#30- When Marian Sang

#30- When Marian Sang

When Marian Sang

Written by: Pam Munoz Ryan

Illustrated by: Brian Selznick

Scholastic Press, 2002

32 pages

Multicultural (African American)

“However, her voice was distinct-strong and velvety and able to climb more than twenty-four notes.”

            This book is about the life of Marian Anderson. From a very young age, Marian loved to sing, and people loved to hear her sing. She began singing in churches, and was chosen for the People’s Chorus. However, growing up in pre-Civil Rights America proved to be a huge obstacle standing in her way of singing professionally. Nobody wanted to train a colored girl. Finally, she caught famous Giuseppe Boghetti’s attention and he trained her. She traveled to Europe and became an international singing sensation. When she came back to the United States, prejudice again stood in her way of singing publically. Eventually, she was invited to sing on the steps of the Lincoln Memorial on Easter Sunday. Sixteen years after this performance, she was able to fulfill her life-long dream of singing in an opera.

            Selznick created these breathtaking drawings by using liquitex acrylics. The pictures are done in an almost sepia color. Every picture takes up a double page spread. Some of the text placement is formal, and some of it is informal.

            This book could be appreciated by anyone, but I believe that it would appeal more to second to fifth grade students. You could have your students fill out a Venn diagram comparing their lives to Marian’s life. This would allow the students to see the difference in the time periods. This book received the Robert F. Sibert Honor.

#29- The Pot That Juan Built

#29- The Pot the Juan Built

The Pot that Juan Built

Written by: Nancy Andrews-Goebel

Illustrated by: David Diaz

Lee & Low Books Inc., 2002

22 pages

Multicultural (Mexican)

“These are the flames so sizzling hot that flickered and flared and fired the pot, the beautiful pot the Juan built.”

            This book tells the story of Juan Quezada, who became a professional potter in Mexico in the 1970s. Each page contains a shorter version of his story, written as a poem. The poem grows and builds on top of itself as the story progresses. On the opposite page, the book details Juan’s life and his process in building his first pot. There are very interesting facts about this process that are included in the book. The paintbrush he used was made out of his own hair. He also followed a trail of ants that led him to fine clay to build his pot. At the end of the story, Juan’s first beautiful pot was built.

            Diaz used Adobe Photoshop to create the beautiful illustrations that cover every page of this book. The pictures seems to be layered on top of each other to create a three dimensional effect. The pictures cover the entirety of every page in a double-page spread. The text placement for this book is informal.

            This book is most appropriate for upper elementary grade levels. The book could be read aloud to the class. The class could then map out and illustrate the steps Juan took to make his first pot. It would be a terrific experience for the students if someone could be brought into the classroom to make a pot in front of them and explain the process to the students. 

#28- You Wouldn't Want to Be an Aztec Sacrifice!

#28- You Wouldn’t Want to Be an Aztec Sacrifice!

You Wouldn’t Want to Be an Aztec Sacrifice!

Written by: Fiona Macdonald

Illustrated by: David Antram

The Salariya Book Company Ldt, 2003

29 pages

Multicultural (Aztec)

“One thing you know for sure is that you wouldn’t want to be an Aztec sacrifice!”

            The book begins by putting you, the reader, in the role of a villager who lives in a Mexican city. You hear about the Aztecs conquering lands, taking captives, and sacrificing them for their gods. The Aztecs have come to your village, and you have to help defend your city from them. At the end of the battle, you have been taken captive. The book then takes you through the process captives go through to be sacrificed for the gods. At the end of the book, you are sacrificed, and the gory details of what happens to your body are described.

            The artistic medium is not given in this book, but it looks like Antram used watercolor and pen to illustrate the book. The pictures are funny, vibrant, and sometimes gory. Every page contains a picture on a double-page spread. Other pictures dot the pages to bring out important details in the text. The text placement is very informal.

            This book is only appropriate for upper elementary level students. I am not sure I would read this book aloud, because some of the details are too explicit for some students to hear. However, the book would be a great book to provide for your students to read on their own. If you deem your class to be mature enough, you could read the book aloud to stimulate class discussions during a history lesson.

#27- You Wouldn't Want to Be a Pyramid Builder!

#27- You Wouldn’t Want to Be a Pyramid Builder!

You Wouldn’t Want to Be a Pyramid Builder!

Written by: Jacqueline Morley

Illustrated by: David Antram

Salariya Book Company Ltd, 2004

29 pages

Multicultural (Egyptian)

“You are living in Egypt around 1500 B.C. How lucky you are!”

            The book starts out by putting you in the role of an Egyptian who is forced to work on pyramids. The book takes you through the process of being chosen to work on the pharaoh’s pyramid, and then the process it takes to actually build it. Pyramids could take up to twenty years to build. The book introduces all the jobs of the builders, and how each of them contributed to the building. The book describes how tough life was for the working Egyptians. It even discusses the pharaoh dying, being wrapped, and then being buried in his pyramid.

            The artistic medium is not given for this book, but I believe that Antram used watercolor and pen to create the cartoon-like drawings. Each page contains a picture on a two-page spread, along with smaller accompanying pictures that capture the Egyptian culture. The caption bubbles provide humor and insight to the minds of the Egyptians.

            This book is appropriate for upper elementary level students. In a history lesson, this book could be read aloud to the students. The students could then write a short story about putting themselves in the life of a working Egyptian. They would write about how their day would go based off of the information from the book. 

#26- Wolfsnail: A Backyard Predator

#26- Wolfsnail: A Backyard Predator

Wolfsnail: A Backyard Predator

Written by: Sarah C. Campbell

Photography by: Sarah C. Campbell and Richard P. Campbell

Boyds Mills Press, Inc., 2008

27 pages

Nonfiction

“Most land snails, such as this one, eat plants. The wolfsnail eats meat.”

            This book details a day in the life of a wolfsnail. More specifically, the book details the wolfsnail on the hunt for its meal. The wolfsnail does not eat plants like most snails; it eats slugs and other snails. The snail taps the top of the leaf to search for signs of food. When the wolfsnail finds a trail to follow, it finds a snail, eats it, then goes back to sleep.

            The photographs in this book are beautiful and colorful. Each picture depicts the part of the snail’s day that the page is describing. The pictures capture parts of a wolfsnail’s life that we wouldn’t normally get to observe. The text placement is formal.

            This book is appropriate for upper elementary level students. In a science classroom, this book could be read alongside a book about regular snails. The students could compare and contrast between a wolfsnail and a snail. This book received the Theodore Seuss Geisel Honor. 

#25- Our World: Rainforests

#25- Our World: Rainforests

Our World: Rainforests

Written by: Valerie Bodden

Photography by: Jay Ireland, Georgienne Bradley, Eugene G. Shulz, Tom Stack & Associates

Creative Education, 2007

20 pages

Nonfiction

“A rainforest is a kind of forest. Rainforests are found near the equator.”

            This very informative book tells the reader all about rainforests. The biggest rainforest in the world is the Amazon rainforest which is largely located in Brazil. Rainforests are hot all year long. They contain many trees and flowers, animals, insects, and birds. Some animals live in the canopy of the rainforest. Many people are hurting rainforests, so there are other people whose job it is to save the rainforest.

            Each page is filled with vibrant pictures. The pictures cover a wide range of life in the rainforests. Trees, plants, flowers, and animals are all shown in this book. Some pages only contain one picture, while other spreads contain three to four pictures. Most of the text placement is formal.

            The book is appropriate for all elementary school students, but early elementary school students would benefit most from it. This book would be a terrific book to read to your classroom while studying about rainforests. You could teach the students how to draw a semantic web. They could each make a semantic web on the topic of rainforests.

#24- Oceans Alive: Crabs

#24- Oceans Alive: Crabs

Oceans Alive: Crabs

Written by: Ann Herriges

Photography by: Getty Images

Bellwether Media, 2007

21 pages

Nonfiction

“Crabs are truly amazing!”

This book tells all about crabs. Some crabs live in the ocean, and others live on the shore. The book informs us all about the crab’s shells. They protect the crab’s soft body; and as they grow, they move into bigger shells. The book goes on to describe parts of the crab’s body, and the functions that each of those parts do. Crabs are able to protect themselves from danger, and they blend in with their surroundings.

Each picture provided by Getty Images showcases amazing images of crabs. The photographs show crabs in their different habitats. One picture even compares a crab to a human hand so children can easily visualize the size of a crab. The text placement is very formal.

This book is appropriate for younger elementary level students. The book could easily be incorporated in a science lesson. After reading the book, the students could draw a picture of a crab and label the parts that the book pointed out.

            

#23- Harriet Tubman and the Underground Railroad

#23- Harriet Tubman and the Underground Railroad

Harriet Tubman and the Underground Railroad

Written by: Michael Martin

Illustrated by: Dave Hoover and Bill Anderson

Capstone Press, 2005

27 pages

Historical Fiction

“Later that night, Harriet decided to head for freedom. Pennsylvania was about 90 miles away. Slavery was against the law there.”

            This book tells the true story about Harriet Tubman’s life, while including some interesting dialogue and thought bubbles. Harriet Tubman was born into slavery. As the years passed, she was told that she would be sold to another master in Georgia. That night she decided to escape. Harriet endured many hardships and much loneliness on her journey to Philadelphia. When she reached freedom, Harriet went back to lead other slaves safely through the Underground Railroad.

            Hoover and Anderson depict this historical story in a graphic novel format. The artistic medium is not listed, but I believe that pencil and oil are used to create the cartoon-like characters within this story. Panels are used to show progression through the story.

            This book is most appropriate for second to fourth grade students. This book could be incorporated in a history lesson as well as an English lesson. You could read this story to your students while studying about the subject. They could then make their own graphic novels about what they learned in the story. This would be a great visual aid for the students to use to remember the facts about Harriet Tubman’s life.

#22- Moses

#22- Moses

Moses

Written by: Carole Boston Weatherford

Illustrated by: Kadir Nelson

Jump at the Sun/Hyperion Books for Children, 2006

37 pages

Historical Fiction

“’How far, Lord’?’ As far as you can walk with me my child, and I will carry you.”

This book contains very true elements of Harriet Tubman’s life. However, the book is mainly about her conversations with God during this time. The book describes how Harriet Tubman gathered the courage to flee from her master. Throughout her journey to freedom, Harriet relies on God’s reassurances to guide her to safety. Harriet has to trust strangers to help her on her journey, and God is the one who gives her the confidence to trust them. Harriet eventually makes it to Philadelphia. Here, she realizes that she needs to help other slaves travel through the Underground Railroad to freedom. With God’s guidance, she does just that.

Kadir Nelson used pencil, oil, and watercolor to illustrate these incredible depictions of Harriet Tubman. Each page is emotionally charged, which allows the reader to feel the worry and sorrow in each picture. The pictures are all double-page spreads. The text is very informal because God’s words are typed in bigger print.

This book is appropriate for any age group, but I believe that third to sixth grade students would most benefit from the book. This book would be a terrific read aloud while teaching a unit on slavery, the Underground Railroad, or Harriet Tubman. The students could write a journal entry about their reaction to this book. Moses has received two awards: the Caldecott Honor, and the Coretta Scott King Award. 

#21- You Wouldn't Want to Be a Roman Gladiator!

#21- You Wouldn’t Want to Be a Roman Gladiator!

You Wouldn’t Want to Be a Roman Gladiator!

Written by: John Malam

Illustrated by: David Antram

Franklin Watts Grolier Publishing Co., Inc., 2003

29 pages

Historical Fiction

“Your fate is out of your control, but you can be sure of one thing-you wouldn’t want to be a Roman gladiator!”

This book starts out by putting you in the role of a Gaul whose tribe has just been invaded by Romans. Throughout the rest of the book, you are captured, sold, and trained to fight in the arena. The book is filled with many interesting facts, as well as funny captions to accompany the vibrant pictures. The book also gives you “handy hints” to help you stay alive during this process. At the end of the story, your body is dragged out of the arena, and another man is declared the victor of the fight. There is a glossary provided in the back of the book to explain some of the content-specific vocabulary.

The medium is not listed for this book, but it looks like Antram used watercolor and pen to create the vibrant and cartoon-like drawings. Each page contains a large picture on a double page spread that portrays the main idea of that page. Vignettes are incorporated on the pages to accompany interesting facts pulled from the text.

This book is appropriate for fourth to fifth grade level readers. It would be advantageous for the students to have this book available for them to read during a unit on Rome. A good activity to do would be to have students fold their paper into sections. On each section, they would illustrate the stages that the book describes to becoming a Roman gladiator. They would write a short sentence to explain their pictures.

#20- Scaredy Mouse

#20-Scaredy Mouse

Scaredy Mouse

Written by: Alan MacDonald

Illustrated by: Tim Warnes

Scholastic Inc., 2002

25 pages


Fantasy

“In a small hole behind a closet under the stairs there lived a large family of mice. The youngest was called Squeak. Squeak was a small mouse, a scared mouse, a stay-at-home mouse.”

            This book is about a young mouse named Squeak. Squeak was always nervous and scared. He liked to stay at home. One day his sister asked him to go to the kitchen with her because she found a chocolate cake. Squeak is afraid of the cat and getting lost. Because Squeak is afraid of getting lost, his sister ties a string around his waist so he can find his way home. The whole way to the kitchen, Squeak thinks he sees the cat. Every time he finds out that he is just imagining it. Both the mice find the cake and start to take it home with them. The cat finally sneaks up on them. They run away and the cat starts to chase them, but he gets tangled up in the string that was tied around Squeak. Squeak eventually finds his courage and overcomes his fear of the cat.

            Warnes’ pictures are very colorful and cartoon-like. The medium is not listed, but I believe he may have used oil pastels and pencil to create the drawings. Proportion is used in these pictures to show how small the mice are compared to everything they face. When Squeak finally overcomes his fear, he is the only character on the page, and he is drawn to be gigantic.

            This book is appropriate for younger elementary level students. You could use this for a lesson on how to fill out a sequence chart. You could demonstrate a sequence chart in front of the class and have them help you fill it out using this book. Then the students could partner up and chose a book to read. They would then have to fill out their own sequence chart based on the book they read. 

#19- I Need My Monster

#19- I Need My Monster

I Need My Monster

Written by: Amanda Noll

Illustrated by: Howard McWilliam

Flashlight Press Inc., 2009

31 pages


Fantasy

“What was I going to do? I needed a monster under my bed. How was I supposed to get to sleep if my monster was gone?

            This book is about a little boy who loves his monster that is under his bed. One day, his monster, Gabe, goes fishing. The little boy is upset because he needs his monster to sleep. He missed his ragged breathing, nose-whistling, scrapping claws, and spooky green ooze. He knocks on his floorboard to summon another monster. Four different monsters come to try and properly scare the boy, but he sends each of them away. Finally, Gabe returns. The little boy is very happy Gabe is back, and he is able to go to sleep.

            McWilliam used pencil on paper, and then painted the pictures with digital acrylic paint to create these beautiful, vibrant illustrations. McWilliam plays with light and shadows in every one of the pictures. Some of the illustrations are on a double-page spread, and some of them are only drawn on a single-page spread. All of the monsters who the little boy rejects are drawn to look silly; but Gabe is drawn to look scary with dark colors.

            This book would be appropriate to use in a 2^nd or 3^rd grade classroom. You could use this book as a writing prompt. Your students could write a story about what their imaginary monster would look like, and what would happen if their monster lived under their bed. They would need to use a lot of description in their writing. They could follow their story with an illustration of what their monster looks like.

#18- First Graders from Mars

#18- First Graders from Mars. Episode 1: Horus’s Horrible Day

First Graders from Mars. Episode 1: Horus’s Horrible Day

Written by: Shana Corey

Illustrations by: Mark Teague

Scholastic Inc., August 2001

32 pages


Fantasy

"So Horus and Pelly bounced into Pod 1 together. And from then on, first grade started to look up."

            This book is about a martian named Horus. Horus loved martiangarten (kindergarten), so he was very excited about starting first grade. When he got to school, he quickly realized it was nothing like martiangarten. Instead of playing and having fun, they actually had to do work. He wasn’t put in the same group with his best friend, his drawing was made fun of in art class, and there was no “snooze time.” When he went home, he decided he was never going back to school. Of course, his mother made him go the next day. When he arrived at school, he met a new girl names Pelly who was nervous and shy about going to school. Horus told her about school, and he realized it wasn’t so bad. He and Pelly happily walk into school together.

Teague uses very colorful, kid-friendly drawings to illustrate this book. The medium for this book is not listed, but it looks like watercolor and pencil might have been used. Most of the drawings have a very round shape to them. The facial expressions of the martians are very readable and comical.

This book is targeted for the younger elementary grade level students. This book could easily be used as an ice breaker book. It would be a terrific book to read to first grade students on the first day of school. It’s silly and outrageous, but it would help the students feel more comfortable in your classroom.

#17- The Little Red Hen

#17- The Little Red Hen

The Little Red Hen

 Written by: unnamed author

Illustrated by: Barry Downward

Simon & Schuster Books for Young Readers, 2004

29 pages

Traditional Literature

“’Who will help me plant this wheat?’ ‘Not I,’ said the duck. ‘Not I,’ said the pig. ‘Not I,’ said the cat. ‘Then I will plant it myself,’ said the Little Red Hen. And she did.”

            This book tells the classic story of a hard-working hen. During the story, the Little Red Hen has to plant the grains of wheat, cut the wheat, go to the miller, make the dough, and bake the bread. The whole time, the hen asks the pig, the duck, and the cat if they will help her with her chores. The animals refuse to help her through the whole story. Once the bread is baked and ready to be eaten, the pig, duck, and cat all want to help the hen eat the bread. She won’t share the bread with them because they did not work to make it. She ends up eating the bread herself.

            Downward uses real photographs that he put together in a collage on the computer. The illustrator uses real animals in his pictures. The illustrations have a comical quality to them. All of the pictures are very bright and colorful.

This story would be most appropriate for a 2^nd-5^th grade classroom. This story could be used for a ‘writing directions’ lesson. The story tells about the process of how to make bread. The students would have to choose something that they knew how to do. They would have to write down explicit instructions for that process. The teacher could bring fresh bread as a fun treat during this lesson.

#16- Aesop's Fables

#16- Aesop’s Fables

Aesop’s Fables

Retold by: Brad Sneed

Illustrated by: Brad Sneed

Dial Books for Young Readers, 2003

30 pages

Traditional Literature

“’You placed your head in a wolf’s mouth and lived to tell about it. What more could you ask for? Now fly, fly away, Miss Birdie, or I will eat you for dessert.’ Then he leaned close and whispered, ‘I promise to chew every bite forty times!’”

            This book contains stories from the original fables from Aesop. It includes stories such as “The Tortoise and the Eagle,” “The Wolf and the Crane,” and “The Ox and the Frog.” Most fables involve two different animals; and usually one of those animals ends up learning a valuable life-lesson. After each fable, Sneed identifies the moral of the story. Each story has a moral that everyone can apply to their own life.

            Sneed uses watercolor, colored pencil, and acrylic on watercolor paper to create these beautiful illustrations. Some of these pictures are drawn in a double-page spread, while others are just single page illustrations with vignettes on the opposite page. Most of the pictures have a warm hue, which creates a relaxed feeling while reading the stories.

            This book is appropriate for adults and children alike, but 2^nd-5^th grade students would probably appreciate it most. This book could be used for comparing and contrasting. The teacher would ask the students to pick out their two favorite fables. They would then have to fill out a chart that requires them to list the differences in the characters, events, and the morals learned in the stories.

#15- The Ant and the Grasshopper

#15- The Ant and the Grasshopper

The Ant and the Grasshopper

Retold by: Amy Lowry Poole

Illustrated by: Amy Lowry Poole

Holiday House, 2000

28 pages

Traditional Literature

“’You will do well to do as we do,’ said one of the ants. ‘Winter is coming soon and food will be hard to find. Snow will cover your house and you will freeze without shelter.’”

            This story has been retold throughout the ages. The book tells the story of a care-free grasshopper and a colony of hard-working ants. The ants are constantly working to gather food and prepare their home for the winter. The grasshopper never wants to work. He sleeps for most of the day, and then he plays and dances all night. The ants try to warn the grasshopper that he needs to prepare for the winter months. The grasshopper doesn’t heed their advice. The winter months come, and the ants are safe in their house. The grasshopper ends up alone and outside in the cold.

            Poole applied ink and gouache to rice paper using traditional Chinese brushes. The technique she used is a traditional Chinese method. The illustrations are in a double-page spread. Every picture contains bright, exciting colors that capture the reader’s attention.

            This book is appropriate for all ages, but probably should be read to middle elementary grade level students. This story could be used during a lesson on plots. The students could work with a partner to identify and illustrate the beginning, middle, and end of the story. The students could be given a poster board to complete this assignment on, and the posters could be displayed in the hallway.

#14- A Child's Introduction to Poetry

#14- A Child’s Introduction to Poetry

A Child’s Introduction to Poetry

Written by: Michael Driscoll

Illustrated by: Meredith Hamilton

Black Dog & Leventhal Publishers, Inc., 2003

91 pages

Poetry

“Listen while you learn about the magic words that have moved mountains, won battles and made us laugh and cry.”

This book is all about different types of poetry. It has two parts: part one is about rhymes and their reasons; and part two is about poetry greats. The book discusses the different kinds of poetry in a very kid-friendly way, and then gives you terrific examples of the specific kind of poetry they are talking about. They give you definitions for words that children may not understand while reading the poem. The book even talks a little about the authors of the poems. There is a CD included with this book that includes all the poems being read aloud. The book contains nursery rhymes such as “Little Miss Muffet” and “There was an Old Woman who Lived in a Shoe.” There are nonsense verse poems such as “Jabberwocky” by Lewis Carroll. Even the “Raven” by Edgar Allan Poe is included in this collection of poems.

Hamilton illustrates colorful, cartoon-like drawings to tell the story of each poem. The medium is not listed, but it looks like pencil and watercolor is used. You can see the layers of transparent colors in each of the drawing. Some of the pictures are full-page, and some of them are vignettes.

This book is appropriate for middle elementary level students (2^nd-5^th grade). You could use this book in a literary center. The students could fill out a graphic organizer on the book as they perused it. They would be able to see and understand all different types of poetry by doing this activity. 

#13- Are You Quite Polite?

# 13- Are You Quite Polite?

Are You Quite Polite?

Written by: Alan Katz

Illustrated by: David Catrow

First Scholastic Printing, September 2007

Poetry

“Are you quite polite having dinner every night? Do you stomp up to the table and then chomp in monster bites? Are you eating or just slurping? And do you conclude by burping? Are you quite polite?”

This book is a collection of poems all about manners. The poems are silly, but they all teach very necessary lessons. The book includes topics such as chewing gum, cleaning your room, rules, being quiet in the library, and sneezing. Each poem can be sung to a particular popular song. For example, the poem “Are You Quite Polite?” is to be sung to the tune of “Do Your Ears Hang Low?” The poems are very comical, and children really seem to enjoy reading them.

Catrow uses watercolors, colored pencils, and ink to make these exaggerated, silly illustrations. All of the pictures are drawn on a double-page spread. The pictures are not at all realistic, but very funny. Each page is full of color, and there is very little negative space.

This book could be used in any elementary classroom, but I believe 2^nd-4^th grade students would be able to appreciate it. It could be used for a lesson about making your own poem. The teacher could play a song for the class, like “America the Beautiful.” The students would then have to create their own poem that can be sung with the assigned song. The topic for their poem would have to be about good classroom manners. 

#12- Poetry for Young People: Robert Browning

#12-Poetry for Young People: Robert Browning

Poetry for Young People: Robert Browning

Written by: Robert Browning

Edited by: Eileen Gillooly

Illustrated by: Joel Spector

Sterling Publishing Company, Inc., 2001

48 pages

Poetry

"The year's at the spring. And day's at the morn; Morning's at seven; The hill-side's dew pearled; The lark's on the wing; The snail's on the thorn; God's in his Heaven-All's right with the world!"

          This book is a collection of poems written by Robert Browning. Some of these poems are about moments in history. Other poems are dramatic monologues. Still, other poems are written about places that Browning has been, or things he loves. Browning's poetry can be difficult to understand, so Eillen Gillooly has written short introductions/explanations for each poem. These introductions help bring clarity into the poetry, which, in turn, makes it more enjoyable to read. Each poem is beautifully written, and filled with emotion.

          Spector uses pastels to create the beautiful and engaging illustrations in this book. Each picture captures a moment that is described in the poem. Some of the pictures take up the entire page, while other pictures are vignettes. The illustrations are amazingly life-like. Spector is able to depict hope, despair, sadness, and beauty flawlessly in his paintings.

          This book is appropriate for upper-elementary grade levels. Some of the poems are difficult to understand, but Gillooly provides explanations and definitions for difficult words. This book could be used for a research paper assignment. Each of these poems has a story behind it. It would be very interesting to have your students research a poem from this collection and write a paper based on what they found.

          This book has not won any awards, but Robert Browning is known as one of the greatest poets of the Victorian age.



#11- I Didn't Do It

#11- I Didn't Do It

I Didn't Do It

Written by: Patricia MacLachlan and Emily MacLachlan Charest

Illustrated by: Katy Schneider

Katherine Tegen Books, 2010

28 pages

Poetry

"I didn't do it. uh-uh. I didn't chew your slipper. I don't like the taste of wool."

          This book is told from the point of view of a collection of puppies. Each individual poem is told by a different puppy, but the poems all work together to form a collection of stories about what dogs experience from day to day. Usually, the poem will be about an event that happened. The puppy will experience something like rain or getting in trouble, and the poem will be his response to that particular experience. Often times, the title of the poem only gives you a hint about what the poem is about. While you are reading it, you are able to try and figure out what the dog is talking about.

          Schneider uses oil paints to create the beautiful, life-like pictures in this book. The pictures were actually modeled after real puppies. Katy Schneider successfully captures emotion in each puppies' eyes. The illustrations tell the story of the poems on each page. The warm colors and hues set the relaxing tone of the book.

          This book is appropriate for any age group. However, younger elementary school students would greatly enjoy the pictures. It would be more efficient to read these poems aloud to a younger age level classroom. The poems can be cryptic, so by reading it aloud, you can guide the class toward understanding what the poem is referring to. This book would be great to use in a poetry lesson. You could read a few poems out loud, and then have your students write a poem about their favorite animal/pet. Younger students could excel in this activity, because the poems do not rhyme.

          This book has not one any awards (yet). However, Patricia MacLachlan has won the Newbery Medal for her book Sarah, Plain and Tall. Katy Schneider's paintings have been exhibited world-wide.