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.

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

Leaves by David Ezra Stein

            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.

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.