Dude

Dude 

written by Aaron Reynolds

illustrated by Dan Santat

Published: 2018

Dude is a picture book that follows a platypus and beaver who want to go surfing with a shark. The three sea creatures go swimming, but they run into trouble when they get closer to the shore. 

Picture Text Interaction: Within this book, the illustrations hold the role of establishing the story. Since there is minimal text per page, the illustrations expand and add to them so that readers are able to understand. Without the illustrations, readers would be unable to comprehend the book. 

Analysis/Activity: Below is the activity Composition that Generates Plots, which enables students to understand how compositions of pictures help to generate and support the plot within a story.

	At first sight, you see...	And then you see...
First opening	There are two animals that have surfboards and there is an ice cream store next to them. There is a speech bubble that says the word “dude”.	We notice two other animals and the caution sign and the animals looked worried when they see the caution sign.  There are a lot of rocks in the ocean.
Second opening	There are speech bubbles with a white background that jump off the page. The animal’s face looks like they are close to the front of the page. The beaver and platypus both have emotion on their faces.	The reflections in the water and the shark fin in the back corner. There are also two mini pictures within the main image.
Third opening	There is a shark on the page. There are four different pictures.  He is eating an ice cream cone.	He offers the ice cream cone to the beaver who is then saying no. The beaver is looking around waiting for the platypus to return.
Fourth opening	It is a darker scene. There is a shark. It is a top view of the shark. There are two other images on the next page that include the shark, beaver, and platypus.	The shark has a bathing suit on him. The characters are confused as to where the shark is going… we infer that through the question marks.

Where is the Cake Now?

Where is the Cake Now? by T.T. Khing

Published: 2005

Where is the Cake Now? is a wordless picture book that follows the popular wordness book Where is the Cake?, also by T.T. Khing. This wordless book is a fun adventure story that shows a group of animals who decide to have a picnic. Within the detailed illustrations, the reader watches as the animals travel through the countryside searching for the perfect place to set up their picnic and eat their cake. Once they find the right spot, the animals discover the cake is missing! Since the reader was typically not looking for the cake during the first read, this book renders a re-read in order to follow the trail the cake takes, and determine where the cake disappeared to. 

Response: Where is the Cake? is a great book to discuss following dreams, and standing up for what you believe in. Through the active illustrations, the reader is able to place themself within the story as the animals travel through hills, rivers, and set up their perfect picnic. I used this book when I began a lesson on looking and learning from illustrations. Students love to discuss what is happening in the story, and it provokes the thought that illustrations hold a lot more value than they anticipated. The illustrations are detailed and colorful and the scenery is realistic. This could be used to discuss the different settings, and how they shape a story. I decided to disclose the title of the book until after the initial read. I did this intentionally to demonstrate that rereading not only helps develop a deeper understanding, but it allows for the attention of different details. Students will love the idea that they did not realize the cake was missing until the end, then they can backtrack and look for different details as they read the story again.
  

Analysis: Wordless picture books are a great way to encourage creativity with students. Specifically, with this book, students are able to write the story from what they can observe from the illustrations. They can pair up with a friend, or write the text for the book as if they were the author. This allows for the students to create, and put themselves within the role of the author. This also allows students to look deeply within illustrations, and create a stronger lens for recognizing detail from the illustrations. All illustrations are intentional. I also utilized wordless books to discuss the concept of visualizing with my class. We talked about how illustrations in all books deepen our understanding of the book, and used this book to recognize how illustrations give readers more information and add to our comprehension of the different story elements. This wordless picture book could also spark the creation of a plotline, or storyline, that follows the story, and then create a parallel plotline that follows the cake.  Through this, it will solidify the value of illustrations, and validate the concept that picture books successfully exist as a combination of both text and illustration. 

Joining the Boston Tea Party

Joining the Boston Tea Party by Diane Stanley

Published: 2010

Joining the Boston Tea Party, written by Diane Stanley is a historical fiction book that follows the time-traveling twins back in time to the Boston Tea Party. This story merges together a fictional story of children using their Grandmother's magical hat to go back in time, with the facts and events of the Boston Tea Party in 1773. 

"Then" and "Now" Contrast

Response: Joining the Boston Tea Party places readers within colonial America through the eyes of current-day children, Liz and Lenny, who travel back in time to watch the Boston Tea Party unfold. This book is a fun and engaging twist on a pivotal historical story. I feel that this book is a great addition to classroom libraries because students are able to relate to Liz and Lenny, and connect to their characters. Liz and Lenny are able to join in with the events of the Boston Tea Party, and even throw tea into the Boston Harbor alongside the Sons of Liberty. The story is told from a third-person narrator, however, the author utilizes many speech bubbles for the kids, as well as the colonial characters to demonstrate the contrast of living during the different time periods. The book includes an informative Author's Note that gives facts and a summary of the historical components of the Boston Tea Party. I believe that the part of the book that will resonate with students most is following the Author's Note. There are two pages that compare life during the 1770s to life now, with the technology that developed, popular activities and day to day tasks. This page would be important to discuss with students, as well as allowing them to create their own list and practice comparing how they live to what they discovered while reading this book.

Analysis: In relation to utilizing illustrations, Joining the Boston Tea Party combines many different elements. The illustrator, Holly Berry, utilizes many key elements of effective illustrations as outlined in the article Comprehension Strategies for Reading  Historical Fiction Picture Books (Youngs & Serafini, 2011). First, the illustrator created the images in this book using both the full-bleed as well as the framing technique. This means that while some of the illustrations cover the entire page, other pages have lots of white space in an effort to distance the reader from the story. Berry used the full-bleed technique to establish the "real" in this story. 

Full-bleed technique on the left, and framing technique on the right. 

As seen in the image to the left, the illustration covers the whole page, and is giving the reader a look at the world during colonial times. I believe that this was intentional in an effort to separate the true events from the dialogue and fictional elements brought in by the twins and grandmother in the story. On the contrary, the illustrator uses framing when the time-traveling characters have a dialogue. I believe that this was done to separate the fictional elements and interactions from the real facts of the historical events that are occurring within the book. The article also discusses the concept of using a technique called offer when creating illustrations. Offer is when the characters look at other items or characters, but not directly at the reader. Offer is used for the characters within this story because the reader is on the outside looking in. Since there is a narrator, the reader is watching the story unfold from outside of the book. The characters are not interacting with the narrator, or with the readers. Due to this, Holley uses the offer technique to solidify the boundary between the characters inside, and the readers and narrator outside of the story. 

Chalk

Chalk by Bill Thompson

Published: 2010

Chalk is a wordless children's book that leads readers through a world of imagination. When a group of children discover a bag of chalk at the park, they determine that it holds magical powers that enable anything they draw to come to life. They turn their rainy day into a sunny day, create a park full of butterflies, and even stir up trouble when one of them decides to draw a dinosaur.

Response: Chalk is such a fascinating wordless story. I love the detail and realistic elements found within the illustrations. The attention to facial expression, setting detail, and shading creates a world that the reader is able to enter and experience. From this book, the story is clear. The illustrations create a clear plotline that readers can follow and understand. Within the classroom, students can use this book to determine the story, or even to identify story elements. I utilized this book twice this year so far. I have a student with autism, who is a very low reader. Each student was given a book and they were to identify the story elements within the story. This student was self-conscious about recieving special accommodations, and they were thrilled when they were able to understand the assignment and identify the story elements within this story without getting frustrated with tricky words.  Since this book is so well crafted, this student was able to succeed and grow their confidence in reading. This lead to a discussion about the importance of reading pictures and illustrations, not just the text. This book was also a great addition to my wordless book study. When my students were studying illustrations, they were assigned a partner and they were allowed to select a wordless book and each tells their perspective of the story. They would each share, then discuss where their stories took a  different direction. This book was a great text for that because the students were able to identify and discuss the strong details and develop a strong plotline for the story. This book also encouraged their creativity so much that I then decided to do a picture walk/read-aloud of the book, and gave the students an option to form their own version of this story within their writer's notebooks. They loved this activity and were able to learn that they can seek inspiration from illustrations to create their own pieces of writing. 

The children hide from the dinosaur they created

Analysis:  The illustrations in this wordless picture book are exquisite. Bill Thomson, the author/illustrator, used acrylic paint and colored pencils to create incredibly realistic illustrations to tell the story. Within this wordless book, readers are introduced to a new twist on every page. Chalk is a beautiful example of realistic illustrations used to envelop all readers into the story. The book begins with a foreshadowing of the problem within the story. The first page shows a rocking dinosaur within the playground. This reappears consistently throughout the story as a motif. The dinosaur was intentionally placed in the background. As readers progress through the pages, they see that the boy gets inspired by the rocking dinosaur to draw a dinosaur with the magic chalk. This brings a dinosaur to life, and the children have to run and hide, as shown in the image to the right. Using this, the illustrator is able to bring the story to a close. The children realize that the chalk did not work until there was sunshine, and therefore they needed to create rain again. Once they draw the rain, the dinosaur melts away, and the children are seen leaving the park with the chalk and rocking dinosaur behind them. This storyline is important to highlight with students and discuss the appearances of the dinosaur. The dinosaur can spark a discussion about problem and solution, and how strong illustrations can guide a story. Also, using this story, teachers can encourage their students to create a story where they find magic chalk, and either create a wordless book, or a written story where they complete their own adventure with the concept within this story.

Ben Franklin's Big Splash

Ben Frankin's Big Splash by Deborah Underwood 

Published: 2015

Ben Frankin's Big Splash is a historical fiction book that tells the story of a young Ben Franklin and his first invention inspired by his love for swimming. This book follows Ben as he creates, tests, refines, and retests different inventions to make him better able to swim like a fish. 

Response: Ben Frankin's Big Splash is a great book that gives a new lens into the life of the famous Benjamin Franklin. Within the story, readers are able to experience a young Ben, and the thoughts and ideas he had at a young age. This book is a fun and creative historical fiction book that young readers would be able to learn many different lessons from. Ben is frustrated that he is not able to swim as well as a fish. Instead of accepting that truth, he asks questions, studies how fish move, and sets out to create a tool that will enhance his ability to swim. After lots of trial and error, Ben creates human swimming fins. This concept would be a great lesson to teach students to not give up, and to challenge the things they feel challenged by. This book is also relatable for many students. Oftentimes, when you study Ben Frankin, it is the latter portion of his life that children cannot relate to. This book makes Ben Frankin seem real, relatable and that his accomplishments are attainable to young children. The writer's craft includes different colors, sizes, and formats of the text which is a great way to engage students. This concept can also be utilized as a mentor text when teaching text manipulation to students. Lastly, this book includes an educational author's note about how this early invention began the path of success Ben Frankin would embark on, as well as a timeline that outlines the key components of his life. This would be beneficial for deciphering between fictional and nonfictional elements, as well as for discussing the history and different stages that shaped Ben Frankin and his life. 

Example of framing within the text

Analysis: Ben Frankin's Big Splash uses many of the illustration strategies which are outlined in the article Comprehension Strategies for Reading  Historical Fiction Picture Books (Youngs & Serafini, 2011). First, the pages are set up as both full-bleed and framing illustrations. The use of these strategies were significantly intentional. The illustrator used framing when the narrator was telling the story, and wanted the reader to have more of an outside view or attachment to the story. The illustrator used full-bleed illustrations when the reader was inside of Ben's head or his thoughts and ideas. This was important because the illustrator was able to encourage the reader to be in Ben's head with him and experience his thought process alongside him. Lastly, the article discusses the concept of offer, which is practiced in this book. Offer is when a character looks directly at other characters or objects within the story, rather than making direct eve contact with the reader. This approach is used to position the reader as a spectator who is observing the story as it develops. The use of the offer technique was intentional because the author was telling the story from a narrator's perspective. Since the narrator was telling the story as it unfolded, the offer technique ensures that the reader is also watching the history unfold from a distance alongside the narrator. 

Ron's Big Mission

Rons Big Mission by Rose Blue

Published: 2009

Ron's Big Mission is a historical fiction book that follows the story of Ron McNair, an African American child who dreamed of being a pilot and followed his dreams to become an astronaut. The story is set in Lake City, South Carolina when Ron is nine years old. He loved to read at the library, and one day he insisted on checking out his books. Since it was during the time of segregation, African Americans were not allowed to check out books from the library. Ron believed this was incredibly unfair and decided to stand on the counter of the library and declare the injustice. After causing a scene, the librarian knew Ron's heart was in the right place and decided to break the rules and give Ron his very own library card, which he could use to take all of his space books home to enjoy. 

Response: Ron's Big Mission is a great book to discuss following dreams, and standing up for what you believe in. I felt as though this book is a perfect age-appropriate story that students could learn from, while also inspiring them with language they are able to comprehend. The bright colors and beautiful illustrations were done by Don Tate, and will keep all elementary students actively engaged. In the back of the book, there is an author's note that summarizes the facts about Ron McNair, and expands upon the influence his actions have had on the library, and on history. This book is an effective tool for teaching equality, injustice, setting goals, and following dreams. Within the classroom, teachers could utilize this book to discuss identifying a theme or lesson, character contrasts, or the deciphering between fact and fictional elements within a historical fiction story. 

Example of demand within the story

Analysis:  In relation to utilizing illustrations, as outlined in the article Comprehension Strategies for Reading  Historical Fiction Picture Books (Youngs & Serafini, 2011), this book embodies many of the key elements. First, the pages are set up as full-bleed illustrations. This means that the illustrations cover the entire page in an effort to welcome and include the readers into the story at a close distance. There is also a strong motif of an airplane throughout this story. There are often planes in the sky, off in the distance, or references in books or posters about planes or aviation. This brings the reader's attention to the dreams and goals of Ron, even if it is not the focal point of the text at the given time. Lastly, the article discusses the concept of demand. Demand is when a character looks directly at the reader in an effort to connect the reader to the character and story. Within this book, demand is used at the pivotal moment when Ron is finally able to use his own library card.  Throughout the story, the reader feels connected to Ron, and wants him to succeed. The use of demand at this moment is imperative because it shows Ron acknowledging the reader during a time of victory. 

One Crazy Summer

One Crazy Summer 

by Rita Williams-Garcia

Published: 2010

Summary: One Crazy Summer, written by Rita Williams-Garcia, is a historical fiction young-adult novel that follows three sisters from New York to California in the 1960s in hopes of connecting with their estranged mother, Cecile. The oldest sister, Delphine, guides her younger sisters, Vonettea and Fern, through the struggles of fitting in with a new community and embracing and discovering their identities and roles within the civil rights movement. The girls discover that their mother is not particularly maternal, had changed her name to Nzila, and was an active member of the Black Panthers, a revolutionary organization in Oakland created to ensure the safety and protection of African Americans. The girls attend "Black Panther Summer Camp" every day, where they learn their rights, form new relationships, and discover the truth about the brutality within their community. 

Response: One Crazy Summer is a beautifully crafted historical fiction book that can be utilized within any classroom setting. The recommended reader age is 9-12, and I agree. There are dark pieces, but they also are raw in their depiction of the hardships during the 1960s. I thought this book was tastefully written by how it was able to tell the harsh historical pieces, while also demonstrating the strength and kindness found by the members of the Black Panthers, and the communities ability to unite and support each other during this difficult time. There is vocabulary that a teacher would need to frontload before reading, such as who the Black Panthers are, who Huey Newton is, and the racial climate in the United States at the time this book was written. I feel like many students in today's world could identify with the characters, specifically Delphine. Her character plays the role of the maternal older sibling, who grew up too fast to ensure safety and security for their younger siblings. Many students will be able to find truth and honesty from her character. This book could be used to aide instruction on the history of the civil rights movement, and make the history more approachable and digestible for younger readers. 


Analysis: In relation to the elements of a well-written book, this book has strong dialogue that adheres to a young audience and puts the reader in the story. Williams-Garcia develops individual personalities for each sister, as well as creating a harsh contrast in the dialogue between the sisters, and the short and quick comments and conversations with Cecile. These dialogues add a sense of depth to the characters development, while also making the sisters more relatable to young readers. For example, the middle sister, Vonetta, speaks loudly and loves to be the center of attention, while Delphine is the analytic and speaks in a more composed and intentional manner. The author is also able to develop unexpected insights through the use of poetic language and poetry. Cecile is a poet, and the children do not know much about their mother until the end of the novel. Cecile is arrested, so the daughters are finally able to enter the forbidden kitchen and read her poetry works. From this unexpected insight, the girls discover who their mother is, and the difficulties she has endured through her writing. Following the integrated poetry, the girls' language becomes poetic, and the dialogue between the daughters, specifically Fern, becomes poetic and intentional to hint at the idea that she is similar to her mother in that way.