Annie and the Wild Animals

Annie and the Wild Animals by Jan Brett

            Picture Book—Fiction

            Grades PreK-3

            Rating: 5 Stars

            Summary: Annie’s cat, Taffy, suddenly disappears and so Annie tries to find a new friend by luring animals with her baked corn cakes. When none of the wild animals are suitable for Annie, the arrival of spring also brings back her cat.

            Jan Brett’s story, Annie and the Wild Animals, describes the beauty of friendship. As Annie longs for a new friend once Taffy has disappeared, her loneliness seeps from the pages of the book. She is going through something that is so innately human in that we need companionship and were made for relationships. Peterson and Eeds (2007) discuss how “symbols exercise an unconscious influence on our interpretations” (p. 57). I definitely found this to be true in the story as Brett uses the dead of winter as a symbol to further emphasize Annie’s desperation that leads her to lure animals with food in order to find a new friend. Winter is a season of cold and harsh conditions that represents isolation between Annie and the rest of the world as she stays inside her cottage. This interpretation of winter forced me to view Annie’s situation as an even more desperate one given the circumstances. The end of the story then brings spring, a season of life and new beginnings. This is also symbolic, as sure enough, Taffy shows up with three kittens just as the snow has melted! As the reader, I felt my spirits warm also with the coming of spring, especially knowing that now Annie has four friends.

            In my future classroom, I could see how this story might be quite popular among girls, given the context of animals and kittens in particular. However, I think boys and girls alike would enjoy this story for its message of life and the importance of having companionship in our lives. At a young age, many children are “friends” with everybody, and it is not until later that children begin to develop deeper relationships with certain friends. As a teacher, I think there is value in discussing what it means to be a good friend. Annie could help start the conversation because she demonstrates that we need friends in our lives to interact with, and that we come to depend on them. 

The Rain Came Down

The Rain Came Down by David Shannon

            Picture Book—Realistic Fiction

            Grades PreK-3

            Rating: 4 Stars

            Summary:  A series of squabbles and bickering is set off when it starts raining one Saturday morning. Just when it seems like a riot will break out, the rain stops and the people enjoy the day.

            The Rain Came Down is a humorous tale of a chain of events that are all linked together in some way. As a reader, we must learn to follow this shifting perspective, and it actually becomes quite enjoyable to track how each animal or person sets off another. I can relate to this chain of ignited emotions that stem from the rain. There are days when the weather just gets to you, and I know that it can affect my mood just as it did the characters’ moods in this story. As more and more people become involved in the chaos, tension builds until it seems as though a riot will break out. Shannon uses this tension to inspire a frantic mood, which I felt building as the reader. I was growing ever more concerned that one more outburst would through the entire crowd into a tailspin and they would all lose control. The rainy weather as the catalyst for the chaos in this story can also be a metaphor. Peterson and Eeds (2007) describe a function of metaphors and say that “they abstract some of the components of life” (p. 60). This is definitely true in this story, as the rain is a metaphor for the bad days that we all experience.

            This story can serve many purposes in the classroom. First, it can provide an example of how people should treat each other, as we see in the end that the rain clears and the people engage in more pleasant interactions with one another. The chain of events would also be a great foundation upon which to discuss sequencing in stories and how events are linked and can cause new things to occur. Even if this story was just taken at its surface value, I think children will love taking in Shannon’s amazing illustrations and engaging in the tension and eventual relief that comes at the conclusion of the story.

The Higher Power of Lucky

            What I loved most about reading The Higher Power of Lucky is that there is a little bit of Lucky in all of us. At some point in our lives, we all search for something more and feel like we are all alone in our struggles. Susan Patron’s characterization of Lucky is so successful because of this fact—she is completely relatable. She just wants to know that after losing her mom and never really knowing her dad, she will have some security in her future. When this is challenged by her suspicion that Brigitte is going to go back to France, Lucky decides to take matters into her own hands and fend for herself. When I was younger, I remember feeling like my parents were never coming back when they would leave me and my brother with a babysitter. Lucky’s way of coping with her situation is a bit more dramatic that I was as a child, but either way, the need to feel wanted is important when we are young.

            At first, it seemed odd to me that Patron told the story in the third person. Lucky’s feelings seem so raw and vulnerable that it is easy to think that we must be seeing through her perspective, but that’s not true! I think what makes this choice effective is that we still are empowered to know everything that Lucky is feeling. Had there been any more distance between us as the reader and Lucky as the main character, a lot of meaning would have been lost. Peterson and Eeds (2007) say that authors writing in the third person can “choose to let us view everything that happens through the eyes/thoughts/feelings of a limited number of characters” (p. 51). This is the case in Lucky. We never have access to the thoughts of Brigitte and must rely on Lucky’s perception of her, which is why for most of the story we become entangled in the fear that Brigitte is going to leave Lucky. Through this aspect of her writing, Patron creates a mood for us as the reader that is easily influenced by Lucky’s perception.

            Mood plays an important role in Lucky. As I just mentioned, it is influenced by the fact that Lucky’s viewpoint is pervasive and Brigitte’s is not. I spent most of the story worrying right alongside Lucky that Brigitte is going to leave her. This worry helped me to connect on a deeper level with Lucky and I found myself wondering what I would do in the same situation. Lucky is a lot more bold than I am, and I don’t think that I would run away like she did. I did, however, feel a genuine concern for her, and this connection was created through my access to Lucky’s emotions. Mood also functions as an avenue for tension in literature (Peterson & Eeds, 2007, p. 55). Tension definitely increases when Lucky sees Brigitte’s passport and decides right then that she needs to take action. When she comes to the conclusion that she will run away, I became nervous and concerned that she was making a mistake.

            Overall, The Higher Power of Lucky is a story that is true to the emotions and struggles of its main character. As a reader, I enjoyed following Lucky’s journey and her growth as a result of it. As she goes through her struggles and eventually learns to cope with her fears, Lucky’s relationships evolve with other characters, including Miles, Lincoln, and eventually Brigitte. The fact that her character is dynamic and changing lends itself to the other elements of the story as well, creating a nice balance and enhancing the piece as a whole.

Little Red

Little Red: A Fizzingly Good Yarn by Lynn Roberts, ill. by David Roberts

            Picture Book—Fairytale

            Grades PreK-4

            Rating: 5 Stars

            Summary: Little Red goes off into the dark woods to visit his grandma and bring her a basket of goodies as he does every week. The big bad wolf has plans to eat Little Red and his grandma, but Little Red uses his sharp wit to outsmart the wolf in an unusual twist to this classic tale.

            Robert’s version of Little Red Ridinghood is so charming and irresistible. She puts a totally new spin on the tale, starting with the time and place. Little Red brings us back to post-revolutionary America. Peterson and Eeds discuss the ways in which the author lets the reader know about place, and Roberts definitely adds unique details to the story that enrich our sense of the setting (p. 46). Little Red’s parents own a tavern which reflects an earlier time, and the family’s interactions with the customers as they talk about their travels also helps the reader discern that this story is not set in modern times. The illustrations also contribute to the reader’s sense of time and place, as everything from the clothing to the tableware and décor of both the tavern and the grandma’s house are from the post-revolution era and give off an aura of patriotism. Overall, I just love the unique details of this fairytale, and the ending certainly does not let down. The wolf ends up making a deal with Little Red that he will not eat them if he can have an unlimited supply of ginger ale.

            Little Red would be a great version of a classic to use in a study to compare and contrast different versions of the same fairytale. Robert’s style makes this story truly unique. While it has the same frame as the original Little Red Ridinghood, there is so much to take in that is new and interesting by comparison. This story would also be valuable to share in order to inspire a creative writing project. Either individually or as a class, students can change and add unique details to a classic fairytale and create a completely new and imaginative take on the story, just as Roberts did. 

Hansel and Gretel

Hansel and Gretel by Rachel Isadora

            Picture Book—Fairytale

            Grades 1-3

            Rating: 5 Stars

            Summary: Hansel and Gretel are abandoned in the lush African forest and cannot find their way back home. They find a witch’s cottage made of bread, cake, and sugar, but must escape the hungry witch before she eats them!

            Rachel Isadora’s Hansel and Gretel is a fresh retelling of the Brothers Grimm classic tale. The illustrations create an entirely new atmosphere for this story to take place, with vibrant colors and an enticing collage effect that brings the story to a different level. I love the texture that is created by the painted papers—I think it creates an effect that brings the story down to a younger audiences’ level as it appears to be more playful and authentic. In addition, Isadora’s interpretation of the story embraces a different culture that is not often portrayed in fairytales, which is also refreshing in a genre that typically embodies the European heritage. The emotions of Hansel and Gretel are certainly relatable as their simple yet telling facial expressions capture each moment perfectly. I felt like my experience as the reader was enhanced by the tension in the story when the witch is preparing to eat Hansel and Gretel. Peterson and Eeds mention the importance of a shift of tension, which I felt when Gretel pushed the witch into the oven (p. 37). This moment provided a release and the reassurance that everything was going to work out for them.

            I love the idea of using this version of Hansel and Gretel in my future classroom. Fairytales often limit the perspective to a Caucasian European protagonist, which can send a latent message that only white people can be the hero and rule the day. However, I hope to teach my students to embrace diversity and all of the unique cultures that we see not only around the world but in our own backyard. Therefore, this particular book would be a valuable addition to a year-long focus on diversity as well as a study of fairytales. It would definitely lend itself to a compare and contrast discussion to encourage students to think about why most fairytales are written and illustrated to portray the typical white princess and the white prince that saves her. 

The Wall

The Wall by Eve Bunting, ill. by Ronald Himler

            Picture Book—Controversial Book

            Grades 1-4

            Rating: 4 Stars

            Summary: A boy and his father visit the Vietnam War Memorial in Washington D.C. They have come to find the name of the boy’s grandfather, who he never had a chance to meet.

            The Wall is an emotionally touching story as the boy and his father visit the Vietnam War Memorial. I felt compassion for the young boy because he never got to meet his grandfather. I know that death and loss is difficult to cope with, but I thought that Bunting addressed this issue in a particularly gentle way. The father and son stand at the wall just reflecting the life that once was. Having experienced loss in my life, I can relate to the father and know that feeling of longing just to see that person again. However, I think this experience was more difficult for the son because he never knew his grandfather and witnesses firsthand this relationship that he longs for as he watches another grandfather walk by with his grandchild. As other people come and go at the memorial, the story reminds us of how life is a treasure that is here today and gone tomorrow. However, as each person leaves behind a memory or artifact, this reminded me of the legacy that we leave behind for our family and friends that remain. The father is able to reflect on his father’s life and I think this message comes full circle in that although the grandson has never met his grandfather, he metaphorically comes to meet him for the first time at the memorial.

            In all honesty, I cannot really understand why this book would be controversial. The Vietnam War was a difficult time in our country’s history, but it’s a part of who we are as Americans and we cannot change that. I don’t see why we would want to change that. Therefore, I would not hesitate to use this book with my students. I think it is a great way to honor all those who have fallen for our country and how they valiantly laid down their lives. As the boy and his father reflect on the grandfather’s life, they are proud of him, and I would want my students to look back and feel the same way. Tunnell and Jacobs warn that teachers must be “willing to defend” their book choices in the classroom (p. 206). If a parent came to me with a concern about their child reading this book, I would try to explain that the Vietnam War is a part of our history and our children should know about the men that went and fought for our country, despite the controversy that surrounded this war at the time. Our focus needs to be on their sacrifice and not on the bitterness and opposition of the people during the war. 

Whitewash

Whitewash by Ntozake Shange

            Picture Book—Controversial

            Grades PreK-4

            Rating: 5 Stars

            Summary: This true story is about a young African-American girl named Helene-Angel who is attacked one day by a Caucasian gang when she is walking home with her older brother Mauricio. The gang spray-paints Helene-Angel’s face white, and she is traumatized by this encounter.

            Whitewash was an eye-opening book for me because it brings up a topic that most people shy away from—racial conflict. I realized as I was reading that I cannot relate to the experiences of Helene-Angel and her brother, Mauricio. They were innocently walking home from school, minding their own business, and were both brutally attacked by a gang of Caucasian guys. I have no experience whatsoever in what that must have felt like for them. Growing up in a white middle class family, I don’t know anything beyond what was the norm in the area where I grew up. As I walked down the street or in the halls of my high school, I simply blended in. However, Helene-Angel and Mauricio are racial minorities and face discrimination for no reason other than the color of their skin. This situation just made me cringe as I was reading because I don’t know what that feels like, but it is reality for so many people. In many ways, Helene-Angel’s experience makes me ashamed to be the same ethnicity as the guys that spray-painted her face. I was overjoyed at the end of the story to see that Helene-Angel had the support of her family and friends of diverse cultures and that she rose above what they did to become a stronger girl.

            A couple of years ago, I would probably have said that I wouldn’t have this book in my classroom because I had a fear of dealing with parents who were upset or angry about literature that challenges social norms. Now, I can’t imagine having a classroom library without books like Whitewash, which challenges what society feels about issues surrounding race. As Tunnell and Jacobs point out, “Avoiding the harsh and often unsavory realities of life does not make them go away” (p. 206). I feel like this statement speaks strongly about the mission and responsibility we have as teachers to inform our students and not to ignore the issues of this world that children will undoubtedly face some day. Literature can be used to teach students to stand up for what is right. We will be doing a disservice to our students if we try to mask these issues and “protect” them, and Whitewash is a great example of a story that models how to be better than the racial discrimination that is all around us.