Mr. Wuffles

Mr. Wuffles! 

by: David Weisner

Published: 2013

2014 Caldecott Honors Book

Mr. Wuffles! is a wordless picture book that follows a cat, Mr. Wuffles, who chooses to engage with a small spaceship and aliens. Mr. Wuffles and the aliens engage in a chase around the house as the aliens attempt to flee in their spaceship. The aliens and Mr. Wuffles face many obstacles, such as getting trapped, and the aliens teaming up with and befriending insects along the way until they are able to find their way out and mend their ship to return home. 

Response & Visual Literacy

The image used for the inside front cover to set the scene of the book. 

With any wordless picture book, the illustrations within this book are used to tell the entire story. The first place that gives the reader information about the book is the peritextual features. When looking at the illustrations on the inside front and back cover, the reader is able to see that Mr. Wuffles is unamused by his normal toys. This foreshadows that he is more interested in other living creatures, which the reader will later discover as they see the drawings done by the insects and small animals that depict Mr. Wuffles terrorizing them. The first page of the book consists of two different illustrations. The use of these two illustrations is intentional because it shows Mr. Wuffles body walking on the lefthand side, and aliens in their small space ship on the other side. This informs the reader that the main conflicts and events within the story will likely involve these two character groups, Mr. Wuffles vs. the aliens. As the reader progresses through the story, Mr. Wuffles is seen approaching the ship, then proceeding to play with the spaceship as if it is a toy. The aliens are speaking in symbols, which the reader is able to determine that they are exclaiming from inside the spaceship as it is being thrown around. As a result of this incident, the aliens discover their ship is broken, and they must embark on a mission to mend their broken ship. This is where the rest of the plot stems from. The background of all of the images throughout this text are bright, and resemble a realistic house. While this is a science-fiction wordless picture book, the author uses the background images and realistic characteristics of Mr. Wuffles to engage the reader to see a world they are familiar with. The images are displayed in many different ways throughout the book. Weisner had chosen to create each page where Mr. Wuffles is the focus with the full-bleed illustrations where the image fills the whole page. On the pages where the aliens are the focus, Weisner uses framing to create different images, and make the reader feel as though they are watching the aliens progress through their sequence of events.
 In terms of visual literacy, another element Weisner chose to focus on is color, size and shade. He chose to make Mr. Wuffles a dark shade of black, and create a large size contrast between the cat and the aliens. This is important to note because the cat's dark shade contrasts with the light-colored walls, as well as makes the cat a dark focal point on each page he is featured on. This brings the reader's attention to the large dark animal, and ensures that readers understand the importance of the cat's role within the story. This would be a beneficial concept to relay to students, and to bring their attention to what they notice in terms of the authors use of color, placement, and shade and how those factors shape their perception of the key elements and development of the story.

This is Not My Hat

This is Not My Hat

Written by: Jon Klassen

Published: 2012

2013 Caldecott Metal Winner

This is Not My Hat is a picture book told from the perspective of a small fish that has stolen a hat from a larger fish. The story follows the small fishes escape and his naiveness as the large fish trails slowly behind him.

Response & Visual Literacy

The illustrations within this book are used to tell the hidden side of the story. As described by Louis and Serchenynski, the pictures in this book are used to establish the story. This means that the illustrations tell a parallel story that contradicts that of the text. In this book, the text is stating that the small fish is not alarmed about the bigger fish locating him or reclaiming his hat. The dialogue is very confident, and the small fish seems relaxed that he was able to escape and the big fish will not locate him. However, the illustrations tell a contrasting story. The large fish is trailing behind, searching for the small fish that stole his hat. Without the illustrations, the reader would not know that the small fish was at risk. This book is an effective tool for teaching about the importance of illustrations, as well as using illustrations to identify key detail. For example, in the image to the left, the small fish states that no other sea creature would disclose where he was going, but then the illustration shows a crab directing the large fish in his direction. This demonstrates the importance of looking deeply into the illustrations. This text also solidifies the importance of utilizing illustrations to develop characters. In relation to visual literacy, the illustrator intentionally used a black background to bring attention to the details in the muted and lightly colored fish. This color choice brings the readers' attention to the important details within the illustrations, such as noticing the hat as well as the emotions portrayed through the fishes' facial expressions. Since the illustrations are used to establish this plotline, the illustrator was intentional when selecting colors, as well as choosing the have the pages in full bleed. The use of full-bleed coloring was beneficial and important because the fish is talking to the reader. By filling the whole page with illustrations, readers feel more connected and engaged with the story that the fish is telling them, and readers are able to feel as if they are swimming alongside the fish. 

Seedfolks

Seedfolks 

by: Paul Fleischman

Published: 1997

Seedfolks is a children's novel that explores different perspectives surrounding the same community garden. Paul Fleischman writes from thirteen varying perspectives to bring drastically different characters to a common ground, their neighborhood garden. The story is set in Cleveland, Ohio in a time where Cleveland is a melting pot for all different cultures that do not comingle with each other. However, once the garden begins to draw attention and the community begins to partake in planting their own crops, the community begins to intertwine and come together. 

Response: Seedfolks is an interesting story in that there is little dialogue and real-time character interaction. The story is told through thirteen small anecdotes that readers do not begin to piece together until they continue to progress through their reading. Each character's story is drastically different. They each stem from a different ethnic background, as well as varying walks of life. For example, there are characters who barely speak English and are brought to the garden by a caretaker, while other characters are sixteen-year-olds who are unexpectedly expecting their first child and feel lost. The characters intertwine, and they are able to find hope, reassurance, and community together. As a teacher, I would use this novel to introduce character development and relationships. Since the characters refer to each other, it would be beneficial for students to make a character map where they record when the characters interact and discuss each other, and what readers can learn from it. Initially, the students will record observations and discuss the identifiable traits of each character. As the students begin to recognize the relationships between the characters. For example, towards the end of the book, an Indian Man named Amir connects the community in a way that solidifies the purpose for the community garden, and therefore the novel. He discusses how before the garden, the neighborhood was judgemental and segregated. Amir discloses that through the garden, the walls and cultural differences that kept them apart came down. They were able to see each other as people, as well as help each other and communicate within their community. Amir discusses stereotypes that the characters had for each other, and how they were able to overcome the stereotypes and see each other for their true self. This is an important concept and lesson to focus on with students, as well as guide and support them to think deeper about the symbolism of the garden, and specific lines such as on page 72 where Leona says, "Whole garden shuts down, but the garden just keeps going." There are many lines that hold a double meaning such as this, so allowing students to select lines that speak to them, and find a deeper meaning and lesson would serve for a powerful takeaway, and a deeper appreciation for the text. 

Analysis: The use of multiple perspectives in Seedfolks is an intentional decision used to shape and develop the text. It is also symbolic. The community garden is multiple plots coming together to form a bigger picture and community. The novel itself mirrors this same purpose. Each chapter is a different seed plot, and each story builds and interacts to form the greater image and purpose of the text. This book tastefully and discretely deals with real-world issues and barriers that people encounter every day. The premises of the book is that the garden was run down and trash ridden, and people mistreated the land. From rock bottom, the community bands together to bring a run down and ill-treated plot of land to a place where crops flourish. This represents the people in the community, and how most of them were lost or missing a piece in their lives, and the garden was able to heal them, or allow them to find their purpose and role in the community. The characters towards the end of the novel reference how the members of the community used to avoid each other, however, the garden allowed them to open their eyes and break the communication barrier and build a sense of respect for each other. The garden allowed them to put their differences aside and learn to appreciate and learn about the individual identities that create and build the identity of Gibb Street in Cleveland, Ohio. In addition to the deeper messages found within the text, each character is also portrayed with intention. Each chapter is based off of an anecdote by a singular character. In the chapter heading,  there is an illustration done by Judy Pedersen that depicts each character, as well as a symbol that represents their role and background story. These images and items are intentional in that it builds the readers understanding of the diversity in the community, as well as subtly hints at their defining aspect. As seen above, the images of Kim and Ana are intentional and give the reader a hint about their role in the community. Kim plants lima beans, which is mentioned by both herself, and Florence at the conclusion of the book. Ana is seen as the woman who observes and watches the garden grow and mold the community from her binoculars above. 

Journey

Journey by Aaron Becker

Published: 2013

Journey is a wordless picture book that follows a girl into a world of imagination. The book begins when she draws a magic door in her bedroom with a red marker, which she walks through and begins her journey. She creates a boat, hot air balloon, and flying carpet that brings her through castles, rivers, and she even encounters trouble when she is captured by an emperor. Using her magic and imagination, she is able to create an escape plan that brings her back home safely. 

Analysis:  Journey is an elaborate wordless book that follows a little girl through a magical adventure. When looking at the Peritextual Features, both the inside and back cover foreshadow the different places the girl will travel on her journey. There are boats, cars, hot air balloons, and trains. In reference to the peritextual features, the front and back covers are a muted shade of red. This foreshadows the marker with which she will draw to create her journey. They also include small images of the modes of transportation the girl utilizes to travel on her journey. Aaron Becker also includes multi-dimensional layers within the illustrations. The lines and color scheme are monochromatic and muted except for the drawn red creations. As the girl travels, there are complex details within the background. For example, when the book begins, there are layers of city images and scapes surrounding the girl, which is mimicked in the window of her bedroom as the book progresses. After she enters the magical world, the background consists of greenery, woods, streams, and danging lights. This sets the scene that the girl is no longer in the city, and where she is now is drastically different than the world she is used to. This concept continues throughout the book as she travels to a castle, into the sky, and into land, unlike anything she has ever experienced. While the girl's journey is unfolding, the background is filled with details that give the reader insight to where the girl is. For example, hidden within the castle are guards, as well as closed gates and royal characters. This sets the scene that the girl will need to escape out of the castle by drawing a hot air balloon. The architecture that Becker illustrates also provides details and foreshadows the images coming in the future. Each image is intentional and has a purpose that the reader will soon unfold. For example, when the girl finds an imperial ship in the sky, the architecture of the buildings, as well as the clothing on the soldiers, foreshadows where the girl will be next, an Asian Empire. 
As you can see above, and to the right, the color red is the most prominent detail of color on each page. The other colors are muted intentionally so that the author can draw the reader's eye to the focal point, the piece that guides the girl's journey. The red color represents the purpose of the story, that the girl is escaping reality the deeper she goes into this imaginary world. At the end of the book, the girl sees another door, this time it is purple. After entering through the door, she finds a boy with a marker that mimics her red marker. Together, the author foreshadows that they will use both of their magic markers to embark on another journey together. 

Don't Let The Pigeon Drive the Bus

Don't Let the Pigeon Drive the Bus

written by Mo Willems 

Published: 2003

Don't Let the Pigeon Drive the Bus follows a Pigeon who has always dreamed of driving a bus. When he is restricted from driving the bus, he aims to bribe the reader to allow him to drive the bus, and grows in his anger and frustration. 

Visual Literacy and Character Development 

The illustrations within this book are used to strengthen and support the reader's understanding of the text. The first time that the reader is introduced to the Pigeon, the color scheme is very muted. The colors on the page are muted and warm, which allows the Pigeon's light blue to stand out. The Pigeon is small, and placed in the bottom left side of the page.  He is imagining what it would be like to drive a bus. The reader knows this because there is a thought bubble where he is daydreaming about driving a bus. He is visualizing how he would see himself driving a bus. His emotions when driving range from happiness to anxiety and the Pigeon appears tranquil as he daydreams. As the story progresses, the Pigeon becomes more focal, and fills up the majority of the pages. This confirms that the Pigeon is the main focus of the story. His eyes are open and he is engaging with the reader. The lines are loose and rounded in an effort to appear light and simple to the reader. It keeps the Pigeon simple and easily identifiable as a character. The actions and body posture of the Pigeon progress as the story progresses. The Pigeon's desire to drive the bus increases, but he is not allowed to drive it. Due to this, readers can notice within the illustrations, that the Pigeon gets increasingly frustrated. As the character gets agitated, so does his body language and irritation demonstrated through the illustrations. 

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.