Author: Aya Katz

Book and cover Illustrated by: Aya Katz

Audio Narrator: John Patrick Conn 

Inverted A Press -- available on Amazon, Audible.com, and  iTunes

Category: Fiction ; Poetry; Animal fantasy

Approximate age group: 4-9

Activities at the end.

Analysis:

"In Case There's a Fox" is a clever story about a little girl named Sword who goes searching each day for a fox, with her trusty bloodhound and a quaint box of paints.  Why the box of paints?  Each day she goes out, she calls for the fox, trying to lure him with the promise of a painting of him and his family.  The paints are the key to her being able to observe the fox, in his natural environment, for more than just a fleeting moment. 

"Come out just a bit.  Oh please come and sit. For a portrait of you and your wife and your kits.  And so now and then, Sword calls out again,   Come, I'll paint you a picture to hang in your den."

The wild rabbits (hares) are no help at all.  And there's good reason for this.  "In Case There's a Fox" not only works to capture the imagination and curiosities of children, it also explores, in an underlying theme: the trust and mistrust that occurs between animals in the wild vs those in domestication.  Sword is well aware of nature's way, and thus her clever "plan to appeal" to the fox she is "hunting".  

This children's picture book is set in metrical poetry, much like many classic stories and nursery rhymes for children.  And there's good reason for why Aya Katz chose this classic form for her book. "For children," she says, "It's much easier to recite and to memorize when a story is written in this form.  It's a more accessible form."  And while she did not have recitation specifically in mind, children love to recite their favorites. 

This story will be one of those favorites.  It feels familiar.  It captures a child's imagination in a quiet, introspective way, making it a perfect story for bedtime,  or, perhaps,  before a nice, thoughtful morning or afternoon walk or play.  "In Case There's a Fox" promotes dreaming and wondering, in a way akin to children's author Jan Brett.

"In Case There's a Fox" is currently available in paperback (on Amazon.com) and audiobook (on Amazon.com, Audible.com, and on iTunes).  

The Paperback -- Important Details for Parents and Educators:

While on the small side for a children's picture book, in shape and size it is similar to an average chapter book, though thinner, with a glossy cover and is easy for a parent or teacher to hold up with one hand while reading out loud to a group.  The pages are medium in thickness and are easy to turn both while holding up to read out loud and for smaller children flipping through.  The accompanying illustrations are one page spreads, with the text on each adjoining page.  The words are large, bold and easy for children to follow along while being read to, even at a distance, or to point to as they're reading and sounding out words on their own.  (For more on the beautiful illustrations that accompany this story, see About the Author and Illustrator below.)

Some of the words don't fall into the category of beginner reading.  For example it offers the following words: inspecting, quaint, concern, appeal, doleful, spacious, and lingering.   It is, however, my strong opinion and firm belief, that offering children a spectrum of words that are not ordinary (either in their everyday language or in common beginner books) is extremely beneficial to young minds. Doing so will actually enhance and enrich their lives and their reading experience, and compel them to respond to reading in a way that is more rewarding to them. They will be better prepared for and less afraid of reading bigger books, when the time comes. 

The kinds of words a child is exposed to plays a big role in how a child views the world.  Everything an educator or parent can do to broaden that world and strengthen each child's craving for books builds stronger, healthier, more confident minds. 

Always remember that kids appreciate a challenge.  They will surprise you and love to surprise themselves. 

About the Author and Illustrator: 

Aya Katz is a Linguist, Primatologist, and the owner of Inverted A Press, PubWages, and Historia Obscura.  Author of seven books, Katz is best known for her historical novel "Theodosia and the Pirates".  She currently has three children's books on the market, two of which feature her daughter, Sword.  It was Katz's hopes of seeing a fox upon first settling on ten acres of land in the Ozarks that sparked the writing of her first publication, "In Case There's a Fox".  It would take three whole years before she actually saw one.  

Her acrylic illustrations use rich, deep colors, and suit the fairy tale quality of "In Case There's a Fox" quite nicely.   They stemmed from narrative paintings she created about ten years ago, while indulging in acrylic painting in the barn with her then four year old daughter, Sword, the two of them seated on sawhorses, painting away for hours at a time.

Activities:

1.  Read other fox books.  Some favorites are:

• ·         The Tale of Jemima Puddle-Duck by Beatrix Potter
• ·         One Fine Day by Holly Hogrogian
• ·         The Umbrella by Jan Brett
• ·         Fantastic Mr. Fox by Roald Dahl
• ·         Fox by Margaret Wild
• ·         My Lucky Day by Keiko Kasza
• ·         Doctor De Soto by William Steig

2.  Have your child or students paint or draw pictures of what they think fox and his family might look like or might have been doing.  This is a great time to experiment with the same medium used by the author and illustrator: acrylic paints.  Markers, crayons, or colored pencils would also be good mediums.  Be sure to display each child's depiction on a classroom wall or class hallway.  If doing this project at home, you can also display their little masterpiece on their door or on the fridge. 

3.  Share ideas of different methods one could use to attract a fox and what he or she would do once they did.

4. Talk about the use of certain words, such as "hunting".  For the word "hunting", for example, one's initial mental image would be as in hunting for food.  Hunting is used here, and appropriately so, to mean "searching or looking for". This is a great way to teach and discover the meanings and inferences in the words an author chooses to use in order to enhance their story and topic. 

5.  Make fox masks or tails out of felt and/or fabric and yarn.  

6.  Either before or after reading, learn more about the setting and characters of the book.  In particular: phlox, fields, foxes, bloodhounds, and hares.   

7.  Create a word search using the more difficult or favorite words from the book. 

Title: My Backpack

Author: Eve Bunting

Illustrated by: Maryann Cocca-Leffler

Boyds Mills Press

Category: Fiction 

Approximate age group: toddler and preschool - k - first grade

Analysis

"My Backpack" is a cute rhyming picture book by Eve Bunting, complete with bright big, fun pictures in happy colors. 

A book children and adults can relate to, "My Backpack" is about a boy and his new backpack and all the important things he decides it can hold -- things his family always seems to lose.  This hilarious list includes his father's reading glasses, his mother's shoes and the television remote control.  He even finds room for the pet cat. 

When his family members discover their items are missing, they all go on a hunt and finally find the culprit.  they are not pleased.  Mind you, there is a comforting ending. 

It's a sweet and funny must-read. Keep in mind though, that while on the surface it seems like it would be a toddler and preschool book, best for read out loud story times, it really is a great beginner reading book for up through first grade.  As far as content goes, it's relate-able, familiar, and humorous.  Physically, it is a great beginner reading book because the paper stock is sturdy, durable and make for easy to turn pages.  The book size and shape is a good one for small laps (not too big and not too little), and the words are large, bold,  and easy for children to point to as they're reading and sounding out words.  Also, the illustrations go very well with the words. Beginning readers can gain context clues from the illustrations, and can linger as much as necessary on each double page spread without feeling lost or pressured.  All these factor in as extremely important aspects for helping beginner readers learn.

About the Author and Illustrator

Eve Bunting has won numerous literary awards for her children's books, including the 1984 PEN Los Angeles Center Special Literacy Achievement Award and the Golden Kite Award for "One More Flight".  Her picture books include "Market Day", illustrated by Holly Berry; "Train to Somewhere", illustrated by Ronald Himler; and the Caldecott Medal-winning "Smoky Night".

Maryann Cocca-Leffler has illustrated many children's books including "I Don't Want to Go to Camp", also by Eve Bunting; "Wanda's Roses", by Pat Brison; and "Clams All Year", which she also wrote.

Activities

Even pre readers benefit from activities that correlate to the books they read.  Correlated activities help children make connections, and aid in strengthening focus and attention spans without effort.  Here are some to choose from based on what you think your child's levels are.  Like recipes, most any activity can be altered or tweaked to suit ones personal taste.  Keep in mind, kids like a challenge, so if you know a way to make your chosen activities just a little bit harder, they'll probably surprise you with some brilliant stuff.

1. Predictions using current story details: Based on the illustrations, have your child make predictions on what the boy in the story will be putting into the backpack. 
   
2. Relational and personal experiences: If they have and use a backpack, ask what sorts of things they normally put in their backpacks and why.  What sorts of things would they not put?  If they don't have one, ask what sorts of things they would like to put in one.
   
3. Spacial Relations: Based on the items in the book, or items they've mentioned in number two above, ask what size the boys or their own backpack would have to be. 
4. Recollection and personal experiences: Compare backpacks to other things that people put stuff in, like purses, drawers, pockets, etc. and talk about what sorts of things they'd put in those other places.   Ask about what sorts of items they shouldn't be putting in backpacks or other storage places and why. 
5.  Empathy and memory: Have your child talk about why it wasn't such a good idea for the boy to be putting all those things into his backpack.  Also talk about why he did (aside from just because he didn't know any better; if your child digs deep he or she will be able to place what it was about many of the items that the boy chose to put in there.)
   
6. Art and fine motor skills:  Have your child(ren) draw pictures of things that they they would put in their backpack.  You can also have him or her cut out items from magazines).  Make an 8 1/2 x 11 backpack template (for front and back) and copy it so that they can cut it out on their own (or have them pre-cut) to tape the sides and bottom together then color or decorate, and fill with the items they drew or cut out.  If they drew all their items on a single piece of paper or a few pieces of paper, they can fold those up and put them in their backpack like notes.  You can make a display wall of everyone's backpacks.
   
7. Spelling and Language Arts: Make a list of sight words and or words they should recognize.

Got any good ideas you'd like to share?   Let us know.  We'd love to hear from you.

Sound: 

Does the poem sound good? This may sound like a silly question, but if it doesn't it's not going to hold anyone's interest. Here, you also want to ask yourself if the linking and chunking of well chosen, mood generating words sound good enough to make children hungry for more.

Language:

Does the poem use alliteration, assonance, repetition, onomatopoeia? Knowing this will help you guide children into recognizing and utilizing and using these language techniques when talking about or creating their own poetry.

Rhythm:

Is the rhythm of the poem pronounced? In other words, how obvious is the rhythm? Are young children likely to honor the poem with verbal participation, stressing the beat? Or with a motoric response such as a foot tap, a hand clap, a sway, a hop, a jump, or a skip? How does the rhythm reinforce and create the meaning of the poem? Will it help you guide the children through? Is it easy enough for the children to guide themselves through?

Sensory Images:

Are there clear sensory images in the poem? Are these sensory images that create pictures well within the experiences of children? In other words, will they be familiar with what is imagined, or will they need clarification? Do the sensory images reflect children's delight in their particular senses? Due to the length and subject matter of children's poetry, these sensory images hold a fast and compact sensory impact. Knowing what to expect here, will help you guide children through these and help them express their feelings about them, to ensure a positive and full experience with poetry.

Rhyme:

Is the poetry rhymed? Does the poem offer to the young child the predictability of rhyming words? Is he or she being invited to join in by a rhyming refrain, for instance? Do the rhymes sound natural or contrived? Remember, though, that rhyme is not required for a good poem; many good poems do not rhyme but have other strengths, such as imagery and sound.

Humor:

Does the poetry have some humor? Much poetry presented to and lived by children is humorous. Do the images, figurative language, or word play, tickle the fancies of young children?

Emotional Intensity:

How has the poet created the emotional intensity of the poem? Does every word work to heighten the feelings conveyed? Are the words nonsensical, pushed in, embellished or elaborated, minimal? Do the words evoke appropriate feelings and sensations in relation to subject matter?

Quality of Imagination:

What is the quality of imagination in the poem? Does it patronize childhood by looking down on it? Is it too preachy? Does it see childhood in a sentimental or nostalgic way, more likely to appeal to adults than to children? Know what you are offering the children you are presenting this poetry to.

Substance:

Does the poem offer substance? Does the poem offer the child an idea or feeling to chew on or delight in? Does it get them daydreaming or wanting to make their own poem or picture to go with the poem? Will it get them talking? Asking questions? Adding their own bits and thoughts?

Purpose:

What purpose does the poem serve? To amuse? describe an experience in a fresh way? Comment on humanity? draw parallels in our own lives? How well has the poet achieved that purpose? This perhaps the most important set of questions to be asking yourself when it comes to choosing and integrating a poem into a theme, discussion, or activity, as this will be your guide and inspiration for further and related activities.

Whether you're an educator or a parent, a good critique analysis can be quite a useful guide in getting the most out of a book.  Here is a brief breakdown of E.B. White's classic, Charlotte's web, loved not only for its wonderment, but also for its layered messages and beautiful-coming-of age rendition.  Its qualities make Charlotte's Web a fine choice for a variety of age groups and developmental levels.  Chances are, this is one story that will be read more than once, for just those reasons.  Lesson plan ideas are included at the end. 

 White, E.B.   Charlotte's Web.  Ill. Garth Williams.  New York: Harper Collins, 1980. 

Category: Animal Fantasy

Approximate Age Group:  Middle Elementary

Analysis:

 This book is a classic animal fantasy.  Wilber and the rest of the Zuckermans' farm animals have the ability to speak.  Their emotions are big, and they do their best to reason.

One of the main themes of this story concerns death, both physical (that of the wise and eloquent Charlotte), and metaphoric (that of a friendship between Fern and Wilbur, or one could say a loss of innocence to both).  Animal fantasies provide places and characters that ease the seriousness of issues such as this. 

White provides humor and a unique animation of the characters through dialogue.  The dialects here match the personalities of the animals.  For example, the goose has a wonderful stutter: "At-at-at the risk of repeating myself..." 

in this story, the setting is both integral and backdrop and follows the moods and themes of the story.  Weather and seasons are of integral and metaphorical importance to the setting, even more so because Wilbur's story takes place over the span of a year, from spring to spring, from his birth to the birth of Charlotte's babies.  In the summer, there is life, and growth and friendships, and, "Dandelion stems are filled with milk." 

The point of view throughout the story is third person, a good choice for this particular story.  It allows the reader to experience this story from a more rounded view of the characters and their actions, without the overpowering effect of an omniscient narrator or the one-sidedness of first person. 

Flat characters such as Charlotte, Templeton, and the other farm animals help give stability to the story and help us better see the changes and growth of our two rounded characters, Fern and Wilbur.  The chronological episodic plot also serves this purpose well, each chapter following the episodes of Wilbur's life, and so that of Fern. 

The simple, straightforward plot line, and the full, animated use of dialogue, makes this a choice read-aloud book.  The end of each chapter provides a good transitional stopping point for when the story needs to be divided into more than one sitting.

Activities

Have the children write a journal entry as Wilbur to Charlotte's babies, telling them what kind of a "spider" their mother was and what she meant to him.

Great opportunity to visit a small local animal farm with small farm animals such as pigs and geese or ducks.

Have students design their own web with a feel-good, fabulous word in it and display them.  You can make a list on the smart board of x amount of adjectives or phrases (depending on the amount of students) and assign one to each student (they can choose from a hat as well). 

Talk about some of the things each student would do differently than the characters of Charlotte's Web, like maybe some different decisions they would have made along the way.

Talk about fears and ways to overcome those fears.

Great opportunity to talk about unlikely friendships and what each child has to offer another friend and what they look for in a friend.

Take a photo of each child and have them place their face on their favorite character (pre drawn or they can draw it themselves).

Have your own great activity?  You can share in the comments below. 

Hooray! Yes the next Grandpa Super Bear book, by bestselling author Bruce King, is finally out and is currently available as a fun PDF for computers, iPads, Kindles, and all other devices that read a PDF. 

This fabulous book shows you really can earn your way to the top, and though it may involve a bit of hard work and extra effort, you can learn a lot and have loads of satisfying moments along the way. It even comes with "Little Good Deeds For You to Do" and a "Stripy Sock Good Deed Monitor". 

For more information, to purchase directly, and to get a sneak peak of "How Grandpa Super Bear Earned His Amazing Magic Flying Cape and Fun Stripy Socks" just click on the photo below. 

Also available on the Apple iBookstore - click here

The hard back version is expected to be in stock by the end of the year. If you would like Grandpa Super Bear to email you when It is available, click here.

Stay tuned for a lovely interview with Bruce King just in time for the holidays. 

There are many factors and criteria to take into consideration when selecting and evaluating books for children. Whether you are a parent or an educator, a librarian or a bookshop, finding the right books and knowing how to utilize them once they are in your possession is critical.

In this article we'll explore some of the types of questions you should be asking in your quest for the perfect books, as well as some resources to help you on your way.  But first, lets take a look at some of the reasons why reading is so fundamentally important:

The Benefits of Reading

The simple act of reading the right books at the right time will show significant improvement and success in school across the board.  This is true for many reasons.  Here are just a small handful of those reasons:

1. Books offer vocabulary and language in a way that most children aren't exposed to.  Expanding  vocabulary means that they have more ways with which to express themselves, and makes it easier for them to understand others on a deeper level - to be able to read between the lines, so to speak.
   
2. Books allow for imagination to soar.  With imagination, children are able to "imagine" more ways of solving problems, allows them to form their own opinions based on a wider set of facts and possibilities, and to make connections that would otherwise not be made.
3. Books give children a look into people, places, and things that they would otherwise not be exposed to.  
   
4. Reading gives a child a greater hold on spelling and significantly improves their writing and communication skills.
5. The mind of a child who reads and is read to finds it easier to think and respond quicker to life and academic situations and to give more thought to everything they do.
6. Reading improves memory.
7. Those familiar words, mixed with words that need context clues to understand, aid in a child's ability to analyze and gives a child better confidence in being able to figure things out on their own.
   

QUESTIONS TO BE ASKING

A predetermined set of factors ought to be kept in mind to make your search for those perfect books easier.

First and foremost, it is important to take into consideration the children's physical, cognitive, language, and moral developments, as well as what the interests and preferences are of the age group or groups you are recognizing.

Age group, per say, will not necessarily render completely in your choices, as many levels and types of levels in both reading and developmental, will probably be presented in each group of children. Whether the books you are choosing will be read or read to your child or group of children, will also be a factor. Other questions to ask on your search for the right books are,

• Are the books you are choosing going to provide enjoyment, an overall positive experience, and teach them something along the way?
• Will it get them asking appropriate questions?
• Will you be able to draw from it or transition into other activities, if that is a goal?

These are the types  of questions to ask yourself while searching and evaluating books.

IMPORTANCE OF VARIETY

Is there a variety in the books you are choosing?

It is important to include as much poetry, historical fiction, biographies, non-fiction, realistic fiction, and fantasy as possible. All are undeniably essential for rounding a child's literary experience.

While some books may offer a single type of purpose, others are multi-layered, and can be "multi-tasked" and should be used as much as possible, especially when they are for use with a multi-level group.

Multicultural and international books give a great understanding and appreciation for other cultures, so make your selections from a variety of cultures, and make sure that the characters depicted are positively portrayed.

As with all books, it is especially important that the details are accurate. If you accidentally find out that they are not (oops, but it happens), this is the perfect opportunity to talk about misinformation or mistakes, solutions, etc.

HOW TO FIND REFERENCES

In order to fully evaluate a book, you must, of course read it cover to cover, paying close attention to details. However finding the books to select and evaluate can, but doesn't have to be, tricky.

Get your hands on as many reliable references and lists as possible. If a book has been recognized as distinguished or outstanding, that fact can often aid in your own evaluation.

Newbery Award and Honors are given annually to distinguished U.S. authors and are for books geared for middle and upper elementary.

Caldecott Award and Honors are also received annually, and are given to U.S. illustrators. Links to these can be found in the related links section below; these links are part of the ALA or American Library Awards site. Here you can also find links to other awards such as the Mildred Batchelder Award.

There are also the Canadian Library Awards, and the Kate Greenaway Award to mention a few others. Links to these can also be found in the related links section below.

From A to Zoo is a great reference book to look at. Magazines on the subject are also plentiful; though possibly harder to get a hold of if you are a parent than if you are a teacher or librarian, as the latter two are prone to more solicitation. Some to take note of are The Horn Book Magazine, School Library Journal, The Reading Teacher, and Book Links.

Don't pass up sites with excellent lists, like PBS kids which has a special section for parents and one for teachers.

Word of mouth can be a reliable source as well.

OTHER PLACES TO SEARCH FOR BOOKS

 Seek and ye shall find on YouTube.  Yes, YouTube has quite a few places to search for books to get your hands on.  Libraries, kids, parents, schools, and bookstores, all offer favorites you may not otherwise run across.  Videos such as those offered here, put "a face and a personality" to books in different kind of way.  Here is a small example of what you can find...

RELATED LINKS BEFORE A FINAL NOTE

• Penguin Group (Canada) - Awards - July 2009
  The official online book store of Penguin Group (Canada), publishers of literary, fiction, reference, autobiography, academic and classic books. Links to MANY book awards with discriptions and lists found on this page.
• The CILIP Carnegie & Kate Greenaway Children\'s Book Awards
  CILIP children's book and illustrator awards, links, pages. Easy to navigate. Fun to check out. Great info.
• ALA | NEWBERY MEDAL
  Information about the current ALSC Newbery Medal winners and links to past winners and award criteria. Administered by the Association for Library Service to Children.
• ALA | CALDECOTT MEDAL
  Information about the Randolph Caldecott Medal, awarded annually to the artist of the most distinguished American picture book for children. Includes links to past winners and submission instructions. Administered by the Association for Library Service.
• PBS Kids.org

FINAL NOTE

As parents and educators, we want our young readers to have a positive reading experience and instill in them the same love and appreciation for books that we have.

For this reason, it is essential that we keep in mind each child's individuality. Our choices should be based on each child's need and the worlds of opportunities that can be given to them; this can mean keeping our own biases and preferences aside. In the end, the choice is theirs.

Cleary, Beverly. Ramona Quimby, Age 8. Ill. Alan Tiegreen. New York: Avon Books, 1992 (1981).

Category: Newbery Honor Book; contemporary realistic fiction

Approximate age group: Middle Elementary

Analysis: Beverly Cleary is a winner of the Laura Ingalls Wilder Award for her 40 year contribution to children's literature. She also has three Newbery Honor books, and Ramona Quimby, Age 8 is one of them.

The formatting of this book is characteristic of most books for this reading level. Well-spaced, medium-sized, bold print, makes for easy reading. The paper is thick and durable, great for a lot of lengthy, hands-on reading. Chapter numbers, chapter titles, and starting page numbers can all be found on the table of contents page, which has the same set-up and typeface as the chapter start pages. The chapter titles are also centered at the top of every odd numbered page, and serve as a good reference for young readers.

In another illustration (from chapter three: "The Hard-boiled Egg Fad"), Ramona is leaning forward on a cot, her knees together, hands folded in her lap, hair disheveled, and the door between her and the sink is slightly ajar. "Then, Ramona made an interesting discovery. Teachers talked about their classes."

Cleary uses tenderness, humor, and a simple, straightforward plot that is easy for young readers to follow. She is an uncanny ability to speak to the reader like no one else, and has created a rounded and identifiable character through which to do so. Ramona's personal dilemmas, discoveries, and disappointments are universal. The life events portrayed in this story are significant and concern issues that every child in this age group faces, including peer relationships, family roles, coping, fitting in, problem solving, and the idea and meaning behind being grown-up.

Activities:

Free Activities

• Ramona Quimby, Age 8 Literature Unit - activities, vocabulary, quizzes, and more
  As always, EdHelper to the rescue is a recommended and loved source of mine for free and member printouts, activities, quizzes, tests, etc.
  
• Interactive English Language Arts Teaching Tools for Today\'s Classroom: Book Punch
  (Please note I have not checked this site or its downloads.) Book Punch provides interactive writing prompts about well-known books. Built-in tips help students learn to write a well-crafted response to literature.

We love it when you like us.  Don't forget to click on the heart/like button ♥ just below this article for a super fun heart fireworks animation.  And be sure to share this with your friends and social networks via the share button below. From all of us here at Eye on Life Magazine, happy reading.

Bestselling author Bruce King's (aka Grandpa Super Bear's) life goal is to inspire children from 4-94 to grow up to be the very best that they can be. He plans to do this while raising funds for children's charities and  other good causes around the world.  His current goal: to raise 1 Million pounds (that's a bit over 1.5 million U.S. dollars) for children's charities.  How he plans to do this is with his magical and exciting stories that were previously only available to his grandchildren.  The first of which is now avail​able to you as a free download on his Grandpa Super Bear website.  (See photo for click through link to the "How to Be a Super Bear" page.)

100% of this promotion will go to charity.​

Grandpa Super Bear, as he is affectionately called by family, friends, and fans, is able to offer his first book, "How to Be a Super Bear", as a free download due to his success with this marvelous inspirational series, which, by the way, offers books, videos, educational and interactive downloads and printables, and more. 

Find out why people love the Grandpa Super Bear series, and why schools and homes around the world are embracing his magical adventures.  And while you're there, don't forget  to take your free "How to be a Super Bear" children's picture book download on the Grandpa Super Bear website.  Don't forget to share this with all your friends. 

We love it when you like us.  click on the heart/like button ♥ just below this article for a super fun heart fireworks animation.  And be sure to share this with your friends and social networks via the share button below. From all of us here at Eye on Life Magazine, happy reading.​

It happened twice in one day.  I was waiting for an appointment in a local VA clinic when the young parents of two small children arrived.  The father, a recently returned soldier and his wife who had also been deployed were waiting for his appointment, which is not the best place for young children.  The youngest began to cry, and the oldest, who couldn’t have been more than five years old began to whine.  But like a good soldier, this mom was prepared.  She whipped out her IPad and soon those two beautiful children were so engrossed in the interactive children’s story.  Both delighted in hearing mom read the story and then being allowed to also hear the story in the characters own words and to “turn” the pages.  They laughed, they cooed, and it was clearly fun for all, including all the other veterans crowding the waiting room.

Later that same day, I was at the AT&T store where was there was a long waiting line to talk to a customer representative.  There they have benches for customers, simply because there is always a line at this phone store.  A grandmother, mother, and two grade school aged children walked in.  The grandmother gave the oldest one her IPhone and the two of them enjoyed an interactive book, discussing in great detail “what will happen next?”  After signing in, the mother settled the younger one down with her IPad and they were having their own moment of family reading with still another interactive children’s story.

Watching those two families really made me think and explore what’s happening with children and reading today?  I was floored by the stats.  Here in the US and also in other countries, specifically in the UK, educators are alarmed at how many children are entering schools with inadequate language and communication skills.  This sad state of affairs is happening largely because parents are not talking or reading to their children like they did in past generations.  In their defense, it has a lot to do with the level of busyness many parents are experiencing in a difficult global economy.  The consequences are that children are arriving at school with poor communication skills which in turn affects their ability to learn, reading comprehension, ability to make friends and self esteem.

An astounding fifty percent of children are not up to reading and readiness for learning.  One in ten parents have never read to their children at bedtime.  An estimated thirteen percent never have read to their children at all.

However, we live in an exciting world where technologies are bringing reading back into the home and back into the family dynamics of parents reading to and with their children, while simultaneously developing a learning experience that prepares them for a future world that many can’t even imagine.  And that was what I was witnessing in the brave new world of parenting.

Then, shortly afterwards I had the privilege of reading one of those interactive children’s books the other day and I was blown away with excitement with author Jody Wright’s  Breakfast On Planet Obiedo.   She’s not your everyday children’s book author, but a multi-talented artist, author, animator, and designer.  I predict this one interactive children’s book will soon be on its way to being a best seller.

Interview With The Author

Why did you write Breakfast on Planet Obiedo?

I love stories that aren't so predictable.  I wanted to write a storybook that was a combination of O'Henry, Where the Wild Things Are, and Dreamworks.  I dreamed of writing an animated storybook where everything didn't always go as planned!

Also, I grew up with my Grandma Daisy who was a very fun influence.  When my mom insisted that we all had a proper breakfast before we went off to school, my grandmother came up with fruit.  Which on first blush sounds good, right?  But she made us pies for breakfast.  The most delicious homemade lemon, apple, and chocolate you ever tasted.  So she had a fun sense of what was possible (with a twist) and she passed that on to me.

She also read me an old story about a pancake, which I researched and found was actually a Norwegian folk and fairy tale published in 1881, titled,  "Pannekaken" or "Pancake".  I liked the fairy tale and it inspired me to write a book with a breakfast food that got away.  I was animating some other characters at the time and thought, "Wouldn't be fun to have a whole alien planet?!"

How much of the book did you do yourself?

I did all of it except the male character's voice over.  My husband, Carl Wright, did that and he brought the Kookienock character to life.  We had a great time with that.

Then I animated the whole thing.  I learned how to use different software and purchased an Apple so I could develop my own books and get them up on their bookstore.  (My books can be viewed by anyone with an iPad, iPhone, iPad, or iPod touch with iBooks and on your computer with iTunes. Books must be read on an IOS device.)  It was several years to get to the point where I had enough skills, software and hardware to do it all but it was worth it.  In the end, I think it's a book that will make kids laugh and use their imaginations.

How did you dream up all the characters like Kookienocks, Obiedoes, and Dooglebarks?

Well it sounds odd but I created the 3D characters and then their names sort of occurred to me.  About a year or so ago, we rescued a dog from a shelter and named him Obie so I already loved that name and the dog is actually a very fun quirky guy. Why not have planets full of delightful spirits?

My favorite character was Pantaka.  I’ll never look at pancakes the same again with its image engrained in my mind..  Do you have a favorite character?

Yes.  I love the Kookienock.

Is Breakfast on Planet Obiedo your first book?

No, "50 Secrets Humans Should Know" was my first published book (it's  in print and digital form).  It combined my fine art paintings of dogs with tips that animals offer.  It sold over 38,000 copies and continues to do well.

If You'd Like to Know More About Jody Wright's Art...

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Cannon, Janell. Stellaluna. Ill. Janell Cannon. Olando: Hardcourt Brace & Company, 1993.

Category: animal fantasy

Approimate age group: early elementary - suitable for younger children

Summary, Critique & Analysis followed by Activities:

This is an endearing story about Stellaluna, a silver fruit bat baby who gets separated from her mother during an owl attack, and falls head first into a nest of baby birds.

She did everything she could to fit into this peculiar situation. "She ate bugs without making faces. She slept in the nest at night. And she didn't hang by her feet. Stellaluna behaved as a good bird should."

Stellaluna is finally discovered by a bat that finds her sleeping wrong end up. She meets other fruit bats and is soon after reunited with her mother, who teaches a most eager Stellaluna proper bat ways. In the end, she discovers that birds are just as clumsy at being bats as bats are at being birds.

Certainly the subject of Stellaluna being separated from her mother can be a bit difficult for some children, however on each page Cannon has an illustrated conjunctive story that pleasantly unfolds in the margins. Stellaluna's mother is alive and well, and searches for her baby bat. In doing so, Cannon offers educators the perfect opportunity to discuss predictions, and foreshadowing, as well as the importance of collecting and processing inferences as they read.

Cannon's luminous full-page illustrations, bordered in white, are vivid and descriptive. The saturated backgrounds and sharply focused foreground give these illustrations an almost three-dimensional look. The images are large and clear, making this a great book for reading out loud.

In fact the illustrations are so well done, and follow the story so well, that this would make a great book for pretend reading (for younger children who can't read yet).

The facing pages of text are bordered in gray, and include an added surprise. Small pen and ink drawings tell of another story in the sidelines: Stellaluna's mother is alive and searching to find her baby.

The print in this book is large and well spaced. The words are simple and easy to understand. Two pages of "BAT NOTES" follow the story, giving interesting, easy to understand information about bats. Cannon definitely knows her bats.

Cannon has done an excellent job in presenting a story that not only has a taut plot line and incredible illustrations but one that gives a lasting knowledge of bats and birds through memorable, lovable, easy to relate to characters. Stellaluna captures the imagination.  Her story also teaches wonderful lessons about family, family units, fitting in, diversity, and friendships.

Classroom Activities

• Have the children talk about their favorite parts of the story and the differences between birds and bats.
• Have them interpret the pen-and-ink picture story of Stellaluna's mother searching for her baby.
• Read other books, like Shadows of the Night: The Hidden World of the Little Brown Bat and Bat Book and See Through Model.
• Watch "Tree Animals video".
• Visit a living museum!
• Build a Bat house model. See instructions link below. You'll want to build a version out of cardboard, cereal boxes, construction paper, or other items that can be easily acquired and used.
• Create a Venn diagram with your students.  I would recommend making one Venn diagram before and one after to see what new things they learned; this not only gives extra Venn diagram practice, but will keep them focused on retaining facts as they read or are read to.

• Bats are explored in THIS EPISODE of Reading Rainbow, showing the different kinds of bats and their natural habitats. This is a great episode to watch with your class, or to view on your own for gathering lesson plans and classroom activities on the subjects of Stellaluna, Bats, or night creatures.  In it, Anne Jackson reads Stellaluna.

   

Word Search Download for printable version

Stellaluna Venn Diagram

You may also find the following items useful in your lesson planning:

Myers, Walter Dean. Harlem. Ill. Christopher Myers. New York: Scholastic Press, 1997.

Category: Caldecott Award; African American; picture book, black history month

Approximate age group: upper elementary

Critique & Analysis followed by Activities:

Walter  Dean Myers and Christopher Myers (father and son) have collaborated for  a second time (first with Shadow of the Red Moon), this time with the  inspired and impassioned Harlem. The text is set in 14 point Gothic no.  2; a bold font elaborating on the powerful story of Harlem brought to  life in this over-sized poetry picture book.

While the poem and the illustrations each tell a tale of their own,  they combine their strength, flow, movement, and soulful expression to  make what is perhaps one of the most resounding, effective, soulful  books for children. With the guidance of a well-prepared teacher, this  book can be an asset and a great contribution to young minds. Do not  wait for African American month or Poetry week to use this book as a  learning tool. It has a lot to offer in so many respects.

The full scope of Harlem is portrayed in Walter Meyers’ exquisite  free-verse poem. His style is rich with allusion and a strong sense of  place. The jazzy improvisational quality resonates with stirring sound,  refusing to sit still, and demanding to be read aloud.

Sun yellow shirts on burnt umber

Bodies

Demanding to be heard, seen

Sending out warriors

From streets that know to be

Mourning still as a lone radio tells us how Jack

Johnson/Joe Louis/ Sugar Ray is doing with our

Hopes

Here Hughes refers to the first black heavyweight champion, Jack Johnson; Joseph Louis Barrow, “The Brown Bomber”, held Heavyweight Champion title longer than any man in history; and 1976 Olympic gold medalist, boxer Sugar Ray Leonard.

While  Meyers makes representative musical, literary, and historical  references, he also describes compelling images of the residents, their  hopes, dreams, spirits, and sadness.

Each stanza flows into the next, so that pages must be turned, and connections must be made.

Where one page ends:

Listening

For the coming of the blues

the next begins:

A weary blues that Langston knew

and Countee sung. 

The author is referring here to writer/poet Langston Hughes 1902-1956, and to writer/poet Countee Cullen 1903-1946.

Myers ends his poem as simple as he began, with the title, “Harlem”.

While Christopher Myers’ illustration styles are diverse from book to  book, they are always well suited.

Here, his ink, gouache, and  cut-paper collage illustrations are bold, vivid, and endowed with the  colors of the town, culture, and peoples that are Harlem. The illustrations speak,  flow, and are alive with movement, stillness, and passion, sometimes  stretching across pages, sometimes framed in contrasting white.

Christopher Myers ends his illustrations with the corner of W 125 St. and Dr. Martin Luther Blvd., the heart of Harlem.

The 2012 National Ambassador for Young People's Literature, Walter Dean Myers, talks about the impact learning to read had on him and why it's important for him to tell of the urban African American experience.

He also discusses Harlem's musical influences in his books and the ways in which working with his son challenges him to work harder and better.

Children's book author Walter Dean Myers (Harlem) talks about a discovery he made in childhood: that books are a path to a world beyond our own neighborhoods.

ACTIVITIES

Talk  about the media used by the illustrator and have the students make  collages of their own to represent something in their lives or  community.

Have them research and present one of the references made by Myers  (from Lady Day - singer Billie Holiday, to Marcus Garvey, giant of Black  liberation and founder of U.N.I.A. - Universal Negro Improvement  Association).

Have children compare the styles and messages of Langston Hughes and Countee Cullen with those of this book.

Read Charlie Parker Played Be-Bop, by Chris Raschka (1992). 

Related Link: 

Evaluating Children’s Poetry

Imagination takes wing in gentle Butterfly Boy

Title: Butterfly Boy

By: Virginia Kroll

Illustrated by: Gerardo Suzan

First published by: Boyds Mills Press

For children ages 5-8

 Butterfly Boy is an exceptional book.  A beautifully written story, it has caring, serenity, and excitement packed into every page.

Summary, followed by Critique & Analysis, and Activities: 

This charming children’s picture book is about a boy and his grandfather, and the joyful anticipation brought by the red admiral butterflies that come in the summer.

You will meet: the boy, Emilio; Abuelo, his grandfather; Mrs. Salazar, the next-door neighbor who watches out of her window and names Emilio “Butterfly Boy”; Mrs. Cruz (who has petunias in her yard); Mamma, who is collecting the laundry from the clothes line; and Papa, who paints the grarage door. 

Readers will love their special summer story.

  Emilio wheels Abuelo out into the sunshine and reads stories to him every day.  "Mamma and Papa said that Abuelo didn't understand words anymore, but Emilio was sure he saw a gleam in Abuelo's eyes whenever he read to him."  One day they spot five crimson, brown, and white butterflies fluttering around the garage wall.  Through the summer months, Emilio seems to charm them into coming within inches of him.  The butterflies leave with the coming of fall.  "Leaves of gold and brown and crimson fluttered in their place."  In the winter, Emelio brings home a book about butterflies, in which, they find out wonderful things about their now hibernating, beloved butterflies.  Finally,

"One sweltering almost-summer afternoon," the butterflies were back.  Emelio rushed home from school to tell Abuelo.  "Abuelo began making sounds in this throat.  'What Abuelo?' Emilio asked.  Abuelo pointed with his good hand." 

The red admirals, who are attracted to white surfaces, are in danger of leaving because Papa decides to paint the garage door blue.

Find out why Emilio gets named “Butterfly Boy.” And what happens when the red admirals, who are attracted to white surfaces, are in danger of leaving because Papa decides to paint the garage door blue.

Critique and Analysis:

A beautifully written story, with a heart-warming ending, Virginia Kroll has packed caring, serenity, and excitement into every page.  Her magical descriptions and gentle characters are brought to life by Gerardo Suzan, award-winning artist of Mexico City.

Gerardo Suzan's creative illustrations are formatted in double page spreads.  His use of watercolor, acrylic, and salt (yes, salt) offers a lovely, bright, yet serene and imaginative accompaniment to Kroll's story. His illustrations feel quite like stepping into a fantastic daydream, and because of this, while Butterfly Boy is a great choice to read out loud, children will definitely want to spend some hands-on time with this book. 

Children will definitely enjoy the gentle and magical story of “Butterfly Boy.”

New York author Virginia Kroll has written many books for children, including “Helen the Fish,” “Masai…and I,” and Naomi Knows It’s Springtime.”

Gerardo Suzan, of Mexico City, has illustraed a number of children’s books and is an award-winning artist whose work has been exhibited around the world.

Activities:

Read other butterfly books, like Coyote and the Laughing Butterflies, a Wasco Indian story written by Harriet Peck Taylor. 

Have the children make their own butterflies out of colored tissue and pipe cleaners, or other craft material.  

Get a nature kit and let them experience the cycles of the butterfly first hand. 

Book takes kids into the world of rock pools and hermit crabs.

by Ann Cooper

Illustrated by Dorothy Emerling 

Denver Museum of Natural History Press

Search for treasures Along the Seashore (Wild Wonders Series).

So its summer, and you want to go to the seashore to see dolphins, sea stars, hermit crabs and other between-tide animals.

Not sure how you’ll get there?  Well, get out your sunscreen and flippers and pull out your copy of “Along the Seashore” By Ann Cooper.  You’ll learn lots about this special place.  It features detailed and captivating illustrations by Dorothy Emerling.

Just in time for summer, “Along the Seashore” made it’s debut in 1997 as addition to the Wild Wonders Series published by the Denver Museum of Natural History.  This series introduces children, through stories and simply presented facts, to the concept of ecosystems.

“Along the Seashore” starts off with a treasure map of seashore places where the links of life take place.  The land of tides then comes to life, for there’s fun to be found in Sea Star’s Journey, meals to be had at Crab’s House, and excitement all around with Dolphin’s Baby.

The lives of all, big and small, weave together in the wondrous world of rock pools, beaches and oceans.  And no one is safe from the dangers lurking around every corner, whether from Orcas (‘killer” whales), scorching sun, or battering waves.

Two more of Cooper’s books from the museum’s Wild Wonders Series — “Bats:Swift Shadows in the Twilight,’ adn “Eagles: Hunters of the Sky” — have won awards.  She lives in Boulder, CO.

Dorothy Emerling lives in Nederland, and is an artist-de-signer for the U.S. Department of Wildlife, the Denver Zoo, and the National Audubon Society.

“Angela and Diabola,”by Lyne Reid Banks, is a story of angelic forces and diabolic evil.“Angela and Diabola”

Lynne Reid Banks, the best-selling author of “The Indian in the Cupboard” series, brings us a comic novel of two sisters in “Angela and Diabola.”

Banks has written more than 20 books for children and adults, including “I, Houdini,” “The Magic Hare,” “One More River,” “Broken Bridge” and “Adventures of King Midas.”

“Angela and Diabola” is a story that will tickle your funny bone, but do not think for a moment that it is not equally as scary.  It is a story fo angelic forces, diabolic evil, and the necessary balance of the two in every child.

The story begins with the unexpected arrival of twins to Mrs. Cuthbertson-Jones.  But these are no ordinary twins, as she soon finds out.  One is sweet perfection, the other unbelievably horrific.  Impossible? No.  It’s the unmistakable reality that Mrs. Cuthbertson-Jones and her husband must face as Angela grows more and more perfect and Diabola grows more and more evil and unbearably frightening with each passing day.

What to do when even the vicar can’t seem to exorcise the evil out of Diabola?  And what happens when Angela and Diabola discover they have special powers and Diabola takes hers to the extreme?  Can Angela stop her?  Sibling rivalry doesn’t begin to describe it.

Banks has put her belief in the importance of fantasy in developing a child’s inner world to work in her books.  “Angela and Diabola,” with its wonderfully memorable characters, is no exception.

In the 70’s, Thomas Rockwell’s How to  Eat Fried Worms was a children’s book that was either given as suggested reading or was read out loud in class.  How to Eat Fried Worms can still be found on elementary school reading lists today. 

When I was in the third grade, we would all join together for group reading time. It was one of the last things we did in our day. All four groups and three of the teachers would gather together on the carpet, with Mrs. Yaeger at the head in a student chair. Muffled movements of excitement and getting comfortable, and of Mrs. Yaeger clearing her throat were the only things that could be heard at those times. I rather believe you could also hear the anticipation in all the third graders’ breathing as we looked around to make sure everyone was doing what they were suppose to be doing. No one wanted there to be any reasons for Mrs. Yaeger to decide reading time would be replaced with heads down time at our tables. It was a late winter day, when we got to hear… How to Eat Fried Worms, by Thomas Rockwell.

The girls, of course all thought it was gross. Though I must say we were still intrigued. As for the boys, well, they were in seventh heaven, and it opened their minds up not only to the messages How to Eat Fried Worms brought into those winter afternoons, but also the possibility that reading isn’t all that bad. They could relate, really relate to the characters, and the daft situation, which they thought heroic.

How to Eat Fried Worms speaks of a sense of

• integrity,
• keeping ones word,
• trust,
• sticking through to the end,
• friendship,
• and creatively rethinking tasks at hand so that perseverance was something attainable.

One of the greatest things about this book is that it is quite to the point. Not too much, not too little, keeps the pages turning, makes you wonder in the mean time. And for the child that wants to feel accomplishment in those early elementary grades, the chapters in How to Eat Fried Worms are short, some of them not even a full page. This is one of the reasons that it is clear that one of the main elements of this book is to guide the new chapter book reader. Another is that its chapter numbers (in roman numerals) and chapter titles are in bold, bubble-like font.

There are 42 chapters, (including the Epilogue), with interesting titles, such as “Red crash helmets and white jump suits”, “Admirals Nagumo and Kusaka on the Bridge of the Akaiga, December 6, 1941”,and “$%#!blip*+&!”. The pages are durable and manilla paper-ish. The font is mostly regular typeface, with all caps when something said is stressed, letters as though from a typewriter, and some is even hand written. There is definite action not just in the story, but in how the story is presented on each page, from the chapter titles, to the changes in font sizes and types, to the black rubber stamp images either fitted into the paragraphs or on a page of their own.

The fact that all the elements of How to Eat Fried Worms guide the reader along from beginning to end makes this an especially great book for independent study. The premise? A dare to eat 15 worms in 15 days for 50 dollars. The crème de la crème are the wonderful recipes, for those bold enough try, found at the Epilogue.

RELATED MATERIALS:

CLICK HERE FOR ED HELPER’S How to Eat Fried Worms by Thomas Rockwell (Grades 3-5) Literature Unit

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Cover of C.S. Lewis’ The Magician’s Nephew, The Chronicles of Narnia SeriesLewis, C.S. (Clive Staples).  The Magician’s Nephew.  Ill. Pauline Baynes.  New York: Harper Collins, 1994.

Category: Science Fiction, Quest, Category A

Approximate age group: Upper Elementary

Analysis: 

There seems to be no end to the magic of C.S. Lewis.  In this, the first book in the renumbered series, “The Chronicles of Narnia”, Digory’s Uncle Andrew tricks Digory and Polly into using magic rings.  The two children find themselves on an adventure they will not soon forget, and adventure that has them crossing worlds, encountering an evil queen, and witnessing the creation of the land of Narnia. 

Though their quest seems accidental, the two friends have a higher purpose.  They endure tests of virtue and friendship, and must make quick-witted decisions in their adventures, deeming them heroes in the end. 

The formatting of this book is perfect for its target age group (5th grade and up).  The pages are like that of most adult mass-market paperbacks; the size of the font is just a touch larger and a bit more space is given between lines.  It is well organized, consistent, and easy to follow, all especially important aspects considering the readers’ transition to novels of this caliber (not to mention the fantastical magic underlying messages to be had).  The concept of series books is a sought after concept made by children of this age group! 

On the pages before the title page, children will find a full-page “Map of Narnia and the Surrounding Counties”, and a page listing the seven books of the series (also found in the back). 

After the dedication page, children will find a four-page cast of characters, the books from this series they appear in, and a brief synopsis of their character, what roles they play, and other names they are known as. 

The table of contents gives number, title, and page start of the fifteen chapters; of which, the last chapter, “The End of This Story and the Beginning of All the Others”, could be considered an Epilogue.  The chapters always begin on an odd numbered page, regardless of where the previous chapter ends.  Chapter titles are centered on the upper right of all odd pages, aside from chapter start pages which are distinguished by the chapter number, a small illustration representing the chapter as a whole, and the chapter title. 

On the inside back cover is a brief biography of “Clive Staples Lewis”.  The back cover gives a brief draw-in and review of the book, and gives yet another listing of the seven chronicle titles. 

The illustrations in this book are well suited.  Baynes is the illustrator of all seven of the original chronicles.  Her black and white ink drawings are much like elaborate rubber stamps.  They always work well with the subject matter, and their placement on the pages is aesthetically pleasing.  Not only do Baynes’ illustrations show motion, character, and setting, but also there are just enough of them to enhance the plot line and to help landmark the readers’ spot in the story; an important feature for readers of this level. 

While children will have no trouble reading this quest on their own, they would benefit from listening to Lewis’ rich language and texture read to them.

Activities: 

Because of the wonderful images Lewis has created, have the students get into small groups and made a mural recreating one of their favorite scenes for a hallway display. 

And by all means, go on to the next chronicle!

Category: illustated traditional folk tale, Haitian/multicultural story, picture book

Approximate age group: early elementary

Analysis:   This humorous tale, (first published in Diane Wolkstein's collection The Magic Orange Tree and Other Haitian Folktales) is a wonderful way to introduce children to Haiti’s popular characters: the gullible Bouki and the cunning Malice.

There once was a king of Haiti who loved dancing.

One night a song came to him when he was alone in his garden.  He called it the Kokioko and made up a dance for it.  He put this new song and dance to good use.  Anyone who was ableto dance the Kokioko would get a sack of five thousand gourds.  Of course, no one knew this particular dance, but he took it in good faith that there are always those who think they can do anything.

In this way, not only would his treasury remain full, but also there would be dancers every night to entertain him. 

It was months later and still no one had guessed the dance.  One evening, Malice, the king’s gardener, spied the king dancing the Kokioko.  Since the king would be suspicious if Malice were to win the prize for guessing the dance, Malice went home and worked out a little something with his wife, Madame Malice.  They would play a sneaky trick on gullible, unsuspecting Bouki.  In fact, poor Bouki is twice the fool in the same tale.

Wolkstien truly puts her “internationally renowned” storytelling experience to work in this book.  The repetition and variation of the two songs of this tale are a delight.  Its interactive quality, and the bold, bright colors and bold lines of its gorgeous, full-sized, flat illustrations add to its read-aloud appeal.  Plenty of action is provided by this tale’s colorful language and uncomplicated, memorable characters.

An “About the Story” page explains some of the various cultural aspects of the “active, rich storytelling tradition” of Haiti.  The “Unfamiliar Words in the Story” page gives insight and definition to character names and other words such as

Kokioko (KOH-kee-oh-koh), an onomatopoeic word that imitates the crowing sound made by a rooster, similar to the American cock-a-doodle-do.

There is even a piano music and lyrics page insert (which also shows where in the main song to clap).  Sweetwater  researched Haitian history, culture, and art (among others) for her illustrations.  This fact shows greatly in the detail of every aspect of her paintings, including the great feel of movement and dance.  Her character enhacements are great, as is noticeable in Malice’s sharp features, slanted eyes and full, always showing, top teeth, and in bouki’s very round self and droopy eyes.  Between the two, Wolkstein and Sweetwater have created a must-have for everyone’s shelves.

Activity:

• This book can be used for early elementary through upper elementary as an introduction to other cultures and tales. 
• Discuss the characters and three-part plot. 
• Have the children get into groups, write their own stories using malice and Bouki as characters, and make illustrations. 
• Also, the whole class an weave a tale of their own aloud; each person can take a turn adding their own part. 
• Younger children will surely enjoy trying to dance the Kokioko for themselves.
  

Lawson, Robert.  Ben and Me.  Ill. Robert Lawson.  Boston: Little, Brown and Company, 1988 (1939).

Category:  Historical fantasy; Biography

Approximate age group:  Middle Elementary

Critique and Analysis followed by Activities for Lesson Plans

In his forward, Robert Lawson explains that the story told in this book was curiously found in a small room, eighteen inches square.  It was found in “a manuscript book, the leaves of which, about the size of postage stamps, were covered with minute writing.”  Not only was this manuscript proven authentic, but, in fact, the “officials of the National Museum of Natural History,” stated “that, incredible as it might seem, there could be no possible doubt that the handwriting was that of — a mouse!”  This mouse was named Amos, inseparable friend and confidant to none other than Benjamin Franklin.

So sets the stage for this lively and adventurous story.  Throughout this story, Amos invents the Franklin stove, endures Ben’s never-ending use of maxims, critiques Ben’s printing (making a few changes of his own), suffers through Ben’s enthusiasm over electricity, accompanies Ben to France, even starts a revolution of his own.

 Amos mouse has a way with words.  Through his pompousness and desire to be understood as the mouse behind the man, “the great Doctor Benjamin Franklin, scientist, inventor, printer, editor, author, soldier, statesman and philosopher,” becomes a silly, everyday man, letting children know that history was made by people like themselves.

Lawson played a pivotal role in defining children’s literature in the mid-twentieth century.  Aside from his illustrations, which capture character and quirks with great humor and expressiveness, he is known as the father and creator of historical fantasies.  He is the only figure to have won both the Caldecott and Newbery medals, rightfully so.  His inventive writing combines elements of history, fantasy, and realism, in perfect combination with well-developed characters and an exciting episodic plot.

Pen and ink drawings illustrate the chapters.  some are full-paged, some double, and some are art-page additions.  These drawings enliven the situations they accompany, and accurately depict clothing styles of the era.   

Lawson's illustrations also do a wonderful job of bringing to life some of the situations and items (for example, the Franklin stove) with which the children may not yet be familiar.

Lawson’s characteristic wit, charm, whimsical dialogue, and historical accuracy give children a wonderful tool in which to learn and enjoy themselves at the same time.

Activity:

Have the children write a biography of themselves from the perspective of a pet or other animal, and draw illustrations to accompany if they choose.

Banks, Lynne Reid. Angela and Diabola. New York: Avon Books, 1997.

Category: fantasy; chapter book;

Approximate age group: 9 and up

Summary, Critique & Analysis Followed by Classroom Activities:

Lynne Reid Banks, the best-selling author of “The Indian in the Cupboard” series, brings us a comic novel of two sisters.  "Angela and Diabola" is suitable for self readers who are on level and above for age group 9-12.  Content is multi-faceted and layered such that discussions and conversations can be varied and manipulated based  on cognitive and analytical levels.  Chapters have good endpoints. 

Its multi-layered discussion and conversation opportunities make "Angela and Diabola" a perfect choice for working with groups of students who are at mixed levels.  This characteristic makes "Angela and Diabola" an ideal read out loud for teachers who have students that read at a wide range of reading levels, and/or who are looking to boost discussion opportunities and results with students who  could benefit from a more active literary discourse and analysis of text, and for teacher who wish to enhance reading fluidity and vocabulary of their students through example. 

A major theme in this story is good vs evil. Reid-Banks make an exceptional case for what can happen when a balance of the two, in each and every one of us, is not achieved. This is a story of angelic forces, diabolic evil and the necessary balance of the two in every child.

The story of Angela and Diabola begins with the unexpected arrival of twins to Mrs. Cuthbertson-Jones.

Diabola becomes such an excruciating problem that the Cuthbertson-Jones’ call in the Vicar, who cannot seem to exorcise the evil out of Diabola.

“The Vicar was straining every nerve. He was so carried away the he half expected Diabola’s mouth to open and a stream of screaming ectoplasm to come forth.” 

The stresses put a horrible strain on the relationship of Mr. and Mrs. Cuthbertson-Jones.

Angela and Diabola soon discover they have special powers and Diabola takes hers to the extreme. Only Angela can stop her. In fact, Angela is the only one who’s understanding of her sister went far beyond their Twinnish.

“Dybo’s not very nice. That’s why I love her.”

Sibling rivalry doesn't get much better than this.

Banks has written a story filled with the emotions, struggles, issues and perceptions of a family, and the actions they made (sometimes without choice, sometimes without thought) and the consequences these actions bring. The Cuthbertson-Jones’ relationships went through many stages and changes that would occur in any family faced with major stresses.

Banks put her belief in the importance of fantasy in developing a child’s inner world to work in her books.  "Angela and Diabola", with its wonderfully realistic and memorable characters, is no exception.  Her eloquent, insightful language and vivid descriptions keep children hanging at the edge of your seat.

Activities:

>  Have the children make a diorama, or paint or draw a picture, of their favorite scene. Be sure that they represent good, bad, and a balance of the two, regardless of whether the aspect was depicted in that scene. Have them talk about why they made the choices that they did.

>  Alternatively, they can write a story of their own using the same instructions as above (their stories should incorporate representation of good, bad, and a balance of the two.)

>  Or students can write a scene three times (made up, or from the book) with one scene showing what would happen if all were good, one if all were bad, and one to show what the scene would be like if there were a balance. 

>  Students can get into groups and talk about the decisions and choices people make in their actions, and what sorts of consequences there might be for those actions (pertaining to either their own or those made by others).   This would be an opportunity to talk about actions and consequences that perhaps we don't have control over (or don't feel like we have control over).

>  Discuss plot lines.  Depending on student level and age, have students create a plot line of the story;  either as a whole, in groups, or individually.  

>  You can do the same with character development - and have students choose which character they would like to analyze. 

Category: European/multicultural story, picture book, plants and gardening, critical thinking, art

Age group: early/middle elementary

Summary, Critique & Analysis followed by Activities: 

On the back cover of this book, smack dab in the middle, under a gorgeously plump, dangling cat, reads, "Don't  you just love surprises?"  The answer is yes, especially when it comes to a witty and charming book such as this. 

O'Callahan's storyteller background comes to life through a rich blend of colorful and humorous narration and dialogue.  She draws the reader/listener into the action from the very first sentence,

"Someone had dropped the cat onto old Regis sleeping in his bed by the stove."

That someone was mischievous Pierre, who had come for another one of his twice-a-year visits to Grand Ma Mere's opulent Parisian estate (much to the disgruntlement of the staff).  Pierre loves to play tricks, and so far, he has played them on almost anyone and everyone.  The gardener finds a toad in his boots.  The chambermaid finds her bloomers up the flagpole.  However there is one person who has not yet been blessed by Pierre's shenanigans, and that is Grand Ma Mere. 

One summer, Pierre decides that it is about time he plays a trick on Grand Ma Mere (and her tulips.)  Grand Ma Mere has one of the largest and most beautiful gardens in all of Paris, sporting four hundred blazing red tulips.  That fall, Pierre bought a black tulip bulb and planted it right in the very middle of her garden. 

Pierre chuckled to himself all winter long.

The following spring, on the day of the unveiling of the tulips, Pierre makes a bet with Grand Ma Mere that this year the tulips are not all the same.  this time it is Pierre that is outsmarted.

Pierre ran to the edge of the terrace and stared, his mouth wide open.  Every single tulip was black.

The next morning he finds ...a wet sponge in his shoe (from the butler) and a few more surprises from the rest of the staff. 

Not only is this story engaging throughout, but it is also suspenseful at just the right moments.  While this story starts out being about trickery and antics, we see, in its denouement, the love and mutual respect that can bridge both personality and generation gaps. 

From beginning to end, this lively picture book is truly a work of art.  Santini did an exquisite job of portraying the 1920's, pastel, Parisian-garden mood so fitting for this story.  Her ink-and-watercolor double-page spreads are also befitting of Grand Ma Mere's fashionable and tempered character, with dabs of Pierre's trickster personality.

The wonderment of Santini's double-page spreads does not end there.  The text also plays an integral role in the layout, in that its appearance and placement provides for a smooth and graceful continuity to the soft-hued illustrations.  Together they make cover to cover aesthetically pleasing in every respect.  There is a wonderful double-spread surprise added to the front and back endpapers and flyleaf.  In the front, the gorgeous, plump, orange cat is in a parcel on the floor, everything fairly neat and tidy.  On the back, the cat is leaving the parcel behind, this time everything is in a bit of a tussle.

Although this book is recommended for ages 8-12, probably because of the more complex plot line and underlying messages, a younger audience would find this thoroughly enjoyable as a read-aloud.

Activities:

• This would be a great precursor to learning about plants. 
• Have the children plant some seeds in milk cartons. 
• Take a field trip to the Botanical Gardens, or visit some gardens in the neighborhood. 
• If it is close to Arbor day, plant a donated tree and have an unveiling of your own. 
• This is also a great book to use if studying different types of art. 
• Have the children dabble in some watercolors (media used for the illustrations of Tulips).