Monday, September 27, 2010

Literary Elements

            Literary elements are the meat and potatoes of a story—without these, I’m not sure what a story would even look like! They provide structure and balance, create mood, and if used effectively, stir enough interest to draw the reader in. Character, point of view, time, place, plot, mood, symbol and extended metaphor, and theme all stand on their own as uniquely important elements of a good story. However, for me, character, point of view, and place are especially critical in drawing me into the pages of a book.
            When I think of character, my mind automatically goes to the main hero or heroine of the great books I have read. However, character can also be portrayed through the setting, and includes all of the people in a story. Big or small, every role contributes to the plot and somehow influences a story’s outcome. Perhaps the most exciting element of character is how they change. Without character growth, the story would seem stale and the action stagnant. An author whose stories rely on the growth of her characters is Laura Ingalls Wilder. In her Little House Series, readers are invited to share in the transformation of Laura and the rest of her family as she copes with loss, triumphs over adversity, and celebrates the good things in life. As a child, I was enamored by Laura and her strength as the leading lady in the Little House books. Her character demonstrates the rich potential of all human beings and gives the reader a model for dealing with life’s everyday trials. In addition, we see the dynamic that is created between characters as new people are introduced with every book and each new adventure. This dynamic between characters is an element that I look for in books, as it adds depth to the plot and shows us the emotional side of a story’s characters by observing their interactions with others. These components are just a small insight into the intrigue that character adds to a story.
            Point of view is an element of literature that plays closely alongside character. First person narrative is the point of view which comes straight out of the thoughts, feelings, and insights of a single character—they are the one narrating the story for the reader. I think first person is effective because we get to experience the story through one person in the most intimate way possible. Their every thought is accessible, which gives unique perspective. However, in first person we miss out on this kind of intimacy with other characters—what we know about them is strictly based on how the first person narrator thinks and feels. Although this creates suspense, first person point of view can be rather limiting. Third person, on the other hand, allows the reader to experience the innermost thoughts of as many characters as the author chooses to reveal. Within a story, we can see how characters think and relate based on how each one feels. I like this option in literature because as a reader, I am not subject to one character’s emotions and biases. Rather, I get to go through the story with a developing awareness of how each character responds and feels in each situation, which is why I think third person is a more valuable approach in literature.
            I love the dynamic attributed by and place in a story. Contrary to what it may seem, place reveals so much more than the setting. Place can involve period, mood, the passing of time, and it can definitely influence characters. For example, had Laura Ingalls Wilder been alive during modern times, she would not have faced the same struggles and her life would have told a dramatically different story than the issues her family experiences in the Little House books. However, the drama in her stories describes a fascinating time that can only have been garnered from the unique place of her life experience. This aspect also affects the mood of Wilder’s writing, influenced by the issues her family faces which would not be of equal concern in modern-day America. In this way, place elicits a certain charm that has helped to popularize the story of the Ingalls family. The way that characters value aspects of place also can clue readers in on their interests and morals. In other words, a character’s interaction with place can reveal their commitment to other characters and the things that they value most. These types of interactions demonstrate to the reader the utmost importance of place and its role in revealing the nature of characters and the story as a whole.

Leaves


            Picture Book—PreK-1
            Rating: 5 Stars
            Summary: A young bear marvels at the changing seasons and worries about the leaves as they fall from the trees. When he grows tired, he curls up for the winter and wakes up to the newly budding trees of spring!

            In Leaves, Stein portrays the sheer amazement and awe of a young bear as he experiences the world for the first time. I love that he is a little shocked at the first leaf that falls, and tries to help by spearing the gathering leaves back onto the bare branches. I felt a surge of compassion for the bear at his concern for the leaves. At first, I thought that the simplistic lines of the story left something to be desired, but I have come to realize that this approach is what makes this story come alive. The simple text allows us as the reader to take in the beautiful pictures and notice the subtle details of the bear’s existence, especially on the pages where there are no words at all. Stein has also framed his illustrations, which I feel creates a sense of intimacy with the bear. His expressions illuminate his curiosity and bewilderment as the leave are falling, and helps to demonstrate his overall innocence as a young animal learning about the wonders of the world. The simple lines also complement the peacefulness and steady flow of the changing seasons, which helps to form an appreciation for nature as the bear is living through autumn, winter, and finally spring.
            This book would be a great choice for curriculum dealing with a number of topics: leaves, the changing of seasons, or hibernation. The story is so accessible because of its simplicity, which I think would allow children to explore the text and make whatever meaning that they want to out of it. While one child may value the text and pictures for its description of seasons, another student might be enamored by the cycle of hibernation that is described in the storyline and detailed in the illustrations. Also, the bear’s curiosity and innocence are relatable for children. I think younger students would especially enjoy seeing him ponder why the leaves are falling and would relate to the amazement that many of us experience when we are young and learning about the world. Overall, I truly enjoyed this story and definitely hope to have it in my classroom so that my students can enjoy it as well.

Sunday, September 26, 2010

I Completely Know About Guinea Pigs

I Completely Know About Guinea Pigs by Lauren Child
            Picture Book—PreK-2
            Rating: 4 Stars
            Summary: Lola gets to bring Bert, the class guinea pig, home during school vacation. She and Charlie have fun learning about Bert and making an obstacle course for him to run, but when Bert gets lost, they must find him before Lola goes back to school!

            I Completely Know About Guinea Pigs comes from the TV adaptation of Lauren Child’s book series. I haven’t read much of the Charlie and Lola series, but I can definitely see how these characters are popular among kids. Lola’s excitement is infectious as she wishes to take Bert home for the school vacation, and it’s comical to see how her brother Charlie doubts her preparedness to care for the animal. The dynamic between the brother and sister reminded me of my relationship with my older brother, who also acted like a know-it-all and challenged my ideas with his own questions and commentary. I really enjoyed learning about guinea pigs, and liked how the information is not presented in an in-your-face sort of way. As the reader, we instead explore the world of guinea pigs with Lola and her friends as they engage in a friendly rivalry to show off what they know about the pet. The art in this book is fun and energetic, which helps to bring out the excitement that Lola is experiencing with Bert. I really enjoyed Child’s use of collage. Most memorable were the VHS tapes, cardboard, and wooden blocks that make up Bert’s run track. Overall, the collage is distinctive and brings out a unique experience for us as the reader.
            Since the Charlie and Lola TV series is popular among kids, I think this book and others of Lauren Child would be valuable additions to a classroom library. The connection to the TV show would make this an attractive choice for students, especially with reluctant readers who may have seen the show. This story also has a nice touch of humor, which I know from experience is a nice feature that helps to pull students into a story. In addition, many elements lend themselves to students’ lives, such as the rivalry among classmates, the sibling dynamic, and caring for a pet. With so much for readers to connect to and laugh about, this book would be an ideal choice for a read-aloud as a nice break from the grind of everyday learning..

            

Some Dogs Do


Some Dogs Do by Jez Alborough
            Picture Book—PreK-2
            Rating: 4 Stars
            Summary: Sid the dog starts flying one day on his way to school, but nobody believes him and says he is making it up. Feeling sad and dejected, he returns home, only to find that his parents can fly too, and he was right all along!

            I picked up Some Dogs Do because I really enjoyed other books by Alborough, including Hug and Where’s My Teddy? While I didn’t find this story to be quite as successful as those, Some Dogs Do still has many qualities that had me smiling through the pages and relating to the main character on an emotional level. Sid goes through a roller coaster of emotions, first feeling elated that he flies to school, and then experiences rejection and is distraught because nobody believes him. I feel bad for the poor guy! Acknowledgement from your peers means everything to young kids, and Sid was seeking an enthused reaction so that he could share in the excitement with his friends and classmates. However, even his teacher tells him that he is wrong—dogs don’t fly. Nothing squashes joy like the rejection of peers, and I know that I experienced this growing up as well. Sid’s gloomy expression seeps off of the page through the illustrations, and I felt a sense of distress for him as he sulked back home, unable to recover the delight that sent him off the ground in the first place. Ultimately, Sid’s family shares with him the truth that they can fly, and the ending serves as a great reminder that it is ok to believe in the seemingly impossible.
            While I enjoyed the story and especially loved the bright illustrations, I would have some concerns in sharing this story with my students. I think I would preface a reading of this book with a discussion on how to distinguish between what is real and what is make-believe. Depending on the age of my students, I think this would be necessary because the storyline can become confusing if they were to take its message literally and believe that dogs can really fly. After a reading of the book, it would then be natural to talk about issues relevant to my students that others might find silly or improbable, such as being able to spell a difficult word or shoot a three-pointer in basketball. This discussion can be inspired by Sid’s experience to teach us that with positive thinking, we can prove others wrong and succeed at what might seem impossible. This is a theme that is all too important for kids to understand and believe.

I Want a Pet

I Want a Pet by Lauren Child
            Picture Book—PreK-2
            Rating: 5 Stars
            Summary: A girl longs for a pet, but quickly learns that her initial choices (a lion, octopus, and boa constrictor, to name a few), bring a slew of undesirable traits and responsibilities.

            I Want a Pet is a classic scenario of a child who bargains with her parents to let her have a pet. I certainly found myself in this same situation for much of my childhood—my longing for a dog resulted in fourteen years of persistent begging before my family finally adopted a dog from a shelter. Just like the parents in the story, my mom and dad always found plenty of reasons to avoid getting a pet. None were quite as outrageous as those that this story chronicles as the girl names off numerous animals which are obviously ill-suited to be pets. Child captures the determination and incessant pleading that many children go through in order to eventually have a pet. I found the reasoning very humorous, especially when the grandad says that “Stuffed pets are very reliable.” My dad once felt the same way and got me a battery-operated dog for Christmas, telling me that was the closest I would get to having a dog. Fortunately, he changed his mind, and the girl in the story is also lucky enough to eventually get a pet that we just see as an egg at the end of the story. I like that Child leaves it up to us as the reader to speculate about the girl’s pet, adding to the mystery and allure of the story as a whole. Also, the quirky illustrations add a fitting touch to the story. The scratchy, juvenile depictions perfectly complement the mentality of the girl as she dreams about all of the bizarre pets she can have.
            This story would be a great read-aloud for young children. For every child who is lucky enough to have a pet, there is another who is longing for one, and everyone can dream about owning an eccentric pet like a lion or boa constrictor. I think everyone can relate to the dream of having an animal to care for and love. At the very least, I Want a Pet would be a great story to ignite the imaginations of students and discuss the excitement of owning an octopus or a lion. While improbable, this is just the scenario that children can easily latch on to and use as inspiration for a story of their own. The end is also open for interpretation, which would be a good way to get students thinking and generating their own inferences as to what pet the girl will end up with when the egg hatches. Overall, I think this story would simply be a great way to inspire creativity in a way that is still relatable to a lot of kid’s interests. 

Ballet Kitty

Ballet Kitty by Bernette Ford, ill. by Sam Williams
            Picture Book—Grades PreK-1
            Rating: 4 Stars
            Summary: Ballet Kitty is upset when she can’t find her ballet slippers, but still has an exciting day playing and dancing with her best friend, Princess Pussycat.

            Ballet Kitty is a charming story that any young aspiring ballerina would love. While I only stuck with ballet for a year when I was a little girl, I still found this story to be very cute and relatable. Kitty wakes up happy and looking forward to her play date with Pussycat. She is saddened when she thinks that she has lost her ballet slippers, but still manages to have a great day, forgetting all about the slippers. I remember feeling the same way as a young girl. It was usually easy to let the little things get to me, causing uproar and reacting with the typical drama of a girl. When I was turning ten years old, my parents let me have a sleepover, and I was unhappy because our VCR wasn’t working correctly so we couldn’t watch a movie. However, I still had a great time dancing and gossiping with friends. Just as I forgot about the VCR, I also was caught up in the fun that Kitty and Pussycat were having, that I along with Kitty forgot about her missing slippers! I think this is what makes Ballet Kitty so real as a reader—we can all relate to feeling gloomy only to find ourselves caught up in the fun of family and friends. Kitty eventually finds her slippers, and this also serves as a reminder of how silly it is to worry about the little things when life has so much joy to offer.
            This story would be a great choice in the classroom, particularly as a free time selection for girls to enjoy independently. Girls who like ballet would love flipping through the pages and taking in the illustrations. I shared this story with two girls who take ballet classes, and they loved performing the pirouettes and pliĆ©s along with the characters. However, this story would difficult to use as a full-class read aloud or in conjunction with a particular unit, because the theme specifically targets a female audience. As a teacher, I might encourage girls to pick it up if we are talking about how books can bring out our emotions, as I think anyone can relate to how Kitty feels. 

Monday, September 13, 2010

Author Study--Joseph Bruchac




            I chose to study Joseph Bruchac because I had no idea who he was or what he had contributed to the world of children’s literature. I was pleasantly surprised to find that his work is often inspired by his Abenaki heritage, and he writes of Native American life and folklore stories passed down through the generations of the Abenaki culture. While he has written extensively literature and poetry geared towards adult audiences, he began writing for children and young adults in the 1990s and continues to do so through the present.
           Two of his children’s books that stuck out to me included The First Strawberries and Raccoon’s Last Race. Like many of his stories, these are two old Native American tales that explain something about nature and the world while also teaching a life lesson. The First Strawberries tells of how this fruit came to be, and I was drawn to it because of its universally applicable lesson that comes out of a seemingly simplistic story. All that happens is an argument between a husband and wife, and while the woman is walking away, she is stopped by the beautiful strawberries and is delayed there long enough for her husband to catch up with her and apologize. However, this story reminded me of all of the things in life that can sometimes get the best of us and cause anger or frustration with those around us. I think this would be a great lesson to talk to students about, because we all have bad days and feel like the world is against us. However, if we just stop to enjoy the little pleasures in life, we realize that we don’t have it that bad after all.
            Raccoon’s Last Race also presents a situation that we can learn from. Azban the raccoon is conceited and boastful of his ability to run faster than the all of the other animals, but that is soon taken away from him when he gets squashed by a boulder during yet another race. According to the tale, this is how raccoons ended up with a flatter body and short legs that are not as suitable for running.
            While I am a bit wary of choosing books that are heavily weighted towards teaching a lesson, I think Bruchac’s books can still be valuable literature in the classroom. Native American legends like these teach us to be a good friend to others and to evaluate where we find meaning in our lives. These are themes which I can ease into the curriculum as a teacher to remind students that we should be respectful of each other, listen when others are speaking, etc. More relevant, however, is the fact that Bruchac’s writing can be utilized within a unit about Native American cultures. Like his Abenaki tribe, a lot of Native Americans use folktales to teach their children and show them the path they should take in life. I think it’s important for students to learn about Native American literature and the purpose behind why these stories have been passed on through the generations. By showing students that Native American tribes use literature to teach life lessons, they can begin to develop a respect and understanding for this element of the Native American culture.