24 in Literature and the Child, the rules for poetry are clear.  The text should be compact with elegant language and the illustrations should go beyond the surface of the poem's meaning.  Step Out Gently also meet other guidelines such as; easy to follow structure, include interesting and easily comprehendible works, and use of creative syntax that utilizes poetic devices effectively.

     I enjoyed reading and looking at the pictures within this book.  The story is reflected from the photos.  I like how the author was able to come up with the perfect phrase to relate to the picture.  I enjoyed the story, Step Out Gently, so much that I had to go outside and watch the ant travel through the dirt and grass.

     This book is recommended for children three to five.  I believe this book is valuable for all ages.  So much can be learned by reading Step Out Gently.  This book opens the eyes of the readers and encourages observation of the creatures that we share the world with.  This book should be shared with students around spring time.



Motivational Activities:
1.  After reading the book, take the students outside for five minutes to observe their surroundings.  Have the children share their observation of one small creature.

2. Share the, Just Garden Insects, video with the students. http://www.youtube.com/watch?feature=player_detailpage&v=fkZOnOfidMs
Next, have the students name the different insects and describe what they were doing.


Readers Response Questions:
1.  What small creature was crawling on "a single blade of grass"?
2.  Does a moth rest with its wings open or closed?
3.  What creature was "splashed with morning dew"?
4.  Why do you think the author chose the title, Step Out Gently?
5.  Did you like the book? Explain.


References:

Frost, Helen. (2012).  Step Gently Out. Somerville, MA, Candlewick Press.

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co.

Pilarchik,  Gary.  Just Garden Insects. You Tube. http://www.youtube.com/watch?feature=player_detailpage&v=fkZOnOfidMs

The Complete Collected Poems of Maya Angelou

 

     The Complete Collected Poems of Maya Angelou written by Maya Angelou is a very inspirational collection of poems.  The poems within the book cover a wide variety of topics that give an insight on life.   Some of the poems deal with beauty, passion and struggles.  Maya Angelou use a wide variety of styles and themes.  Her poems are a mixure of gentle rhymes and free verse.  There are no pictures in the book with the use of imagination you will quickly develop a picture of your own.

     This is a great collection to share with students.  I think this collection would be good for student in grade six and above.  Students would benefit by becoming familiar with the different forms of poetry.  They also will learn how to read poetry.  

                                                     Still I Rise

     Still I Rise is one of my personal favorites poems by Maya Angelou.  This poem give hope to the hopeless and encourages those seeking for encouragement.  The message of this poem is powerful.  The message I gained is to not let anyone or anything get you down,  stand up and stand tall, keep pressing forward and always remain strong.  While growing up, I loved to memorize her poems and recite them.

     On page 144 in Literature and the Child, the criteria for poetry is very clear.  

            -The text should be compact with elegant language

            -Poetry should include interesting and easily comprehendible works

            -Should use creative syntax that utilizes poetic devices effectively

            -Easy to follow structure

            -A wide array of styles of poems

All of these requirements were meet in accordance to the guidelines.
  

Motivation Activities:

1.  Put the students in groups.  Have each group select a poem.  Next, each group needs to recite the poem with the correct tone.  Then explain the meaning or message behind the poem.

2.  Have each student create their own poem and share with the class.

Reader's Response Questions:

1.  What is the tone of the poem?

2.  What is the message the author is trying to get across?

3.  How many stanzas are in the poem?


References:

Angelou, Maya. (1994) The Complete Collected Poems of Maya Angelou. New York: Random House

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co. 

Space Guys!

     Space Guys written and illustrated by Martha Weston is a cute science fiction book to share with students.  This book is about a little boy who was trying to go to sleep but instead he  witnesses a spaceship land in a tree near his bedroom window.  Three space robots come in through his window and go on an adventure throughout the house.  In the morning the parents wonder why the house is messed up.  Do you think they will believe their son's story?

     The illustrations for Space Guys  are colorful and have a smooth texture.  The smooth texture gives the story a sense of innocence.  The illustration is similar to cartoon drawings.  Color pencil, watercolor and pencil were used to create the pictures for the book.  The illustrations provide a lot of support to the text.

     On page 209 in Literature and the Child, guidelines of fantasy and science fiction include;
             -the fantasy world is detailed and believable within the context of the story.
             -story events are imaginable,  yet logically consistent within the story world.
             -the characters are multidimensional, with consistent and logical behavior.
             -the writing is rich and the structure is clear.
     Space Guys follow all of the guidelines as required.       

     I like the book mainly for the illustrations.  If there were no words, the illustrations would be able to tell the story.  In my opinion, the text of the story assist the drawings.  This is a book that will make you chuckle by simply admiring the illustrations.


Motivational Activities:
1.  Have the students write about something the space guys had done at the little boys house.  Next, draw a picture to share with the class.

2.  Have the students make up a story of what they would have done if the space guys came to their house.  Share with the class.


Reader's Response Questions:
1.  Where did the spaceship land?
2.  How many space guys were there altogether?
3.  Do you think the parents believed the bot story at the end of the book?  Why or why not?


References:

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co.

Weston, Martha. (2000).  Space Guys!.  New York:  Holiday House

The Name Jar

     The Name Jar written and illustrated by Yangsook Choi is a wonderful book to share with children. This is a 30 page multicultural picture book.  The Name Jar provides the children with an opportunity to meet a character from a different country  and get a inside look of what it is like to try to fit in. The illustration is also an enhancement to the book.  This story is about a young korean girl named Unhei, who moves to America with her family.  At her new school, she is considering to use a different name because no one can say her name correctly and others pick on her.  So the class came up with the name jar.  This jar was filled with lots of american names for Unhei to choose from.  Does Unhei choose a new name?  Read the book to find out.

     The illustrations in the book resemble the image of the Americans and the Koreans characters.  The colors help associate the images to reflect the accurate culture of each character.  Also the hair and clothing were created careful to represent the correct culture.  The illustrations are very colorful and has lots of detail.

     According to Literature and the Child, the culture roles in the story "should be accurate, authentic, and free from stereotypes, portrays what is unique to an individual culture and do not distort or misrepresent the culture it reflects".  The Name Jar adhere to the guidelines as described.

     I enjoyed reading The Name Jar by Yangsook Choi.  This book gave a excellent insight on how someone from another county feels when they are trying to fit in with the American culture.   I love the illustration and the soft appearance that is shown throughout the different drawings.

     The Name Jar is recommended for children age three through seven.  I believe this book should be extended to the fifth grade.  I believe it is important for the children to read this book and have many discussions in the classroom regarding the topic addressed within the book.  This is a book that should be shared with the students during the first month of school.


Motivational Activities:
1.  Develop a discussion with the students on how what should should we do when we have difficulty pronouncing other peoples' names.  Also ask the students if it is important to say the name correctly.

2.  Have a class discussion on how we should respond to to people who are different than us and why.

3.  Have the students write a paragraph describing how they would feel if they moved to Korea and had to go to a new school. Would they change their name? Why or why not?


 Reader's Response Questions:
1.  Why did Unhei choose not to tell the class her name on her first day in school?
2.  Why does Unhei's class create the name jar?  What is it for?
3.  How does Unhei feel about the Jar?  How can you tell?
4.  How does Joey and the class support Unhei as she thinks about choosing a new name?  Do you think this was important?  Why or why not?
5.  Have you ever had and experience like Unhei's

References:

Choi, Yangsook. (2001).  The Name Jar.  New York:  Random House

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co.

Perrywinkle's Magic Match

                               

      Perrywinkle's Magic Match written by Ross Martin Madsen and illustrated by Dirk Zimmer is an excellent magical book to read to  young students.  Perrywinkle's Magic Match  is a science fiction picture book. This book is about a boy wizard named Perrywinkle who tries to make a pet potion but it does not come out as expected.  Throughout the story Perrywinkle and Andromedia challenge each other on who has the best magic.  Who's magic is better?  Will it be the boy or girl?
   
     This illustrations are big, bright, colorful and funny. They contain lots of interesting detail that go along with the story.  Dirk Zimmer used quirky ink and water drawings to create the illustrations.

     On page 208 in Literature and the Child, it states that "an interesting story has well developed characters, an engaging plot, and an identifiable theme-all presented through a well crafted style".   Perrywinkle's Magic Match  is a perfect example of that statement.

     This book is suggested for six to nine year old readers.  I agree with this age because they are able to read alone.  The vocabulary is appropriate for the age group and this book is great for enhancing fluency.

      Perrywinkle's Magic Match  is one of my favorite children's book.  This book has a great story line and the illustrations are beautifully created.  I like how the boy and girl had a show down to prove who was the best wizard.  As you read the story you will find out that they both had some weird and crazy outcomes.  This is a funny book to read.


Motivational Activities:
1.  Have the students write a magic potion for something they would like to create.  Next, have the students write a magic spell.

2.  Have the student s choose some 25 words out of the story.  Have them fold a paper into 25 squares and write the 25 words on their paper in any order.  Play a game of Bingo with the words.

Reader's Response Questions:
1.  Who was Perrywinkle trying to make a pet for?
2.  Why did the pet not appear? Why?
3.  What was supposed to be the last word, "Pet appear, for my dad.  Pet appear you will be ____!".
4.  What was your favorite part? Why?


References:

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co.

Madsen, Ross. (1997). Perrywinkle's Magic Match.  New York:  Puffin Books

Hot Day on Abbott Avenue

      Hot Day on Abbott Avenue written by Karen English and illustrated by Javaka Steptoe is an excellent story for young children to read.  The illustrations are vibrant and the text is inviting.  Hot Day on Abbott Avenue is a multicultural fantasy picture book that will capture its readers.  Also included in the book is a folklore rhyme.

     This book is about two girls named Kishi and Renee.  They are neighbors and bestfriends who just had a fight over a blue ice pop and refuse to make-up and talk to one another.  The story takes place on a hot day.  Both girls are bored and chose to be alone and angry.  As the story go on, the two girls hear a nursery rhyme chant and follows the sound to find others playing double dutch.  They join in on the fun.  Eventually, the jump rope excitement is ended by the second round of the ice cream truck.  Everyone runs to get a blue ice pop.  Guess what?  Who do you think is left without a blue ice pop?  Read the story to find out.

     This is a good book to share with students sometime during the school year.  This book focus on friendship and making up.  Hot Day on Abbott Avenue is recommended for age four through eight.  I disagree, because this is not a short story or something interesting that a four or five year old would want to listen to.  They do not know much about jump rope or having a fight and being mad with another for a whole day.  I think this book would be more appropriate for students in first thorough the fourth grade.  This book can be read aloud to younger students  and read alone or in groups for older students.  To challenge the students, you can have them figure out what time of day it is by using the descriptions of where the sun is located in different.sections of the story.

     Hot Day on Abbott Avenue  is a good book for its readers becausee it gives a great example of how a simple problem can be solved without jeopardizing a friendship.  This book also shares a variety of things that friends do such as play games, laugh, and observe their surroundings.

     The illustrations by Javaka Steptoe are very unique and interesting.  The illustrations were created by cut paper and found objects such as a rope for the collage.  He is very talented and creative in regards to developing the illustrations for this book.  Steptoe cut all types of paper to create the variety of images and backgrounds.  From looking at some of the illustrations within the book, you can see that some of the paper was cut, folded, twisted and crinkled to develop the characteristic of the pictures.  These are great illustrations to look at because there are a lot of detail, color and texture.

     I like this book because it is encouraging.  I like how the story started off with the girls upset with each other but you had to read on to find out what caused them to be at odds.  It was also how the author renewed the girls friendship by making the same situation reoccur in the same day.  Also the illustrations are remarkable.  I love the different texture and style.  Lastly, I enjoy books where the text is worked within the illustrations.

Motivational Activities:
1. Scavenger Hunt.  Divide the class into teams and provide one copy of book, Hot Day on Abbott Avenue, to each team.  Have the students work together to locate the page number of particular objects or people within the book.  The team that completes the assignment with correct answers first is the winning team.

2.  Have the students use the descriptions from the story to figure out the season.   Next, have the students draw a picture of activities they enjoy doing during the specific season.


Readers Response Questions:
1.  Where did the story take place?
2.  Why were KIshi and Renee mad with each other?
3.  What was Renee pretending to be while sitting in the tree?
4.  What did Kishi do with her blue ice pop towards the end of the story?
5.  What was the authors purpose of writing this story? Explain.


References:

English, Karen, (2004).  Hot Day on Abbott Avenue.  New York, NY:  Clarion Books

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co.

The Boy Who Cried Bigfoot

     The Boy Who Cried Bigfoot written and illustrated by Scott Magoon is and entertaining book with a twist for young children to read. The illustrations support the text of the story. The Boy Who Cried Bigfoot is a fantasy picture book that will pull its readers in and make them want to read more. The story is about a young boy named Ben. Ben love to tell wild stories and to play tricks by using props to make it seem like a Bigfoot was nearby. Ben was so good at telling stories that nearby people believed him and came running. Some men and women along with their children would gather and wait for Bigfoot to appear. After some time they got tired of running at the sound of the boys screams to witness the sight of Bigfoot. One day Bigfoot happened to come across the Ben, he was shocked to see such a creature. While he was yelling “Bigfoot! Bigfoot! Bigfoot is stealing my bike! …and my dog” no one came running. No one believed Ben.

     I would definitely share this book with my future students.  The Boy Who Cried Bigfoot  is written in a practical manner and will encourage its readers to continue to read the story.  This book was written specifically for children four to eight years of age.  I agree with the age group for this book.  This book can be read to younger students and the older students can read alone or in pairs.  Students can be challenged with the book because there are large words that are introduced such as suspected, creature tenacious and determined.  The student will be able to use their phonological awareness to sound out the words.   After the reading the students and teacher could discuss the words they did not understand.

The Boy Who Cried Bigfoot entertains but also provide a message to its readers.  The message is similar to The Boy who Cried Wolf  written by Aesop.  The lesson learned should be to never tell a lie because people will stop believing you.  This is a positive message that should be shared with children at a young age.

Page 211 of Literature and the Child states that fantasy may contain a "simple element such as a animal that act like humans or a complex as fully developed miniature worlds that reflect real life with a small twist".  Also by creating fantasy, "writers are able to explore complex issues with a depth that might be too disturbing when considered in the realistic settings".  This book is a great example of fantasy because we all know that Bigfoot does not exist. We also know that Bigfoot cannot ride a small child bike. The story was also humorous because Ben was actually scared when the creature really appeared. Bigfoot called Ben “Littlefoot”. I like how Bigfoot picked up the bike and asked to ride his bike. Then he asked the dog if he was coming along.

The illustrations in The Boy Who Cried Wolf  are very detailed and colorful.  Most of the drawing are simple lines with lots of detail.

With the combination of detail and color of different scenes, it seem to make the picture come alive.  The colors Magoon chose for the backgrounds also enhances the illustrations.  Another techniques he utilize is the words that help the character within the illustrations.

  

He uses the text to describe feelings, actions or conversation between the characters.

I personally like the book because it is humorous.  I also love the twist at the end of the story.  I like how Magoon married the text, storyline and illustrations together to create a great book.  This is a great example of a book that uses multiple techniques within the text and illustrations to produce an attractive and funny story.  Read the book to find out what happens at the end!

There are numerous motivational activities that can be done with the students.
1.  Have the students act out the characters in the story.  One person can be Ben, others could act as villagers and someone can pretend to be Bigfoot.  You can rotate parts if you have a large group of students.  Also students can make props to assist in the drama.

2.  For older students, have them write a summary of the story.  Then give examples of why it is dangerous to lie consistently.

My response questions:
1.  Who is Ben?
2.  What do Ben like to do?
3.  What did Bigfoot ask to borrow from Ben?
4.  Did you like the story?  Why or why not?


References:

Aesop, (2007) Aesop's Fables. Madison, WI, Forgotten Books.  

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co.

Mogoon, Scott. (2013).  The Boy Who Cried Bigfoot.  New York, NY,  Simon and Schuster/ Paula Wiseman Books.

Giant Steps to Change the World

     

     Giant Steps to Change the World written by Spike Lee and Tonya Lewis Lee and illustrated by Sean Qualls is an inspiring book for children to read.   The illustrations and text complement each other within the book.  Giant Steps to Change the World is a contemporary realistic fiction book that will encourage its readers.  This book is about is about eleven individuals who achieved their dreams or goals.  Most of the people in the book accomplished something that made a difference to the society and world.  Other individuals accomplished a personal goal that others may look upon and be inspired or encourage to not give up.  This book give great examples of what each person has done and explain the difference it made.  

      This would be a great book to share with students during the beginning of the school year.  Giants Steps to Change the World is written in an uplifting manner to educate and encourage its readers.  This book draws attention to students in third through sixth grade.  The  book can be read alone or in groups so that a student can read a description of a character.  This can challenge the students by having them figure out who each of the individuals are.  Some of the people who took a step within the book are Langston Hughes, President Barack Obama, Einstein and Mother Theresa.  

     Giant Steps to Change the World explains to its readers that there will be difficult days that will include trials and struggles.  There will also be haters and doubters that will cross your path, but it will be  important to stand your ground and accomplish your dream.  This book also shares the inside look of fear with its readers.  There is "fear of failure, fear of success, fear of being different fear or being the same".   

     According to page 235 of Literature and the Child, it states that contemporary realistic fiction the "characters are credible and non-stereotypical The intended age group can understand the plot structure and the story amplifies characteristics of excellence in narrative fiction.  Also the structure should support character development and plot".  Giant Steps to Change the World adhered to those requirements within the story.  

     The illustrations in Giant Steps to Change the World are unique and inspiring as the text. The photo below through Sean Qualls' illustrations provide a great example of his work.   

The lines of his drawings range from thin to thick.  Qualls' illustration are done with acrylic gouache, pencil and collage.  The images are bold and the color he uses bring out the strengths within the illustrations.  With the mixture of collage and drawing, the picture have a different feel and a powerful message to assist in the message of the book. I like how the text is wavy and does not go in a straight line from left to right.  It fits right in with the illustrations.

     I like this book because it is encouraging and inspiring.   The illustrations are complementing to the text and story line.  I especially  like the artwork because it includes a variety of techniques.  My favorite part of the story is the end when the the author ask the question, "Now it's your turn.  Everyone is waiting.  What's your next step going to be?"



     There are many motivational activities you can do with your students.  One activity I would do, would have some students pretend to be a character in the book and have the other classmates guess who they are.  Another activity would be to have the students research a person they admire or look up to.  With the gathered information they would create a job resume for the person and share with the class.  Another suggestion would be to have the students write and talk about what they can do to make a different in their school or community.


My readers response questions:

1.  Why do you think the author wrote the book?  Explain why.

2.  For each character in the story, what do you think is the reason they took the step they did?  What do you think thing would be like if they did not take the steps they took?

3.  What are some "nouns" that describe the characters actions?  (Examples:  Courage and strength)


References:

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co.

Lee, Spike & Lee, L.,Tonya. (2011).  Giant Steps to Change the World. New York, NY: Simon & Schuster Children's Publishing Division.


  

Night of the Veggie Monster

   

     Night of the Veggie Monster written and illustrated by George McClements is a book with a unique style.  The story line and pictures within the book are different than the majority of story books.  This is a realistic fiction picture book that will capture its readers.  This is a story of a little boy who does not like to eat green vegetables.  It is a very descriptive process of how he attempts to eat his three peas for dinner. 

 On this particular night when attempting to eat a pea, his hands become wiggly and toes seem to twist and curl up.  These are a few signs of transforming into a veggie monster.  He accidentally swallows the pea and find out that it is not as bad as he thought it would be.  The parents of the boy watch unsurprised as the nightly performance unraveled.  Tomorrows dinner  will be a different episode with a different vegetable.  

     This would be a great story to read to students in my classroom.  The Night of the Veggie Monster was written with lots of description, character and humor.  The artwork within the book was beautifully created.  It was organized with mixed-media illustrations in the form of a collage.  

     This book is for students in Kindergarten to Second grade.  I think the grade level is appropriate because you can read it aloud to kindergarten students and have a discussion.  The first and second graders should be able to read the book alone.  This is beneficial because they will gain more phonological awareness and vocabulary building.  Night of the Veggie Monster can be used to teach chronological order by having students tell what happen at the beginning, middle and end of the story.  

Page 24 of Literature and the Child states that "contemporary realistic fiction consist of a plausible story, well-defined conflict, strong characterization and the illustration enhances the characterization and plot".  Page 12 of Literature and the Child states that a picture book is a unique combination of text and art.   Night of the Veggie Monster fulfills all of the requirements that will engage all of its readers.  

The illustrations in Night of the Veggie Monster are big and colorful.  Paint, colored pencils and and simple line drawings were used in the drawings that were not media cut-out.  Glass with ice and water, forks, food and of course peas are some examples of cut-out media used in the illustrations.  The illustration assist in helping the story to come alive.  The text and illustrations worked well to enhance the story.

Motivational activities for students:

1.  Have the students draw a picture of what they think the boy would look like if he had turned into the veggie monster.  Next, write a description of the picture.

2.  Match the descriptive words with the pictures of the body part.

3.  Using picture cards and words.  Have students place the body actions in order from what happened first to last when the pea touched the boys' mouth.

This is a great book to read because it shows children that it is okay to eat veggies.  

My reader's response to students would be:

1.  Are vegetables and veggies the same thing?

2.  Are veggies important to eat?  Why or why not?

3.  Why do you think the author wrote the book about a little boy who is afraid to eat his veggies?

References:

Galda, L., Cullinan, B.E., & Sipe, L.R. (2011).  Literature and the Child.  (7th ed., pp. 12, 24).  Belmont:  Wadsworth Pub Co.

McClements, George, (2008).  Night of the Veggie Monster.  New York,  Bloomsbury U.S.A. Children's Books