Table of Contents
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Annotated Bibliography
Children’s Literature
Jemimah Ogunsanya
Spring 2013
Read Alouds……………………………………………...……………... 2
Biographies....................................................................................... 6
Family Relationships......................................................................... 7
Friendship......................................................................................... 10
Be You! ............................................................................................ 14
Stories Involving Math....................................................................... 16
Reading Inspires .............................................................................. 19
Children’s Classics ........................................................................... 21
Rhyming............................................................................................ 22
Folk Tales/Tall Tales/Fairy Tales...................................................... 24
Animal Stories................................................................................... 27
Grammar and Words........................................................................ 30
Growing Up....................................................................................... 31
Poetry................................................................................................. 33
Picture Books ................................................................................... 34
2
Read-Alouds
Title: Tuck Everlasting
Author: Natalie Babbitt
Illustrator: N/A
Publisher: Square Fish
Genre: Classics/ Fantasy
Level: 3-5
Number of Pages: 160
Pub. Date: Reissued August 21, 2007
Summary: Winnie Foster discovers a family, the Tucks, who are going to live forever. She finds out by
mistake however, and they take her with them to explain why she can’t tell anyone about it. A guy in a
yellow suit finds out, and makes a plan to get the woods where the spring that causes you to live forever.
The mom of the Tuck family shoots him so that he won’t expose their secret, and then she is taken to jail
where she would be hanged. She won’t die if they hang her though which would expose their secret so
Winnie helps break Mae out of jail so that they Tucks can escape.
Literary Critique: This book plays into a child's "what if" ideals about life. What if we could live forever and
never die? Then you would be like the Tucks, and you probably wouldn't like it as much as you thought
you would. This novel is amazing because it really examines in a fantasy way the problems that can
occur if everyone lived forever and never got old and never died. It is written in a language that is
simplistic enough that students as young as 3rd can understand. It also is an empowering novel that no
matter the age, one can do something to help someone they care about. There are a lot of unique life
applications and aspects students can discuss when reading this book.
Activity: Using the website Penzu.com students will create a 5 day diary based on discussion questions
about how they would handle the different situations and topics discussed in the book including: What if I
lived forever? Am I too young to help? Why is it bad to live forever?
Title: Anne of Green Gables
Author: Lucy Maud Montgomery
Illustrator: N/A
Publisher: Classic (I read a free download)
Genre: Classics
Level: 6-8
Number of Pages: 304
Pub. Date:
Summary: This is a story of an orphan girl who is accidentally sent for instead of a boy. Matthew and
Marilla decide to keep though and as she grows up, the story chronicles all the different predicaments
and mistakes Anne makes as well as her successes. It shows her as she grows up from age 11 to 16.
Literary Critique: This book has been one of my favorites for a very long time. This novel is still loved and
read today because even though we aren't growing up in that time period, the trials that Anne goes
through as she grows up is relatable. She is a girl that struggles with many of similar issues of growing up
through pre-teen and teen years as other girls in any time period go through. The language used in the
book is descriptive and expressive so that readers can create descriptive images in their minds as they
read the story.
Activity: Students will write descriptive words that they hear, as they story is read aloud to them. Then at
the end of the book they will go to Tagxedo.com and create a word cloud with the words they had written
down.
3
Title: Island of the Blue Dolphins
Author: Scott O’Dell
Illustrator: n/a
Publisher: Dell Laurel-Leaf
Genre: Adventure/ Classics
Level: 6-8
Number of Pages: 197
Pub. Date: April 1978
Summary: This novel is a story about a girl name Karana who lives on the Island of Blue Dolphins. She is
happy until men from up north come to the island to hunt otters. When they leave, they get in a scuffle
with the men of the island, and many of the men on the island die. Village life becomes difficult, so the
new chief goes out to if there is a better place for them to move to. When a ship comes for Karana’s
village, Karana discovers that the boat is leaving without her younger brother being on board. She jumps
ship and swims back to the island to be with her brother. Unfortunately, he is soon killed by the wild dogs
that live on the island and Karana is left alone on the island to take care of herself, waiting for the ship to
return. She creates her own place to leave and battles many different trials and events to survive and
take care of herself for many years. She lived on the island for 18 years before she was discovered, and
then found out that the ship with her whole village didn’t survive the voyage and the ship sunk in a bad
storm.
Literary Critique: This book has won the John Newbery Medal for good reason. It was a well written book
that tells the life of Karana with beauty and eloquence without romanticizing her life. It is told in the first
person and it tells it as if she was telling the story to the reader. The use of first person was appropriate,
and what is best about the writing is that it doesn’t romanticize her life. It tells it as it is.
Activity: There are unique vocabulary words and terms that are more related to Native American life that
many students wouldn’t understand when reading the book. So in groups have students research a given
vocabulary word, and then make a video explaining how and why the word means what it means in the
context of the story.
Title: The Hundred Dresses
Author: Eleanor Estes
Illustrator: Louis Slobodkin
Publisher: Sandpiper
Genre: Classics
Level: 3-5
Number of Pages: 96
Pub. Date: September 1, 2004
Summary: The story tells a story about a girl named Wanda Petronski who was constantly picked on by
the students in her class, in particular Peggie and Maddie. Everyone in her class could tell that she was
poor. She would wear the same faded blue dress every day, but every day it was clean. No one noticed
that Wanda wasn’t in school until Peggie and Maddie waited to pick on her, and she didn’t come by.
Maddie thought about why all the girls picked on Wanda, and how their “game” started. One day when all
the girls were admiring another girl’s new dress, Wanda stated that she had 100 dresses in her closest,
which was an obvious lie since she only wore her one dress, yet she insisted that she did. The girls in her
class then turned it into a game where they would ask Wanda how many dresses she said she had in her
closet, and she would always say 100. The following day when Wanda doesn’t come to class, the
classroom is covered with 100 drawings of dresses done by Wanda. The teacher finds out that Wanda’s
family is moving out of town, and Maddie and Peggie feel guilty that they are the reason that Wanda
leaves. They try to go visit her but her family has already left, but Maddie and Peggie realize how their
words can hurt, and they choose not to make fun of other girls.
4
Literary Critique: This book is considered a classic. I remember reading it when I was in school and loved
the story. This story is the perfect novel that can lead to a discussion with students about how the words
they say can affect others. It is a story about bullying which is still largely prevalent in school. The story is
simplistic in its telling, which allows even young listeners to understand what is happening in the story.
The illustrations are also very simplistic with limited use of color, but are still expressive. They add to the
story in a unique way and I believe are critical to the reading of the story. This story allows for students to
really exam how their actions affect others and that if you watch bullying happen without doing anything to
stop it, you are just as responsible. Every student who reads this will most likely be able to relate in some
way.
Activity: Because this story encourages students to take a stand when they see someone being bullied
and they know it’s wrong, have a discussion with students about reasons why Maddie didn’t stand up for
Wanda. Then record reasons why students now don’t always stand up for someone else. Discuss
strategies to speak up and help, rather than just watching. Have students create a brochure/flyer giving
techniques and reasons why to speak up. Brochure can be made at letterpop.com.
Title: Otherwise Known as Sheila the Great
Author: Judy Blume
Illustrator: n/a
Publisher: Dutton’s Children Books
Genre: Realistic Fiction
Level: 3-5
Number of Pages: 118
Pub. Date: 1972
Summary: Sheila is like most ten-year-olds except that she is afraid of things, but like some ten-year-olds
she doesn’t like to admit that she is afraid of anything. She is too proud to admit that she is afraid of dogs
or that she is afraid of water touching her face to learn how to swim. But when her family stays in
Tarrytown for the summer, Sheila learns that she eventually will have to learn how to swim because her
parents insists she learns this summer, and there is a dog that is living at the house where her family is
staying. Sheila throughout the summer tries to prove to herself and friends that she is Sheila the Great
and that she can do all things on her own, without owning up to her faults, but by the end of the summer
she learns that she can get over her fears and own up to her faults.
Literary Critique: The author creates a character that many kids around that age can relate to as she is
struggling to appear mature and older even though she is struggling with problems that she would
consider little-kid problems. Provides an avenue to talk to kids that it is okay to have fears and to not be
good at everything, and that there isn’t a problem with it. Since the genre is realistic fiction, it is relatable
to students.
Activity: After the book, have students write about a fear they either had or have and write about how they
overcame that fear, or ways to overcome their fear now. Then share fear with another student, and each
student give suggestions for other ways to overcome the fear, just like Sheila’s friend encouraged her.
Title: Pippi Longstocking
Author: Astrid Lindgren
Illustrator: Louis S. Glanzman
Publisher: Puffin
Genre: Classics/Comedy and Humor
Level: 3-5
Number of Pages: 160
Pub. Date: May 26, 1977
5
Summary: A funny, exciting story of a young girl named Pippi Longstocking who lives in a house without
any parents, just a monkey and a horse. When the little boy and girl, Tommy and Annika, who live next
door meet Pippi their life becomes instantly more entertaining. She happens to be the strongest girl in the
world, which helps her when she needs to protect herself from some police officers, a bull, or some nogood thieves. Each chapter tells a different story that Pippi stars in.
Literary Critique: This is a beloved children’s classic for good reason. It is funny, entertaining, and
relatable despite that it was originally written for a Swedish audience. The language is descriptive so that
readers can create realistic images of the story. It deals with a little girl who doesn’t quite understand
social norms and thus breaks them often because she lives her life her own way.
Activity: After students read the book, have a hat of different places she might go, and then have students
write a chapter about her experience there. Have students include certain elements that are characteristic
of Pippi. Collect all students’ writings and create a class chapter book for Pippi Longstocking online on
bookemon.com, and order a class copy.
6
Biographies
Title: Bigmama’s
Author: Donald Crews
Illustrator: Donald Crews
Publisher: Greenwillow Books
Genre: Autobiography
Level: K-2
Number of Pages: 40
Pub. Date: January 21, 1998
Summary: The story of Bigmama’s is a flashback of how the author’s summer was like when he was
younger, and travel to visit his grandma, whom he called Bigmama. He talks about his first day there as
he arrives by train, and inspects the house, along with the porch, the backyard, the shed, the tool shed,
the barn, and the pond before being called to dinner. The story ends as he recalls looking into the night
sky and then the story comes back on the last page where the author is also looking into the night sky
wishing he could go back to the days of traveling to visit his Bigmama.
Literary Critique: This book is story that allows children to connect with their own fond memories that they
may have with a special family member. This story is a detailed account of what Donald and his siblings
have to look forward to in the summer, and children can identify that when they visit a relative, their days
follow a certain pattern, different from their normal, day-to-day lives.
Activity: Students would take a paper and fold into six squares. Then they’ll think back to an event in their
life that they really enjoyed and draw out six different pictures that document the event from beginning to
end.
Title: Roberto Clemente: Pride of the Pittsburgh Pirates
Author: Jonah Winter
Illustrator: Raul Colon
Publisher: Atheneum Books for Young Readers
Genre: Biography
Level: 3-5
Number of Pages: 40
Pub. Date: March 4, 2008
Summary: This book tells the story of Roberto Clemente. He grew up in Puerto Rico as a very poor boy
who loved to play baseball. He practiced so much that eventually was invited to join the major leagues
where he helped his team; the Pittsburgh Pirates, win the World Series. Although he was an amazing
baseball player, many newspapers didn’t respect him, so he spent his life trying to be the best he could
be. He died in a plane crash on his way to go help people in Puerto Rico.
Literary Critique: This story is unique in how it is written because it is written in verse form. All the verses
are two lines. This is a different way to tell a story, through poetry rather than prose. This demonstrates
that poetry does not have to rhyme which is a conception that many kids believe about poetry. Also, the
illustrations are done in a very unique way which is a combination of watercolor, colored pencils, and litho
pencils. The illustrations are expressive and really illustrate the verses in the story. Some pages are in
color and others are in black and white which are have a different feel from the colored illustrations.
Activity: Students will write an autobiography about their life in the style of the book. Students should have
two lines in each verse. As children to scan or bring photos to upload and then create a prezi that has
their poems and pictures. .
7
Family Relationships
Title: The Wednesday Surprise
Author: Eve Bunting
Illustrator: Donald Carrick
Publisher: Sandpiper
Genre: General Fiction
Level: K-2
Number of Pages: 32
Pub. Date: January 1, 1989
Summary: The story The Wednesday Surprise is a delightful story of a young girl, Anna, and her
grandmother who are planning a surprise for Anna’s dad’s birthday. They meet every Wednesday night to
work on their surprise. The Wednesday night before her dad’s birthday, Anna and her grandmother are
practice reading together. The day of her dad’s birthday, Anna and her grandma show their surprise,
which has a twist. It was Anna’s grandma who had learned how to read from Anna, and was surprising
her son for his birthday!
Literary Critique: This story is full of surprises because the reader believes that the grandma is teaching
Anna how to read rather than the other way around. Because the story changes what the reader believes
is going to happen, it is a good book to discuss about reading closely and making predictions.
Activity: Students will be given three post-it notes. After the first page students will make a guess about
what might the surprise might be, write it on their sticky note and place it on the board under the first
guess. As a class, students will discuss the possibilities of the student’s predictions. Then at about half
way then students will again make a prediction, place on the board, and discuss. And then at the end
students will write how they were surprised at the surprise, and we will discuss why they were surprised.
Students in pairs will go back through the book and look for clues that could give the surprise away.
Title: Me with You
Author: Kristy Dempsey
Illustrator: Christopher Denise
Publisher: Scholastic Inc.
Genre: Rhyming Story
Level: K-2
Number of Pages: 32
Pub. Date: May 14, 2009
Summary: This sweet story is a rhyming story. It’s told from the little girl bear about her relationship with
her dad. She talks about how when she does certain things, there are certain things he does for her, and
how he helps her. It shows how her Dad takes care of her when she’s sick, and is there to make help her
on days when she feels sad.
Literary Critique: This is a good book for students to think about the relationships they have with their
parents. I especially love this book for girls who may only have a dad without a mom. It helps them
connect all that their parents do for them. The illustrations help show the love that this little bear’s dad has
for her, and it helps add meaning to the words.
Activity: Students will create a poem with at least one set of rhyming words about their relationship with a
family member. They will then go to storybird.com and create a story by breaking up the poem to pages
and adding images that correlate.
Title: Dear Juno
Author: Soyung Pak
Illustrator: Puffin
8
Genre: Realistic Fiction
Level: K-2
Number of Pages: 32
Pub. Date: November 12, 2001
Summary: A young boy named Juno who is Korean-American receives a letter from his grandmother who
lives in Korea, and although he can’t read the letter, he knows what she said based on a picture she sent
and a flower. He then decides to send her a letter by drawing pictures of his family, his dog and of himself
to send to her. His parents agree that the pictures are as much of a letter as writing. Soon he receives
another letter from his grandma where she sends color pencils so he can send her more letters, as well a
picture again, and a model airplane which Juno knows to mean that she is coming to visit soon. They
communicate to each in unique ways beyond just words.
Literary Critique: This story is a great way to discuss communication beyond words. They understood
each other based on drawings, pictures, and items. The illustrations are expressive and are done in a
way so that the reader can tell that the drawings he did were from crayon. This story is intergenerational
which students may not always see or talk about. This is a good story for children whose parents are
immigrants and can’t communicate with their grandparents through language or writing. This allows
students to find ways to still communicate and stay connected with their grandparents despite language
barriers.
Activity: Pair students up in the class and have them “write” letters to each other in ways other than
writing them down. Encourage students to communicate different ideas without words. This can be a four
day long project where students alternate nights of “writing” their letters, and then at the end of the week,
turn in their correspondence to see if they could communicate without words.
Title: Mama & Papa Have a Store
Author: Amelia Lau Carling
Illustrator: Amelia Lau Carling
Publisher: Dial
Genre: General Fiction
Level: K-2
Number of Pages: 32
Pub. Date: June 1, 1998
Summary: This is a story of a young Chinese girl who observes what happens in her parent’s Chinese
store in Guatemala. She observes the differences between the native Guatemalans and her family and
how they interact. Her parents still keep traditional Chinese customs such as cooking Chinese food and
selling Chinese products, but are willing to go by Spanish names and speak Spanish with the customers.
The young girl observes special characteristics of the Indian family and how they view the world
differently. She reflects on her daily life from the morning till night.
Literary Critique: This story has historical meaning because it shows what happened to some of the
people who had to flee China when Japan invaded in World War II. It also shows cultural contact that
many people don’t necessarily think about, Chinese, Spanish and Mayan cultures. The illustrations are
bright, colorful and unique. They show about everything that is happening in the story and have great
detail. There is a celebration and remembrance of where her family came from and an acceptance of
where they are living now.
Activity: There are three different cultures that are shown meeting and flowing in this book. Different
words are used that are specifically related to each culture. Students should use a chart to write down
words or phrases that are associated with each culture Spanish, Mayan, and Chinese. As a class,
students can discuss the meaning of the words and how they matter to each culture or show how the
cultures have combined or merged.
9
Title: Mooshka
Author: Julie Paschkis
Illustrator: Julie Paschkis
Publisher: Peachtree Publishers
Genre: General Fiction
Level: K-2
Number of Pages: 32
Pub. Date: March 1, 2012
Summary: Karla has a special quilt that she calls Mooshka. It is special because it talks to her and tells
her different stories about her family depending on which piece of fabric Karla places her hand on. When
Karla's baby sister moves into Karla's room, Karla isn't happy about it and her quilt stops talking to her. It
isn't until Karla places Mooshka on her crying sister does the quilt begin to talk again and Karla was able
to tell Hannah a story about a part of the quilt that represented her.
Literary Critique: This book is very colorful. The pages are filled with illustrations of what looks like quilt
pieces. The scenes appear very rudimentary compared to the detail of the quilt, which I think is done on
purpose. On the pages where a story is being told about a specific piece of the quilt, the page has that
quilt pattern all over the page to tie it all together. The story is very simple, but the illustrations are very
bright and colorful, and that is what is going to engage readers.
Activity: Ask students and parents to bring in a 4x4 square piece of fabric. Students will write about
stories about what the fabric came from and what it means to them. Then we use the pieces to make a
class quilt.
10
Friendship
Title: Crow Boy
Author: Taro Yashima
Illustrator: Taro Yashima
Publisher: Puffin
Genre: Realistic Fiction
Level: 3-5
Number of Pages: 40
Pub. Date: September 30, 1976
Summary: Crow Boy tells the tale of young Japanese boy, Chibi, that none of his classmates understand.
They think he is slow, stupid, and odd, and many of the students pick on him. When a new teacher
arrives, the teacher makes an effort to understand Chibi, and discovers many unique things about him,
including that he knows crow calls. The students then find out that he lives very far away and he leaves
for school very early in the morning, and returns very late at night every day. The students then
understand him more and begin to call him Crow Boy and respect him.
Literary Critique: This story is a tale from a different culture, but the principles apply to students
everywhere about not judging others if you don’t know their background. The illustrations are different, but
they fit the culture of the book.
Activity: Students would have a discussion about how we don’t always know everything about each other.
Students would then go to the computer lab and create a questionnaire to ask their classmates,
information that they want to know, and then ask all the students. Then the students will write short
biographies about each other based on the questionnaires.
Title: Bullies Never Win
Author: Margery Cuyler
Illustrator: Arthur Howard
Publisher: Simon & Shuster Books for Young Readers
Genre: Realistic Fiction
Level: K-2
Number of Pages: 32
Pub. Date: June 23, 2009
Summary: A girl named Jessica has to deal with a bully named Brenda. Brenda acted as if she was
perfect and made fun of Jessica whenever she did anything better than her. Brenda would call Jessica
Toothpick, and constantly find something to pick on her for. Jessica couldn’t sleep and even didn’t go to
school one day. The next day she feels completely humiliated when her mom accidentally sends her with
her brother’s lunch box. That night Jessica gets really upset and tells her mom about Brenda. Her mom
tells her she should either stand up to Brenda or tell the teacher. Jessica the next day decides to be
confident and when Brenda begins picking on her she states, “Toothpicks may be thin, but bullies never
win.” From then on, Jessica felt confident that Brenda wouldn’t be bugging her anymore.
Literary Critique: This story is a really good book to read students about bullying because it shows ways
to deal with a bully. It shows a lot of ways that a bully may treat someone, and in the end it shows
students how to stand up to one. I think as a teacher, you would have to discuss that saying something
mean back to a bully doesn’t help, and it actually makes you a bully back, because at one point in the
story, the Jessica thought about saying mean things back to Brenda. That is behavior that a teacher
should discourage in the classroom, so the teacher would need to discuss what is and isn’t the correct
way to deal with a bully.
Activity: This activity leads to a discussion, thinking about the feelings of how bullying hurts and how to
ways to help each other out in the classroom. Look at the lesson plan for inspiration at: Bullies Never Win
11
Title: Dinosaur Starts School
Author: Pamela Duncan Edwards
Illustrator: Deborah Allwright
Publisher: Albert Whitman & Company
Genre: General Fiction
Level: K-3
Number of Pages: 32
Pub. Date: July 10, 2010
Summary: A little boy and his Dinosaur are going to school, and Dinosaur is worried for his first day of
school. Every time he’s worried about something, the little boy tells him a reason why he shouldn’t worry
about that. When they go out to recess, they find another boy with his dinosaur who is shy too, and they
all play together and have a lot of fun. At the end of the, Dinosaur feels much better about school and is
happy.
Literary Critique: This story is a fun first day of school story that follows a familiar pattern that allows the
students to guess how parts of the stories will progress. It is a twist that students will like that the student
is the confident one and the dinosaur is scared of starting school. It is written in the hypothetical point of
view with ‘what ifs’ and ‘you’d say.’
Activity: For younger students provide a worksheet where you provide a “what if” for the dinosaur, and the
students write what “you’d say/do” to make the dinosaur feel better. Students can then illustrate the
picture.
Title: Officer Buckle and Gloria
Author: Peggy Rathmann
Illustrator: Peggy Rathmann
Publisher: Putnam Juvenile
Genre: Comedy and Humor
Level: K-2
Number of Pages: 40
Pub. Date: September 28, 1995
Summary: Officer Buckle loves to give safety tips, but the students at the school always are bored. One
day, he gets a dog, Gloria, and she comes along with him. She likes to do tricks and act out the safety
tips he gives behind him, so he doesn’t know about it. The students really enjoy hearing his safety tips
then, and start paying attention. When a news reporter records one of his presentations with Gloria, he
finds out what she had been doing and gets upset that people weren’t listening to him because of him.
When he decides to stop giving the safety tips with Gloria, a big accident happens at the school, and he
realizes that friends are more important.
Literary Critique: This book is a great to discuss about rules, and about how friendship is important. There
are many safety tips involved which allow for good class discussions about safety tips that students could
see needed in the school. It also shows students a relationship that a man and a dog can have and how
one needs the other to succeed. The illustrations are bright and colorful and fill up parts of the page to
illustrate the different parts of the story.
Activity: There are several fun activities to supplement the story. Children can pantomime like Gloria, use
puppets that work out friendship problems like Gloria and Officer Buckle had to, and have students think
about who help them and what safety tips they may have. Explanation for these ideas found here.
Title: Clancy & Millie and the Very Fine House
Author: Libby Gleeson
Illustrator: Freya Blackwood
12
Publisher: Little Hare Books
Genre: General Fiction
Level: PreK - 1
Number of Pages: 32
Pub. Date: September 1, 2011
Summary: Clancy has moved into a new big house, and he doesn’t like it one bit. He feels so small and
the house is too big compared to his old one. He goes outside and sees all the different boxes that were
used to move into the house. He decides to play with them, and a girl named Millie asks if she can join.
They start a fun and silly game of The Three Little Pigs where they build each of the houses out of the
box. At the end, they create a new friendship.
Literary Critique: This story is fairly simple. The illustrations do a lot of the talking. To Clancy, his new
house looks big and foreboding and the illustrations demonstrate that by colors used. The colors are dark
gray and browns and the too large rooms are elongated so that Clancy looks so small and the rooms look
too big. When he thinks back about his old house, the picture is small and tight, and much more colorful
to show how even though the house was small, he was happy. As Clancy begins to play with the boxes
with Millie, his world becomes more colorful and you can see his comfort. He doesn’t look so small
compared to the boxes like he does in his room.
Activity: There are a lot of ideas that can be addressed in the book. How their house makes a student
feel. What moving to a new house feels like. What makes a house a home? To learn more about the book
and for ideas for activities connected to the book click here and here.
Title: Maudie and Bear
Author: Jan Ormerod
Illustrator: Freya Blackwood
Publisher: Putnam Juvenile
Genre: General Fiction
Level: K-3
Number of Pages: 48
Pub. Date: January 5, 2012
Summary: Told in five short tales, readers read a relationship of Maudie and Bear. Bear is Maudie’s
servant and he is patient and kind despite how demanding and spoiled Maudie is. Whatever makes
Maudie upset, Bear resolves to fix the situation and make her happy again, even at the expense of his
happiness or hard work.
Literary Critique: At first, I didn’t like this book much. Maudie appears like a spoiled, brat who takes
advantage and doesn’t appreciate Bear. Upon further reflection, Maudie is a young child whose world
revolves around Maudie, and Bear takes care of her and his world revolves around Maudie. Bear loves
Maudie very much and is willing to do just about anything to make her happy, which represents a lot of
parents with their children. To a child, the world revolves around them, and often times the parents need
to make sacrifices to please their child because they love their child. The illustrations are calm and
mellow, and show the relationship of Maudie and Bear really well as well. This is also just shows a love
relationship where one is patient and willing to love despite the terrible behavior.
Activity: There are five different tales that occur in the book, the bike ride, home sweet home, the snack,
making up, and telling stories. This can be a week long project where there is some sort of activity or
discussion is held about each story. Students should discuss the relationship that Maudie and Bear have,
and maybe compare it to other animal friendships. Information on the author, illustrator, and ideas for
activities can be found here.
Title: Come On, Rain!
Author: Karen Hesse
13
Illustrator: Jon J Muth
Publisher: Scholastic Inc.
Genre: Realistic Fiction
Level: K-2
Number of Pages: 32
Pub. Date: March 1, 1999
Summary: The story begins with a young girl named Tessie and her mamma and they are outside. It
hasn’t rained in three weeks and it’s very hot outside. Tessie sees that it’s going to rain soon, so she goes
to her friend’s house to tell her that it’s going to finally rain and to come over in her bathing suit. When her
friend arrives, Tessie convinces her mamma to let her get into bathing suit and the two girls meet up with
their two other friends to dance in the rain. Once it begins to rain, the girls have a wonderful time, and get
their moms to come out and dance and play with them. After the rain stops, Tessie and her mamma feel
happier and renewed about life.
Literary Critique: I love that this girls friends were all of different ethnicity. It was wonderful see that she
wasn’t only friends with other children like her. The illustrations are beautiful and really capture the feeling
of the story from when it’s hot and stuffy to when it’s raining and then refreshed. I loved how the moms
wore the same colors as their daughter’s bathing suits to connect the pieces together. It is just a general
story, but it’s beautifully told and illustrated.
Activity: There is so much detail that describes how it felt when it was unbearably hot and the joy they all
felt when it began to rain. Demonstrate how to write a story about a certain type of day (happy, stormy,
hot, sunny, cloudy, sad, exciting, etc.) by adding descriptive details about the day, keeping the story
moving along, and encourage students to help add descriptive details. Then students will choose an
adjective to describe the day in their story, and following the example of the teacher, write a descriptive,
detailed story about the day. Other ideas can be found here.
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Be You!
Title: Lily Brown’s Painting
Author: Angela Johnson
Illustrator: E.B. Lewis
Publisher: Scholastic Inc.
Genre: Realistic Fiction
Level: K-3
Number of Pages: 32
Pub. Date: January 1, 2007
Summary: Lily Brown loves to paint. Each of her paintings is unique and different and not fully realistic.
She loves her life, but when she paints, she paints completely different worlds. She takes certain
everyday events, such as going to the grocery store, and she paints them in a new and unique way where
she tells a little different of a story. Her paintings show her imagination about world.
Literary Critique: What are most telling about this story are the illustrations. There is a noticeable
difference between what her normal, everyday life is and what her paintings are. The basic illustrations
look very professional, while her paintings have a childlike quality which makes her paintings feel
authentic. When the reader sees her in her paintings, you can tell that she didn’t paint herself because of
the difference in the painting styles. The images are so telling that young readers can guess or come up
with a story close to the written one just through the images alone. The story connects the words with the
pictures to complete the story.
Activity: After students read the story, have students paint whatever image or scene they would like. They
then will write a story about their paintings being descriptive and detailed about the paintings. Inspiration
from Writing and the Arts.
Title: Callie Cat, Ice Skater
Author: Eileen Spinelli
Illustrator: Anne Kennedy
Publisher: Scholastic Inc.
Genre: Fantasy
Level: K-2
Number of Pages: 32
Pub. Date: January 1, 2007
Summary: The story of a cat named Callie who loved to ice skate. Her friends didn’t care about it until
they saw that there was an ice skating contest. Her two friends pressure her into competing, and make it
all about winning. When Callie doesn’t win, they think that she must feel terrible. But Callie discovers that
when she ice skates for herself, and not for others, that’s when she’s happiest and can experience real
joy doing what she loves.
Literary Critique: The story is one where the animals represent the humans. They do everything that
humans do, but allow kids to project themselves as the characters and allow it to be more fun and silly
while still understanding the meaning that they are supposed to take away from the story. The illustrations
are bright and expressive and draw the readers in.
Activity: Students will identify key details and aspects of the book after reading and discussion of the
book. Lesson plan found here.
Title: Chrysanthemum
Author: Kevin Henkes
Illustrator: Kevin Henkes
Publisher: Greenwillow Books
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Genre: Comedy and Humor
Level: K-2
Number of Pages: 30
Pub. Date: October 2, 2007
Summary: Chrysanthemum is a story of a little girl whose parents wanted to name their little girl with an
"absolutely perfect" name because they thought she was "absolutely perfect" and they decided to name
her Chrysanthemum. She grew up loving her name so much. When she went to school however the kids
made fun of her name and would tease her every day. They said it was too long, and that she was named
after a flower and such, and she would end everyday feeling terrible about her name, but her parents
always tried to make her feel better. Then when she is in music class, the girls begin to make fun of her
name again, but then they find out that the music teacher, who they all love, also had a long name that is
the name of a flower. Once the other girls found out, they wanted their names to be flower names as well
and Chrysanthemum felt proud and happy with her name once again.
Literary Critique: This story is a great story about being proud of who you are. Chrysanthemum struggles
with loving her name when others make fun of it, but when she finds someone else who went through the
same thing and people love, it helps her confidence. The language use of the story is great because she
is named after a flower, and he uses words that are associated with flowers, such as wilted, bloomed,
blossomed, and grew to describe how she reacted or what she did.
Activity: Have students realize how special and important each person’s name is by an activity where
everyone changes their name for a day to a randomly chosen flower name. All students must go by their
flower name for the day, and at the end of the day have students reflect on how often their name is used.
Also have students take a picture at school and then have them research the meanings of their names
online and create a poster with their picture and what their name means. Students make their posters at
postermywall.com.
Title: I Like Old Clothes
Author: Mary Ann Hoberman
Illustrator: Patrice Barton
Publisher: Knopf Books for Young Readers
Genre: General Fiction
Level: K-3
Number of Pages: 32
Pub. Date: August 14, 2012
Summary: This girl absolutely loves getting any type of hand-me-downs or old clothes, especially when
most kids don’t. She is overjoyed when anyone will give her their old clothes, and she thinks all of them
are special. She likes thinking about who wore the clothes before and what they did while they were
wearing them.
Literary Critique: This book is a great book to read to students to encourage them and show that clothes
don’t matter, and they don’t always have to be new clothes, to be great. This can be encouraging to kids
whose parents don’t have the money to afford to always buy new clothes, or younger siblings who always
get their older siblings’ hand-me-downs. The illustrations are unique, and look like it is a fabric collage.
The textures used look like different types of fabric or clothes.
Activity: To encourage students that old clothes can be just as fun or nice as new clothes, ask parents to
bring old clothes, or hand-me-downs to the classroom, and have a time when students change into the
old clothes and wear them at school for several days. At the end of each day, students can change back
into their normal clothes. At the end of each day, students should journal about what they did in their
clothes that day, and take a picture of themselves in that outfit, and upload it to Penzu or a classroom
wiki. Then at the end of the days, students can go look at other student’s journal entries and pictures and
see what stories happened in the clothes.
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Stories Involving Math
Title: The Clock Struck One: A Time Telling Tale
Author: Trudy Harris
Illustrator: Carrie Hartman
Publisher: Scholastic Inc.
Genre: Nursery Rhymes
Level: K-2
Number of Pages: 32
Pub. Date: September 1, 2009
Summary: This story is a great spin on the Hickory Dickory Dock nursery rhyme. There is a unique new
story that tells of the chaos that ensues when the clock strikes one. It starts the same with the mouse
running up the clock, but then the story changes and a cat chase begins all the way until they fall asleep
at midnight. This book is great because at the end, it talks about telling time and how we tell time in the
day. It also teaches how to read a clock.
Literary Critique: The book takes a twist on the classic nursery rhyme and turns it into a story. The way
the words are placed in the book add to the chaos that is ensuing each time the clock strikes. This story
also reflects how one thing builds on top of another and throughout the day more and more happens as
each hour passes. Children can think about how one event leads to another event as they go along their
day but also gets them thinking about clocks and telling time.
Activity: There are many different activities that can be done with this book in introducing telling time. For
2nd graders I would have my students go to Time Monsters to go through and learn how to tell time. It is
interactive and teaches but also allows for discovery.
Title: The Doorbell Rang
Author: Pat Hutchins
Illustrator: Pat Hutchins
Publisher: Greenwillow Books
Genre: Comedy and Humor
Level: K-2
Number of Pages: 22
Pub. Date: October 26, 1989
Summary: This story starts off when mom made a dozen cookies for her two kids, and tells them to split it
between them. They decide they each get six, but then the doorbell rang, and two kids showed up, so
they had to split them up again, with each kid getting 3. Then two more came, so each got two cookies.
The doorbell rang again, and six more kids showed up, so then each kid got only one cookie. The
doorbell rang one more time and they were worried because then each kid wouldn't get a whole cookie,
but then it was grandma with a whole tray of cookies.
Literary Critique: This book has a very subtle way of bringing in division into story without it overpowering
the story. It uses math in an accessible and real life way that students can relate to. Sharing food is
something that many students do, so it's a good book to think about that if more people come, each
person gets less. The illustrations are fun and subtle because their mom is cleaning the floor and each
time she opens the door and lets more kids come in, the floor gets dirty again. This story combines math,
as well as repetition of the story, and humor all together to make a lovable story.
Activity: Because this book deals with multiplication and division, it's time to do some cookie math.
Lesson plan found at: The Doorbell Rang Lesson Plan
17
Title: The Secret Birthday Message
Author: Eric Carle
Illustrator: Eric Carle
Publisher: HarperCollins
Genre: Realistic Fiction
Level: K-2
Number of Pages: 32
Pub. Date: May 23, 1986
Summary: A boy named Tim gets a letter the night before his birthday with a secret message on what he
needs to do to get his birthday surprise. The big clues that point him where to look or go next are different
shapes and each shape represents something in the world around him. As he follows each direction he
discovers his surprise is a puppy!
Literary Critique: This book is full of fun, bright colors with simple words. Each page leading to the
surprise has some sort of cut out or has the shape designed into the page. Each page explains the
instruction in more detail and gives a sneak peak of the next page. The focus is on using shapes to
identify objects in the world.
Activity: Wouldn’t it be fun to receive a birthday message like Tim did? Students in pairs will write a
birthday message similar to the one Tim received for their partner. There should include eight shapes,
and only one can be repeated twice with some variation. After students write their letter, they should draw
a map, similar to the one in the book that shows how to get to the end. To mimic the Eric Carle style, after
they have finished, they can add tissue paper over the shapes.
Title: I Can’t Get My Turtle to Move
Author: Elizabeth Lee O’Donnell
Illustrator: Maxie Chambliss
Publisher: William Morrow & Co
Genre: Counting
Level: K-2
Number of Pages: 30
Pub. Date: March 1989
Summary: This counting book is about a girl who tries to get her turtle to move but he won’t. She can get
all the other animals to do what she says, but she can’t get her turtle to listen to her until she brings him
food.
Literary Critique: This book has a very repetitive pattern that will help young readers follow the story. The
illustrations are simple but bright and colorful and the book has a fun ending. They count up to 10
different animals that do what the little girl says before she goes back and tries with her turtle again.
Activity: Make an activity booklet with animal cliparts where students reconstruct the story by pasting in
the animals on the correct pages and writing the name of animal and what she tells them to do. This will
help students work on recalling the story.
Title: This Tree Counts
Author: Alison Formento
Illustrator: Sarah Snow
Publisher: Albert Whitman & Company
Genre: Informational
Level: K-2
Number of Pages: 32
Pub. Date: March 1, 2010
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Summary: This book in an informational book about the benefits of trees. The story starts with the tree
telling the students about all the creatures that are found among trees. They then learn about how trees
take in bad air and release clean air for us to breathe. They learn how different types of trees have
different names. The students make connections of different things that are made from wood, and then
they plant ten baby trees near the one old tree.
Literary Critique: This book is unique because it is a counting book and an informational book combined
into one. The book has basic illustrations that don't distract the reader from the information that is being
told, yet still supplements the illustrations. The counting aspect in the beginning starts as a technique to
draw the readers in to the idea of all the different life and parts of the tree, but it doesn't only rely on the
counting to tell the story. From the student's counting observations, they go on learn other information
which is similar to the scientific procedure where you look at the numbers and then expand and go into
more detail beyond that. This story is a good story to use when introducing how trees are important to the
environment and ecosystem and their role in the environment and that it also "counts" in the world.
Activity: There is a teacher guide that includes many different ways to use the book to teach another
aspect or subject in the book. There is writing, math, science, discussion questions and more to help fuel
ideas for lessons to do with the book. I can find the pdf at: A Teacher's Guide to This Tree Counts
19
Reading Inspires
Title: Lola Loves Stories
Author: Anna McQuinn
Illustrator: Rosalind Beardshaw
Publisher: Scholastic Inc.
Genre: General Fiction
Level: K-2
Number of Pages: 28
Pub. Date: July 1, 2010
Summary: Lola loves just about any story. After every story that she reads or hears, she becomes or does
something that relates to the story she read. If she reads about a fairy princess, the next day she is one. If
she reads a story about an adventure, the next day she pretends to go on an adventure. Even if she’s told
a made-up story, she still pretends that something of the story applies to her life.
Literary Critique: This story encourages kids to connect reading and play together. To internalize what
they are reading and apply the story to their play. This is an example of what Vivian Paley would say is
important to children’s development and their connection to books.
Activity: Have a free play period where students are told to do dramatic play based off one of the stories
the class has recently read. The teacher will walk around to different groups and join in to engage the
students and see how they internalize the stories they had read.
Title: Amazing Grace
Author: Mary Hoffman
Illustrator: Caroline Binch
Publisher: Dial
Genre: Realistic Fiction
Level: 1-3
Number of Pages: 26
Pub. Date: September 2, 1991
Summary: Grace is a young girl who absolutely loves stories. She will take on any character, role, and
story and act it out. When she finds out that her class is putting on the play, Peter Pan, she wants to be
Peter Pan, but one boy says she can’t because she’s a girl, and another girl says she can’t because she’s
black. Grace is hurt by it, but her mother and nana show her that it doesn’t matter if you’re a boy or girl, or
what your skin color is as long as you believe that you can succeed and do it. Grace embraces this
attitude and when she auditions for the role, she gets Peter Pan. The play is successful and Grace learns
that she can do anything if she puts her mind to it.
Literary Critique: This story deals with cultural ideas of who can do what in society. Grace is an AfricanAmerican girl, but she doesn’t let those stop her from becoming anyone she wants to be. Grace shows
that when she acts out her stories, and she proves it to her classmates by being the best Peter Pan. This
story is important because it shows students that they can defy the status quo and be who they want to
be. The illustrations are very expressive, and students definitely can create a story very similar to the
written story through the illustrations.
Activity: Lead a discussion among students about what Grace’s goal was in the story, what her obstacles
were, and how she overcame those obstacles to reach her goal. Then encourage students to think of
their own goals and what might be some obstacles. Students get into pairs and discuss ways to
overcome the obstacle. Lesson plan inspiration found here.
Title: Cherries and Cherry Pits
Author: Vera B. Williams
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Illustrator: Vera B. Williams
Publisher: Greenwillow Books
Genre: K-2
Level: Realistic Fiction
Number of Pages: 40
Pub. Date: April 29, 2001
Summary: A young girl named Bidemmi loves to draw, and as she draws, she creates stories. Each story
is unique except they all have a commonality, that there are cherries involved. In her first story, the man
gives cherries to his children, in her second story, the old lady give cherries to her parrot, in her third
story, a guy, who looks like her brother, gives his litter sister cherries. In her last story, she herself buy
cherries and then collects the pits to grow a cherry tree, and then everyone saves their pits and more
cherry trees grow.
Literary Critique: This book is beautifully illustrated to show the setting versus Bidemmi’s drawings. The
main illustrations are done in watercolor and her drawings are done in magic marker. It is interesting that
the young girl make skin color distinctions between the first man she draws and the second old lady she
draws. This story doesn’t discuss any racial or gender topics, but the distinction is interesting.
Activity: For this book, I would love to have students narrate their drawings as they are drawing them. Or
at least narrate them after they have drawn them. To do this, we would go to the computer lab and get
headphones and speakers, and give them markers and have them narrate their story and drawing and
record it. Then they can send me their recording, and turn in their picture, and I would see if they can
create a story with beginning, middle, and end, that connects to their drawing. Their drawing should
create their story, not the story create their drawing.
21
Children’s Classics
Title: Blueberries for Sal
Author: Robert McCloskey
Illustrator: Robert McCloskey
Publisher: Scholastic Inc.
Genre: Classics
Level: K-2
Number of Pages: 55
Pub. Date: September 17, 1948
Summary: Blueberries for Sal is a story of a young girl, Little Sal, going to pick blueberries with her
mother, the same time that a bear cub, Little Bear, goes to eat blueberries with her mother. Little Sal and
Little Bear both have very similar habits, and find themselves accidentally following the wrong mother!
Both moms are quite surprised when they find the wrong child following behind. They soon find their own
child and finish their blueberry picking and eating and return home.
Literary Critique: The illustrations in the book are done in black and white, yet they are detailed enough to
tell the story even without reading the words. The illustrations really supplement the story and antics and
surprise of Sal and Little Bear switching mothers is the joy found in the story.
Activity: There are ways that teachers can connect everyday occurrences to math to make math
meaningful to students. The amount of blueberries Sal and Little Bear eat compared to how much they
put in their buckets is a number comparison. How much does tremendous mean in terms of number of
blueberries. These are all math concepts that can be brought to students’ attention. Lesson plan found
here. Extension activities found here.
Title: Madeline in London
Author: Ludwig Bemelmans
Illustrator: Ludwig Bemelmans
Publisher: Penguin Group
Genre: Adventure/Classics
Level: K-2
Number of Pages: 58
Pub. Date: 1989
Summary: Madeline and the girls go visit a friend who moved to London and wasn’t doing well because
he missed his friends. When the girls get there they realize they didn’t bring him a gift, so they buy an old
horse to give to Pepito. But the horse used to be in charge of guards and joined in with them with
Madeline and Pepito on his back. By the time that Madeline and Pepito are saved, everyone goes in to
eat and go to bed and the horse is forgotten outside. He eats up the garden, so Madeline and the girls
take the horse back with them to Paris to live with them.
Literary Critique: Madeline is always a beloved story. It is written in rhymes, which is sometimes difficult to
read because there are breaks in the normal sentence so that the rhythm matches. So when reading
aloud, it is best to practice a couple times before. The illustrations vary in color and detail from page to
page which is visually interesting.
Activity: Although briefly mentioned there are several aspects that activities can focus on. One is how we
treat animals, as Pepito and Madeline rode on him all day without providing him with food or water. Also
they passed many landmarks in London and students can identify them and write more about them by
researching them. There are also words that are specific to London or England. To have students
determine their definitions, have them search in a kid-friendly search engine like kidrex.org and then put
their definitions and pictures of words on edcanvas.com. Ideas for activity can be found here.
22
Rhyming
Title: There Was an Old Lady Who Swallowed Some Books
Author: Lucille Colandro
Illustrator: Jared Lee
Publisher: Cartwheel Books
Genre: Rhyming Story/ Comedy and Humor
Level: Pre K-2
Number of Pages: 32
Pub. Date: July 1, 2012
Summary: This book is one of the There Was an Old Lady series. It follows a common rhyming and
repetition pattern where each thing she swallows relates to the previously swallowed item and all lines
have a rhyming feature. In this story she begins by swallowing some books, followed by a pen, a pencil
case, a ruler, a folder, chalk, and a bag. The last pages she spits up everything she swallowed and the
together make a new item or surprise.
Literary Critique: This story has good intentions, but the rhyming patterns are definitely forced and too
complicated to read out-loud. Not every line has a similar rhyming pattern so it is difficult to find a flow to
read to students. The switch from when she is no longer swallowing items but is about to spit it out is
abrupt and appears that a page is missing from the book. Students may have fun reading this at the
beginning of the school year, but is not a book that I would use to teach rhyming. The illustrations are
typical of the series, and illustrate what she does nicely, but still not a well written book.
Activity: Because it would be a book to read within the first couple days of school, have students record
what items went into her new backpack. Then have students write out and illustrate what is in their own
backpacks for the school year. After reading the book have a worksheet where students put in order from
memory what the lady swallowed from first to last to create the new backpack.
Title: On the River Bank
Author: Charles Temple
Illustrator: Melanie Hall
Publisher: Houghton Mifflin Company
Genre: Rhyming Story
Level: K-2
Number of Pages: 31
Pub. Date: September 24, 1992
Summary: This is a story that is told in rhyme. It tells a story about a young boy goes fishing for catfish
with his mom and dad. He talks about the sounds he hears, the time of year they go. He talks about how
they catch their fish and all the particulars to catching a fish.
Literary Critique: The pace of the story is a pretty quick, upbeat pace that adds to the story because the
story is a happy one. The way it is read aloud really affects the meaning of the story. The illustrations are
whimsical and add to the feel of the story. Warm colors are used more for happy, exciting or joyful
illustrations and cool colors are used when things have slowed down or something isn’t quite as fun or
exciting. This story also represents a family trip that appears to happen annually, which can get students
thinking about the unique traditions or trips that their family may have.
Activity: The story is a rhyme story, so we would try to find the beat or rhythm in the story and read it to
that beat, as music to story connection. Decide at what points in the story do certain instruments are
used.
Title: Miss Spider’s Tea Party
Author: David Kirk
23
Illustrator: David Kirk
Publisher: Scholastic Inc.
Genre: Rhymes
Level: PreK-1
Number of Pages: 32
Pub. Date: February 1, 2007
Summary: All Miss Spider wants is to have other bugs over for tea, but all of them are afraid to go near
her because they believe that she will eat them. It is not until she takes care of a moth that was too wet to
fly away do the other insects realize that Miss Spider means no harm. Soon all the insects are coming to
have tea with Miss Spider.
Literary Critique: What makes the book truly come to life is the illustrations in the story. The colors are
bold and bright. The full page illustrations have so much detail. It also a counting and rhyming book which
can allow for different focuses in reading the story. The rhymes and flow are easy to read aloud without
much stumbling for trying to force a rhythm. Children will love the story, they rhyming, and the counting
aspect of the book.
Activity: This book opens up many different topics, including why the other bugs were afraid of Miss
Spider. A discussion on what spiders eat and why other bugs were staying away from her can lead to a
science discussion. Students can also go to kidrex.org and look up information on spiders, what they eat,
and if there are any spiders who eat flowers like Miss Spider does.
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Folk Tales/ Tall Tales/Fables/ Fairy Tales
Title: Stone Soup
Author: Jon J Muth
Illustrator: Jon Muth
Publisher: Scholastic Press
Genre: Fables, Folk Tales and Myth
Level: K-2
Number of Pages: 32
Pub. Date: March 1, 2003
Summary: This story is a retelling of the folk tale. Three monks travel to a village that isn’t generous or
giving at all. They monks decide that since all the villagers aren’t open, they need to make stone soup. A
little girl asks what the monks are doing, and she begins to help. Then her mother helps, and as more
villagers see others helping make the stone soup and giving and being generous, the soup becomes
more delicious. By the time the soup is done, everyone has contributed to the soup. The whole village
feasts together and they learn that they gain more when they are generous with each other, rather than
focused only on what they have. They discover that this is what makes one happy.
Literary Critique: This classic folk tale has an important moral and lesson that being generous and giving
can make a person feel richer than not sharing any of their goods with others. This is important for
students to understand and the story is a great representation of it because it clearly states the concept.
The illustrations provide the students with a clear visual understanding and connection of the change that
happened in the village as the villagers contributed to the making of the soup.
Activity: Students can make a hypothetical stone soup by each coming up with an idea of something that
they might have that can contribute to making a certain item. For instance, if students are asked to make
a cake, what might each student bring to make the best cake ever? Then have students discuss how
difficult it would be to make if they didn’t have their classmates help, and if one person didn’t want to
share what they had.
Title: Anansi the Spider
Author: Gerald McDermott
Illustrator: Gerald McDermott
Publisher: Henry Holt and Company
Genre: Folk Tale
Level: K-2
Number of Pages: 40
Pub. Date: March 15, 1987
Summary: A folk tale originating from Ghana is about a spider called Anansi who has six sons. Each son
has a special gift. When Anansi falls into trouble, each son helps save Anansi in a special way. Anansi
finds a special gift that he wants to give to the son who saved him, but they all did. So the God of All
Things, who was holding the gift that Anansi wanted to give, decided to put it up in the sky since they
couldn’t decide, and it became the moon that is always in the sky.
Literary Critique: This story is very unique. The illustrations, which really propels the story is done in a
traditional design from the people of Ghana. There are four main colors used, and the geometric design
creates the mood for story. The placement of words also is critical to the telling of the story and provides
meaning of what is happening. The way the story is said is fairly basic, and may represent the way the
people of Ghana actually tell this story. The word patterns and structure is different from Standard
American English, so that would be something to practice before reading to students.
Activity: The illustrations and colors are very unique to the story, as well as the naming of the sons based
on their talents. Have students think about their talents and create a name based off their talent. Then
25
draw themselves as a spider with a symbol that represents their name. Draw the spiders and color in the
fashion of the story. Each student should then write a brief story or summary of how their talent is useful
or a time when they had to use their talent.
Title: A Million Fish…More or Less
Author: Patricia C. McKissack
Illustrator: Dena Schutzer
Publisher: Dragonfly Books
Genre: General Fiction/Tall Tale
Level: 3-5
Number of Pages: 32
Pub. Date: May 7, 1996
Summary: The story tells a tale of Hugh Thomas who lives in Louisiana along the bayou. He often hears
these crazy stories of how something amazing happened, but then some crazy stuff happened and they
lost it all. At the end of the story, whenever someone asks if it was the outrageous amount that they
claimed, they always said “more or less.” Then one day Hugh Thomas goes fishing, catches a million fish,
and through crazy circumstances on his way back home all his fish slowly but surely are stolen or have to
be given away. By the end of his journey he only has three fish, and when he tells his tale, they ask if he
really caught a million fish, and he responds with “more or less” in traditional bayou fashion.
Literary Critique: This is a great story to introduce tall-tales and exaggeration. The style of story is written
in the diction of the south and bayou which makes it feel like an authentic bayou story. The illustrations
are colorful and bright to make the exaggerated tale come to life.
Activity: The book itself has two very creative activities that I would have probably come up with myself if I
hadn’t seen them before. The first is to make a fish collage using magazines to kind of mimic the style of
fish in the novel. Bright colors would be encouraged and have the kids attempt to put as many fish as
they can on their paper. The next is a writing activity where the students think about a story in their life,
and then find a few creative ways to exaggerate the story to make it more memorable and entertaining.
Title: The End
Author: David LaRochelle
Illustrator: Richard Egielski
Publisher: Arthur A. Levine books
Genre: PreK-3
Level: Folk Tales and Myths
Number of Pages: 40
Pub. Date: January 1, 2007
Summary: This story a reversed tale of where the story starts at the end and then explains how it got the
happily ever after. In the end it all connects and the story appears to go around full circle. It is a fun book
to read because you find out the effect before you know the cause.
Literary Critique: This is such a unique fun book. The entire book is backwards where the “the end” is the
front page, and the title pages are in the back, which lends itself to the concept of the book. There is a
condition that happened, and then the next page explains why that condition happened. It keeps going
that way until the end and it a good demonstrator of showing effect before cause. The story has a
different feel when you look at how it all happened from one to another rather than starting from the
beginning. This book takes a little mind focus to follow but is definitely engaging. The illustrations are
classic fairy tale colors but with a more simplistic drawings.
Activity: For 2nd and 3rd grade students, have them create a story where they start at the end and then
explain how they got there to the beginning, similar to the book. They should create their book in Story
Jumper so they can have creative illustrations.
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Title: Larf
Author: Ashley Spires
Illustrator: Ashley Spires
Publisher: Kids Can Press, Ltd.
Genre: Fantasy
Level: PreK-2
Number of Pages: 32
Pub. Date: April 1, 2012
Summary: Larf is a sasquatch who lives alone in the woods. He’s only been spotted a couple times but no
one really believes he exists and he likes it that way. He likes living alone, but when he reads that a
sasquatch is going to make an appearance in a nearby city, he decides to travel and go see the new
sasquatch because he thinks he might enjoy having some company. When he gets there though, he
discovers a fake sasquatch, a guy in a suit. Larf is disappointed but while at the bus stop he meets
another sasquatch who came to town for the same reason as he did.
Literary Critique: The story is such a fun tale of what Bigfoot might be like. Sasquatches are urban
legends and this gives a fun viewpoint if he does in fact exist. The story is written in third person, but it is
written in a way that is different than just a story being told. There are a little more details and emotions
that Larf experiences. The illustrations are detailed and fit the story perfectly.
Activity: When having a discussion on urban legends, this book shows perspective. Kids can research
other stories online that surround sasquatch/Bigfoot and the compare them with this story.
Title: The Paper Crane
Author: Molly Bang
Illustrator: Molly Bang
Publisher: Greenwillow Books
Genre: Folk Tales
Level: Kinder-2
Number of Pages: 30
Pub. Date: July 15, 1987
Summary: The Paper Crane tells the story of an old man who owned a very successful restaurant until a
highway was put in the town that diverted traffic away from the restaurant. One night, an old man in
ragged clothes comes to restaurant and although he has no money, the owner stills give him an
extravagant meal. To thank him and pay him, the old man gives him a paper crane that magically turns
into a real crane who dances. This brings back business to the restaurant. Eventually the old man returns
and he and the bird fly away, but the restaurant remains in business thanks to the generosity of the old
man.
Literary Critique: First of all, the illustrations are so unique and engaging on their own. They are done in
paper cut outs and then photographed. The illustrations alone make the story unique and engaging for
students. The way the story written is simple for students to understand and it flows nicely with the
illustrations. It is also a great story to discuss how others can be generous in a way and how someone
may repay you back in a special way. It should teach students to be understanding with others and show
kindness in many different ways.
Activity: The students would learn how to make their own paper cranes like the one in the novel. They
would then write a story about when they gave their paper crane to someone, how did it bless or help
them.
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Animal Stories
Title: The Flea’s Sneeze
Author: Lynn Downey
Illustrator: Karla Firehammer
Publisher: Square Fish
Genre: Animal Stories/ Comedy and Humor
Level: K-2
Number of Pages: 32
Pub. Date: April 14, 2005
Summary: This story is a repetitive rhyming book about a flea that has a stuffy nose is about to sneeze
while all the other barn animals are asleep. It builds up to where the flea finally sneezes and wakes up the
entire barn. Each animal reacts to being woken up and then once the flea goes to sleep all the animals
do, except the hog, and it's left on a cliff hanger where the hog needs a kleenex.
Literary Critique: This a very good book to use with young kids when introducing rhyming words and
because it is repetitive, students will be able hear the rhyming phrases and words multiple times to really
reinforce the pattern of rhyming words. The words that were what sounds the flea made as he was getting
ready to sneeze were written in a different font, which emphasized what he was feeling, and when he
spoke, the words were written so that it would sound like he had a stuffy nose. It made the reading feel
more authentic, that the flea really wasn't feeling well and his nose was actually bothering him.
Activity: Read the story. Then read it again, but take time to write down the words that rhyme on the
board. Then ask students to come up with other words that rhyme with one of the word groups. Then
each student will pick a rhyming word group and illustrate and write the words next to their illustrations.
Encourage students to come up with more words that rhyme in their rhyming group. Inspiration from The
Flea’s Sneeze Lesson Plan
Title: Mother Goose and the Sly Fox
Author: Chris Conover
Illustrator: Chris Conover
Publisher: Horowitze/Rae Book Manufacturers
Genre: Westerns
Level: K-2
Number of Pages: 32
Pub. Date: 1989
Summary: A story of a Mother Goose who has seven goslings and the Fox with his two cubs who decide
they are still hungry. The Fox tries to sneak into the Mother Goose’s house and it takes him three tries.
When he finally manages to sneak in, he steals 6 of the 7 goslings and the mouse who was supposed to
watch them. When Mother Goose comes home the seventh gosling tells her what happened, and she
goes and saves her babies, but not without having them each replace themselves with a rock while the
Fox was sleeping. When he went to get a drink from the river, he fell in and the rocks dragged him down.
He and his cubs disappeared forever.
Literary Critique: The illustrations in this story really add a lot to the tale. There is so much detail and extra
settings and situations are added in the illustrations. There are several full page illustrations that provide
setting. This story is similar to other classic fairy tales where one character always ends up tricking the
trickster. The illustrations are what makes this story entertaining and fun to read.
Activity: While reading, have students reflect on different problems that are occurring. Students should
find a moral to the story, and find precautions that the goslings and Mr. Mouse should have followed.
Think of other ways that the Mother Goose could have got her babies back. Create a ‘what if’ tale where
the last gosling goes after the fox.
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Title: Chloe
Author: Peter McCarthy
Illustrator: Peter McCarthy
Publisher: Balzar + Bray
Genre: Animals
Level: PreK-1
Number of Pages: 40
Pub. Date: May 15, 2012
Summary: Chloe is the middle bunny with 10 older siblings and 10 younger siblings. She absolutely loves
playing with all of them, so it upsets her when her dad brings home a tv and all they want to do is watch it
making the TV in the middle instead of Chloe. Chloe challenges them by playing with the bubble wrap
that was in the box, which makes all her siblings want to join her, and then she pretends the box is the tv
and once again all her siblings want to join her. When her dad sends them all to bed, the reader sees in
the end that he too choses to play with the bubble wrap, showing that he still cared and wanted to join in.
Literary Critique: This story is cute animal tale of a very large family and the middle child who refuses to
get lost in the madness of her large family. She loves spending time with them, and she would rather be
making lots of noise with them rather than gathered around a tv screen. This story has fairly simplistic
drawings of the rabbits and there aren’t a lot of backgrounds so that the reader focuses on the rabbits and
Chloe and only the main objects that are in the page. This story is perfect for kids who are from large
families.
Activity: Chloe doesn’t like that for family fun time, they chose to watch tv. What are some other activities
can families do together (big or small) to have family fun time besides watching tv? Students can create a
family funtime book that has different ideas and illustrations of what their family can do besides watching
TV. It can be something as simple as popping bubble wrap, or complex. Students can make a small book
by following these directions here.
Title: Rosie’s Walk
Author: Pat Hutchins
Illustrator: Pat Hutchins
Publisher: Aladdin
Genre: Comedy and Humor
Level: PreK-3
Number of Pages: 32
Pub. Date: August 1, 1971
Summary: A very simple story of hen who goes out for a walk, and doesn’t know that a fox is trying to
catch her, but he keeps missing or have some misfortune happen just as he is about to pounce.
Literary Critique: This story is fun story for kids because it is a true picture book. The students wouldn’t
get the same meaning if the words are just read, although the story can be told without the words. The
pictures show the funny aspect of the story which is that each time the fox tries to catch the hen, he fails.
This story is perfect for students to think about predicting what is going to happen next. The illustrations
are very simply done, yet enough detail for the story to be told with the illustrations. There is limited use of
color, and very basic, geometric shapes and lines are used.
Activity: Have students create a scene of when the fox tries to catch the Rosie by creating a cartoon on
ToonDoo.com. Alternative is to have students draw each attempt that the fox makes and fails and then
collect from the class and make a class version of Rosie’s Walk.
Title: It’s a Book
Author: Lane Smith
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Illustrator: Lane Smith
Publisher: Roaring Brook Press
Genre: Comedy and Humor
Level: K-3
Number of Pages: 32
Pub. Date: August 17, 2010
Summary: This is an appropriate book in this time of age when everyone uses only the computer and
many aren’t really aware of those things called books. There is a jackass, monkey and mouse, and the
jackass doesn’t know what the book is. He asks a lot of questions about its capabilities related to
technology, and the monkey consistently tells him it’s a book. The jackass starts to read it and enjoys it
but cannot shake the technology terminology throughout the entire book.
Literary Critique: As an adult reader, I found this book hilarious! It is funny to see how upset the monkey
gets about the questions the jackass asks. And the illustrations add small humor such as when the
jackass asks where is his mouse, and a little mouse is seen under the monkey’s hat. What can cause
some controversy is the end zinger where the mouse says it’s a book, jackass, which has a double
meaning. For adults, it is a funny name calling, but it is also the donkey’s name, so in that case it is just
repeating his name. That makes the book special, but I’m not sure if I would use it with my students, or
read that part.
Activity: This book opens up the discussion with students about the differences between books and
technology. The book is fairly simple, but it allows for many different activities that can be incorporated in
the classroom. A selection of classroom ideas to do with this book can be found here.
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Grammar and Words
Title: Amelia Bedelia’s First Day of School
Author: Herman Parish
Illustrator: Lynne Avril
Publisher: Greenwillow books
Genre: Comedy and Humor
Level: K-2
Number of Pages: 32
Pub. Date: June 21, 2011
Summary: Amelia Bedelia is a literal-minded first grader who doesn’t understand that words can have
multiple meanings beyond the literal meaning. Our world is full of idioms and when Amelia Bedelia
encounters them, and then takes them literally, only silly situations can ensue. Amelia Bedelia’s first day
of school is no exception for her, and students can laugh at how she takes simple phrases and takes
them literally.
Literary Critique: This story is a very relatable way to introduce idioms to students as young as first grade.
The illustrations very well illustrate the meanings that Amelia Bedelia takes so that students can visually
see her confusion. Each page exemplifies where her confusion can take place and combined with the
story makes a meaningful story where students can laugh at her misinterpretations.
Activity: Create an Amelia Bedelia idiom’s worksheet. Assign pairs of students a common idiom that many
may have heard before, ask them explain what the idiom means, how Amelia Bedelia would interpret it,
write a sentence using the idiom, and then drawing a picture of Amelia Bedelia reacting to the idiom.
Title: Martha Blah Blah
Author: Susan Meddaugh
Illustrator: Susan Meddaugh
Publisher: HMH Books
Genre: Comedy and Humor
Level: K-2
Number of Pages: 32
Pub. Date: March 30, 1998
Summary: When Martha, a dog, eats alphabet soup, all the letters go to her brain and she can speak.
One day the maker of the soup company decides that she can cut out half of the letters in the alphabet
soup so that she doesn’t have to have so many workers. She doesn’t let others know though so soon
Martha’s soup only has half the letters so her sentences don’t make sense anymore. Martha freaks out
that her family won’t love her anymore if she can’t speak, so she goes on a walk and smells soup and
meets one of the workers who made the letter As for the soup. He gives Martha the old Alphabet soup
and soon Martha can speak again, so she goes to the factory and talks to the owner and tells her that she
needs to put all the letters back in the soup. When Martha returns home, she finds out her family was still
worried about her, even though she couldn’t speak correctly.
Literary Critique: This book highlights the importance of all the letters in the alphabet are of importance
when speaking in the English language. Removing half of the alphabet completely changes our language
and communication so it is important that we have all our letters so we can communicate properly. The
illustration expressive of what is happening, and when Martha loses her ability to speak, there are
translations of what she was trying to say.
Activity: Students aren't always aware how we need all our letters to write and speak. As a class, choose
6 letters from the alphabet that we decided that we don't need any longer, then have students write a
summary of book without using only the 20 letters in our alphabet rather than 26. Students will see how
difficult it is when we don't have some of our letters.
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Growing Up
Title: Owen
Author: Kevin Henkes
Illustrator: Kevin Henkes
Publisher: Greenwillow Books
Genre: Comedy and Humor
Level: K-2
Number of Pages: 32
Pub. Date: September 15, 1993
Summary: A little boy named Owen has a yellow blanket named Fuzzy that he absolutely loves. He takes
it everywhere with him, and refuses to give it up or let anyone take it away from him. His parents’ attempt
many different ways get him to give up with blanket, but it never works. They worry about him because he
is about to start school so they tell him that he can't take Fuzzy to school, but he gets really upset. So his
mom comes up with an idea and she turns his blanket into many handkerchiefs that he can have him
without it being a problem.
Literary Critique: This story is a good story about growing up. He has to learn how to take the thing he
loves and make it work as he gets older. Kids have a hard time with change, and this gives a way to
overcome that change. A lot of kindergartners probably experience something similar to this as they are
about to start school. There is an illustration to show every part of the story which really shows how much
he loved his blanket.
Activity: Right before you read Owen’s solution, have a discussion about how difficult it is to leave
something you love at home, and then come up ideas of how Owen’s solution could be solved. Have
students draw out the solution, and share with the class before finishing the book.
Title: The Story of a Blue Bird
Author: Tomek Bogacki
Illustrator: Tomek Bogacki
Publisher: Farrar, Straus, Giroux
Genre: General Fiction
Level: K-2
Number of Pages: 32
Pub. Date: April 10, 1998
Summary: This quaint tale is a story of a little baby blue bird who was too afraid to go flying. He wondered
what was beyond his tree and nest but was too afraid to learn how to fly. When he asks his mother that
night what was out in the world, she replies with “nothing.” The next morning he goes out searching for
“nothing.” When he reaches a pool of water a little green bird asks him what he is doing, and when the
blue bird says nothing, the green bird tells him to go with him. Next a flock of colorful birds come and ask
again what they are looking for and once again they say “nothing.” They tell the blue and green bird to
come with them, and without thinking about it, the blue bird begins to fly on his own with the others. When
he comes back home he shows his siblings “nothing” and they go flying together.
Literary Critique: This book is a great book to read to young kids you are afraid of doing something. He
was afraid when he wasn’t curious about what could have been out beyond his tree. When he became
curious he became more adventurous and when he was supported and encouraged to go out and see
with others, he was able to overcome his fear. The illustrations make reading the story so unique because
the colors of the other birds are so bright, and it is such a simplistic drawing of a bird. Kids can draw a
bird that looks similar to this bird so it makes the story more tangible.
Activity: Kids are more afraid of things when they are unknown or when they aren’t curious about it. Have
kids think of something they are afraid of and then encourage them to learn more about it and be curious.
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They should ask questions about the thing they are afraid of and then go look up the answers. Kids
should search for answers to their questions on kid-safe search engine such as kidrex.org.
Title: The Apple Doll
Author: Elisa Kleve
Illustrator: Elisa Kleven
Publisher: Farrar, Straus and Giroux
Genre: General Fiction
Level: K-2
Number of Pages: 40
Pub. Date: July 24, 2007
Summary: Lizzy loves her apple tree and when she is afraid to start school she creates an apple doll that
she calls Susanna that she can take with her to school. Yet when she first brings Susanna to school, the
other kids don’t understand why she made a doll out of an apple, so Lizzy choses not bring Susanna
back. Lizzy still feels alone at school though. Her family comes up with the idea of drying Susanna out
that way she can last much longer as an apple doll. After Susanna has been transformed, Lizzy decided
to bring her back to school to share. The other kids love Susanna now, so they all want to create their
own apple doll and through that process Lizzy and Susanna make friends with the other kids in Lizzy’s
class.
Literary Critique: The illustrations in this book are very uniting as the illustrator used mixed media collage.
The story isn’t quite as predictable as readers are led to believe. The students don’t immediately accept
Lizzy’s apple doll, but it makes the story more realistic. Oftentimes other kids don’t always think the weird
thing another kid does that makes them happy is cool. Lizzy has to work through that and eventually
when she is truly proud of her doll and more confident in herself does other kids accept her and her doll.
Activity: The back of the book has a lesson on how to make an Apple Doll. Before students would make
one, I would encourage them to talk about makes Susanna special, and what changed between when
Lizzy first took Susanna to school and the second time she took Susanna to school. The instructions to
make the Apple Doll are found here.
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Poetry
Title: Slugs in Love
Author: Susan Pearson
Illustrator: Kevin O’Malley
Publisher: Marshall Cavendish Children
Genre: Poetry
Level: K-2
Number of Pages: 32
Pub. Date: 2006
Summary: This is a sweet and clever tale of two slugs who haven’t met but write poems to each other.
Marylou is in love with Herbie and she thinks of sweet little poems to express her love. He wants to meet
her so he writes poems back, but she never sees them until he gets very inventive. At last they meet and
exchange poem introductions. They end up living happily ever after.
Literary Critique: This story is a very cute story to read during Valentine’s Day even though it isn’t
specifically a Valentine’s Day story. The story is detailed and engaging. the placement of the poems
makes them stand out and the illustrations and story are tied hand-in-hand. The story wouldn’t have the
same impact if the illustrations were different. The story also includes information on the environment that
slugs live in and the type of colors they are and the type of food that they like to eat. Kids will have a
better understanding of actual slugs by the end of the book.
Activity: These slugs only communicate through poems to each other. In this writing activity the teacher
will be Marylou and the students will be Herbie. The teacher will use prezi to create a story where Marylou
writes different poems to Herbie and leaves them on different items. Students will each write a poem in
response. The teacher will choose one, place it in the prezi and respond with a new poem. Students will
once again respond back, and collaboratively the class will write a new slugs book through poetry.
Title: Timothy Tunny Swallowed a Bunny
Author: Bill Grossman
Illustrator: Kevin Hawkes
Publisher: HarperCollins
Genre: Poetry
Level: 1-5
Number of Pages: 32
Pub. Date: January 21, 2003
Summary: This book is full of funny zany poems that use plays on words to add humor. Each poem is
rather absurd yet highly entertaining and the illustrations add a lot to each poem. Without the illustrations,
the hilarity of the poems would be lost for sure.
Literary Critique: This book of poems is a fun way to introduce silly poetry. The illustrations are amazing,
which is a huge selling point to these fun, fairly short, yet crazy poems. Each poem has a sort of play on
words which adds extra meaning beyond the literal meaning. They are all 6 lines long with an AAB
rhyming pattern. This opens up the opportunity to teach older kids about styles of poetry.
Activity: Teach students what is the AAB rhyming pattern and have children work on their own poem. It
can be as crazy and ridiculous as they want it to be. Then have students go on to
Sumopaint to create an illustration. Then type out their poem on the illustration and email the teacher the
product. The collection can make a class book of silly, zany poems.
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Picture Books
Title: The Rain Came Down
Author: David Shannon
Illustrator: David Shannon
Publisher: Blue Sky Press
Genre: General Fiction
Level: K-2
Number of Pages: 32
Pub. Date: October 1, 2000
Summary: One little thing can start off a chain reaction. It started to rain which made the chickens
squawk. With everything that happens, another reaction happens, and before long way down the block, a
whole neighborhood is grumpy and fighting, and it all started because it started to rain. But just as quickly
as the problems escalated, did the problems dissipate when the rain stopped. The day seemed too nice
to be grumpy, and everyone’s moods changed. Every problem that each person had went away and was
fixed, and in the end everyone is happy.
Literary Critique: The illustrations are probably the biggest selling point for this book. They are bright and
expressive and detailed. This story is fun because it is a chain reaction story where one incident leads to
another and another and this is a good book to introduce that for every action there is some sort of
reaction, even if we don’t see it. It also teaches resolution is a simple way where everything once again
connected.
Activity: Have students begin to draw connections between cause and effect by having students work in
pairs and come up with several different actions. Then together the pairs should think of what might
happen when the action occurs. The students will create a story using some of the cause and effects they
came up with to help propel the story along.
Title: My Dog is as Smelly as Dirty Socks: And Other Funny Family Portraits
Author: Hanoch Piven
Illustrator: Hanoch Piven
Publisher: Dragonfly Books
Genre: Picture Books
Level: K-3
Number of Pages: 40
Pub. Date: August 28, 2012
Summary: This book is totally different. It is a story of a girl who drew her family, but she doesn’t think it
represents each member completely, so she fixes her portraits to represent each member of her family
with everyday objects that represent a quality or characteristic of that family member. Then she uses the
objects to create parts of her portrait. She does that for every family member including herself.
Literary Critique: This story is such a fun read. It is unique and what makes it special is the illustrations.
Each object put into the portrait represents a characteristic or quality that the person or dog has. The
main outline is painted and the extra details are added with the objects. This also shows how personal
preference to certain items changes how the portrait might look. If someone doesn’t think pepperoni is
gross, the dog’s nose would look completely different. This shows that you can create art with the things
you have in your house or classroom, and that perspectives and ideas of each image can change the art.
Activity: Older students can create their own portrait or family portrait by choosing items that represent
characteristics of each family member. They should choose at least 4 objects to use to describe each
member. Then after they paint the base and place the objects, have students photograph their art. For
younger students, read to them the characteristics given for certain character without stating the object,
and have students decide what object would represent each characteristic. Have them write it down, and
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after all characteristics have been decided, they can go around the room and find the objects they need to
create their portrait. Taking pictures counts as technology.
Title: La Casa Adormecida (Spanish) / The Napping House
Author: Audrey Wood
Illustrator: Don Wood
Publisher: Sandpiper
Genre: Bedtime Stories/ Comedy and Humor
Level: PreK-K
Number of Pages: 32
Pub. Date: September 29, 1995
Summary: This novel although in Spanish is fairly easy to follow. It has a very repetitive nature to the
telling of the story with one event building on another, to then each piece coming apart to end the book.
There is a sleeping house when the whole world is sleeping. The setting takes place in one room with the
grandma, little boy, cat, rat, dog, and flea all sleeping. One by one, each goes onto the bed with the
grandma to sleep. Then when the flea bites the rat, disaster slowly begins to ensue as each one begins to
wake up in the order that they climbed into bed.
Literary Critique: This novel is a perfect story to use with young children to have them guess and make
predictions about what is going to happen in the story. They can recognize story building and sequence.
The illustrations in this book are phenomenal. They are very expressive and entertaining. This book I
would consider a picture book because you can basically tell the story just by looking at the illustrations
which is what I first did to understand what this book was about since I read it in Spanish. The students
can tell the main idea of the story pretty well without even knowing what the words say.
Activity: For younger grades, have a worksheet with all the characters. The students cut and color each
character out. Then have them pile on each character in the order they climbed into bed. Then they
should write a sentence for each character as to why they woke up.
Title: Miss Nelson is Missing
Author: Harry Allard
Illustrator: James Marshall
Publisher: Sandpiper
Genre: Comedy and Humor
Level: K-2
Number of Pages: 26
Pub. Date: October 28, 1985
Summary: A story of a terrible class who doesn’t listen to their very sweet and kind teacher. They are the
worst behaved class so Miss Nelson decides to do something about it. One day, Miss Nelson doesn’t
come to class, but Miss Viola Swamp who is extremely strict and no fun. The children are miserable and
come up with ideas of where Miss Nelson might be. Then when Miss Nelson comes back, the students
are so happy to see her and they are so well-behaved. She doesn’t tell them why she was gone, and they
don’t tell her the reason why they behave so much better. The readers are left with the idea that Miss
Nelson was actually Miss Viola Swamp.
Literary Critique: This story is entertaining for students who will discover at the end that Miss Nelson
might have been Miss Viola Swamp. It lets kids think about their behaviors in the classroom. The
illustrations set the mood for page whether the kids are bad and Miss Nelson is there, or how they feel
when Miss Viola Swamp is there, and then how the classroom feels when Miss Nelson comes back.
Students can make predictions and guesses along with the students in the book about what might have
happened to Miss Nelson.
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Activity: There are many different ideas you can do with this story. Students can create a missing person
poster for Miss Nelson, compare and contrast Miss Viola Swamp with Miss Nelson, and the students of
room 207 with their own class, Do a readers theaters reading of the story. Ideas for lesson plans comes
from Miss Nelson is Missing at Busy Teacher’s Cafe. Script for reader’s theater is here.
Title: Miss Bridie Chose a Shovel
Author: Leslie Connor
Illustrator: Mary Azarian
Publisher: Houghton Mifflin Books for Children
Genre: General Fiction
Level: 3-5
Number of Pages: 32
Pub. Date: May 25, 2004
Summary: This is a life story of a lady named Miss Bridie who before getting on a ship to America, she
chose a shovel to take with her. Throughout her entire journey through life, she always brought and used
the shovel to provide for her family, fix a problem, help her family through a hard time, or just to have fun.
It shows how she was able to succeed in life through the use of a shovel. She chose to take something
that would be useful to her life.
Literary Critique: This story has a unique rhythm and pace to it. There is a certain flow to the story. There
are also a lot of prepositional phrases or adverbial phrases to add detail to each sentence which helps
create the rhythm and flow. The story opens up a historical discussion of the lives of immigrants who
came to America and how they worked and created a living for themselves and thrived even through
hardships.
Activity: Miss Bridie took one important object, the shovel, which helped her succeed. Students can write
about a special object and its meaning it has for them and what it represents in their life. Students can
also write about a journey (real or imaginary) similar to how Miss Bridie took a journey. For more on these
activities or other ideas, look here.