Final Reflection: An Awakening!

REMEMBERING... In the beginning of the course we defined the world "child." A child to us (elementary education majors), is an innocent, happy, imaginative, tiny human who NEEDS the guidance of adults. We explored the idea that perhaps we as adults have constructed a false image of “the child.” In a way, we have "othered" children – they are seen as different.

This idea, "that the child is viewed as different," has led me to the following conclusions: (1) When teachers create these false images of kids, they are preparing themselves for nothing more than an enormous dose of reality - because when they enter the classroom - they will enter a new world where children are not as easily classified into their perceived constructions. THEREFORE, (2) I feel that in order to TEACH children, you MUST be on their level; you MUST be able to see through a different pair of eyes, not merely through the eyes of "adult."
An awakening. I have awakened from a deep slumber of adulthood. As an "adult," I have read countless children's books. It was not until this semester - and a course called "reading and responding to children's literature - that I woke up. I realized through analysis of children’s literature, that children’s books must be read with an imagination (analysis is, in essence, this blog).

In case anyone has forgotten, imagination is defined in the American Heritage Dictionary:

1. a. The formation of a mental image of something that is neither perceived as real nor present to the senses. 2. The ability to confront and deal with reality by using the creative power of the mind; resourcefulness.

I suppose one could say that I did have a sort of imagination before – based in constructed mental images of the child, as it was CLEARLY “neither perceived as real nor present to the senses” (see definition). On the other hand, this falsified definition of “child” may have been constructed by outside influences, i.e. media, pop culture, norms, …

Back to the point, a form of novice imagination has been regenerating inside MY MIND. Am I becoming more child-like myself, or have I developed a new found strategic ability to look at and analyze children’s literature? I would like to argue that both of the above have been occurring. There’s nothing wrong with getting younger, right? And remember, along with getting younger comes the imagination! AND with the imagination running rampant in my own mind, and the increased exposure to children’s literature, I can now exclaim, “I can read (again)!” And finally, I am digging deep into my own knowledge and my imagination (so child-like!?!?), as if to dig into the very core of literacy itself, to find REAL MEANING! Eureka!

I am feeling increasingly confident about enmeshing and utilizing my newly acquired skills of close observation, and the activation of my imagination while reading and responding to children’s literature into my future classroom. Literacy is a major goal of the education system in this country, and I am SO excited to begin putting my own knowledge and plans into action within the system. This is a new generation, READING can be an ADVENTURE.

Big Talk: Poems for Four Voices, by Paul Fleischman & illustrated by Beppe Giacobbe

Neato! This is a book of three unique poems for four voices. I've seen poetry books for two voices, but not FOUR!! Wouldn't it be great to see four students sitting down together practicing this poem... perhaps after reading they could write their own poem for four voices. What would each voice say? And, How does it interact with the other voices? What a fun project this could be for students who enjoy this kind of poetry! Or maybe you could project the poem onto the projector screen, and dividing the class into sections, read the poem as a whole. Or maybe you would have the kids decide how to divide the speaking roles. SO MANY classroom applications...

Fleischman's book is really confusing for one individual. The poetry only works properly when there are four people working together. I had to get some help reading this book. I took it with me to my mom and dad's house over the weekend. My mom, dad, sister, and I read the book together. It was hilarious. The poems are really chaotic and this is accentuated when there are four individuals trying to coordinate their rhythms and tempos. Good Times!

I guess it takes practice to read something like this. There are hints for reading it in the beginning of the book, however I still struggled at first. When we finally got it right, it sounded so cool. The words were all of a sudden filled with power and emotions.

My favorite of the three poems in this book was called, "Seventh Grade Soap Opera." It was like taking a step into the past. The poem captures the drama of the seventh grade that was so familiar. I'm not sure though, I really liked the one called, "One Quiet Evening Here" too. It was funny because, the evening was not really all that quiet with my entire family trying to get the hang of the four-voices thing. In this poem Fleischman uses really interesting choices in words to describe the "QUIET" evening. The final poem is about ghosts, we read it in "scary" voices, but laughed the whole time.

Love That Dog, by Sharon Creech

What a cool idea for a book! So often we (as educators) want to know about the teachers perspective... How did they teach to get the "desired result?" But this book brought up a whole new realm of questions for me... How do children think and learn? How do they interact with what they are taught? I would be interested in hearing more about the child's perspective - not just in writing, but in many other academic situations. For instance, what is going on inside the child's minds who have to go to school in temporary trailers that are decrepit and disintegrating around them? What is going on in the minds of children who attend schools thatdon't have enough funding to buy adequate materials? How does their vision of school and learning compare to the vision of the children who attend state-of-the-art facilities with every amenity and resource at their finger tips? Just one of many thoughts that arose in my own mind as I read about Jack and how he learned to open up to the world of poetry in his own school experience. I wish more authors would attempt to write through the child. I think that we have a lot to learn about how children FEEL in their learning environments.

Jack warms up to the ideas that are mingling in his mind, we see him transform into a more confident writer and reader of poetry. At first he is unable to claim his work, he is self-conscious about what others may say or how his work may be judged by his peers. I like Mrs. Stretchberry's approach to this ownership dilemma. She gives Jack time to develop his confidence and eventually he begins to own his work, he even likes to see it displayed on the board.

It's neat how Creech addresses the "loss of the dog" - in fact this, along with the inspiration from Walter Dean Myers, is what initially sparked Jack's interest in poetry. This shows us how poetry can potentially be a valuable tool for getting kids to start expressing themselves with words. The BIGGEST thing that I learned from reading this story, is that teachers need to dig deeper into the thoughts of their learners to help them through their process of thinking.

On last note: I read the excerpt from Creech's sequel Hate That Cat that was in the back of the book. We see how outside influences can diminish and support a child's writing at the same time. His uncle tells him that his writing is not actually poetry, that it needs these other fancy elements... this works as a segue into many other learning agendas.

Into the Woods, by Anthony Browne

Oh! Another treasure. This book is so cool, everyone needs to read it. Actually I'm sending an alert to all teachers who may happen to read this: READ THIS BOOK ALOUD TO YOUR CLASS! SEE WHAT THEY NOTICE! What do you notice? I noticed that the book had an almost, not almost, just plain depressing undertone... until the end. Don't worry, it's a very unexpectedly happy ending.

The cover may remind you of a well-known fairy tale, actually many of the themes throughout the book are taken from various fairy tales. The boy's imagination seems to be filled with them. The story begins with a thunderstorm, a very depressed mother, a missing dad, and a worried boy. All very dramatic! Then the boy is somehow carrying a basket through the woods to Grandma's house (she's sick, sound familiar?).

You know how, when you are a child, even the smallest task can seem like a dangerous adventure? I remember being scared to death of taking anything down to "the cellar" when I was a kid. It's not that it was scary. It wasn't even really a cellar - it was a completely finished and furnished downstairs level. That didn't matter, what mattered was that my imagination was running wild - I visualized giant, drooling, warty, frog-like demons lurking in the darkness at the bottom of the stairs. It terrified me! I always had to run back up the stairs as fast as possible and push the "monster button" (the knob on the handrail) so I would be safe and the monsters would remain down in the darkness where they belonged.

Anyway, this book explores a child's fear of venturing outside of their comfort zone, and how the imagination can take over the entire experience.

Once again, the illustrations are so awesome! I love the way Browne exemplifies his gift of creating irony and symbolism not only in the text, but ESPECIALLY in the illustrations. There are hidden messages, hidden pictures, and just strange stuff going on in the forest. If you don't see it at first, look harder... and it only gets stranger and stranger as the story progresses.

Twilight Comes Twice, by Ralph Fletcher & illustrated by Kate Kiesler

I am not certain what the target age group for this picture book, but I feel that it could be appreciated by ALL ages - I definitely appreciate it! What an intimate vision this book creates! Twilight Comes Twice. I'm never up early enough in the morning to experience the morning twilight, but this book makes me feel that I know exactly what it's like. The five senses are utilized to their fullest in this poem, even "Sounds ring out more clearly" in the morning twilight. Fletcher's use of the senses creates strong images and puts the reader at the forefront of the twilight experience.

Something that I found interesting as I read the poem is this: Fletcher skipped the entire day. The activities of the day were of no importance in creating a strong representation of Dusk and Dawn. Often we get so caught up in all of our actions, that we don't remember to stop and consider the very obvious occurrences of everyday life (especially in nature - it seems monotonous or unimportant somehow, and perhaps is overlooked) and the beauty, emotions, an feelings that these everyday occurrences can create. For instance, I can tell you all about the episode I watched on TV last night, but for me to attempt to explain the sunset or sunrise - this is an entirely different thing. I would need to really "think" about it - and that is why SOME poetry is SOOOO valuable (perhaps even more so than other forms of writing, not to be biased or anything) - because the writers of poetry must "think" - and thought is what produces the strongest writing.

To explain these more abstract ideas, one must use their personal experience and all of their senses. This is the case in Fletcher's book. He really captures mood of twilight. The illustrations add a literal interpretation to the poem. They attach a person and a place and a mood and a setting to the words in a way that deepens the poem and add a real-life context! The illustrations are impressionistic, using muted, earthy colors that blur into one another on the pages.

Bella and Bean, by Rebecca Kai Dotlich & illustrated by Aileen Leijten

What a different way to approach poetry in children's literature! This may not be considered a traditional "poetry picture book," nevertheless Dotlich writes a beautiful poetic story that has short poems embedded within. The story is about two friends who have very different agendas. Bean does not understand what is so great about poetry... Bella shows her. Bella is constantly contemplating, visualizing, and writing poetry - she demonstrates to the reader how single words can represent a much bigger idea.

The illustrations are what initially drew me to the book. They are so beautiful! They are filled with lovely pastels and muted shades that create a dream-like fantastical visual of the story, the poems, and the characters. Oh, did I mention that Bella and Bean are mice? They are. They wear little shoes, hats, bows, sweaters, and scarves - such sweet representations of the two unique characters.

Throughout the story, which is itself written in poetic language, there are short poems that are developed by the characters. Bean is reluctant to accept Bella's devotion to poetry, but by the end she identifies with the linguistic and emotional power that can be represented by written words. I can imagine reading this book to young children who are just being introduced to the ideas of poetry - after reading you could pair students and they could write a poem together, much like was done in the book by the characters Bella and Bean. This would be a great resource for students who may be reluctant to try using poetry.

This reminds us, as teachers, that children love to play around with words. I remember when I was a kid I thought the word "pants" was hilarious, for whatever reason I don't really know why... It just sounds funny - "Paaaannnts" (you have to really accentuate the "aaaa" sound!) Anyway, we can use the alphabetic and phonetic infatuations of children to get them thinking about poetry as a means for communicating.

Oh, Brother! by Nikki Grimes & illustrated by Mike Benny

This is an interesting book. It begins with a poem about a wedding. Two families join, and through poetry, this book tells the feelings of a young boy when he acquires a "new brother." He shares feelings of jealousy and anger in the beginning of the book. The boy feels that his new brother is taking his place. Eventually, he warms up to his new family. The poetry really captures the emotions and feelings of the boy. This is a really relatable, sweet story about mixed family. It represents the fear and feelings of abandonment that can be felt by children who have lost a parent. I was really touched by the words, it seemed as if they came from .

The poems are written with "natural rhymes" and the twenty individual poems seem to flow with one another, and build upon the previous poem. There are poems of many different lengths - some are only three lines (haiku), others have several stanzas and span two pages of the book. The author uses the senses to create strong feelings in a reader.

The large scale illustrations are well done, and one can see that the illustrator and the author worked in close collaboration in their creation of the illustrations. Each illustration represents the poem on its corresponding page/s. They create really neat visual representations of the author's words. For instance, in the poem titled "Mouse" the boy feels so small in his home with two new family members. The illustrator shows the tiny boy at the ankles of the four new feet.

This is a book of poems that could be VERY useful in a classroom setting!

Bear Hunt, by Anthony Browne

This is another great picture book by Browne. The story, as said in its title is about a bear hunt. The only actual characters are Bear and two hunters. The hunters try to get the bear using increasingly violent methods, but the bear counters the attacks by drawing his way out of trouble. Yep, that's right! Drawing. Bear takes out his pencil and draws a rhino to scare the hunter, or draws a string to trip the hunter...

I just kept thinking about one of my all time favorite books from childhood: Harold and the Purple Crayon, by Crocket Johnson. Much like Harold and the Purple Crayon, the story builds upon the idea of a magical writing tool. In this case it is a pencil. It's a good thing Bear has that pencil!

The story NEEDS the illustrations to be understood. Without the pictures, the text would have little meaning. AND... THE ILLUSTRATIONS ARE WACKY!! There's a lot of really strange detail added into the brightly colored forest scenery of the book. For instance: fingers pop out from behind a fern, green lips form the leaves of a flower, some plants wear top hats, and other plants wear shoes, a bird is shaped like a teapot, etc.

There are so many opportunities to get lost in the illustrations, which is likely ONE MAJOR reason why I seem to enjoy Browne's work so much!

Piggybook, by Anthony Browne

What a little jewel! I just discovered this author, his books are bizarre and AWESOME! This book by Browne shows how Mom must work harder than everyone. After reading the book, I feel bad for all of the years I yelled, "Mom! Can you _____."

Mom gets up earlier than the rest of the family, she makes breakfast, wakes up the kids, and keeps everyone on time. After Dad goes to work and the kids go to school, Mom must do the breakfast dishes, make the beds, and vacuum the carpets. She keeps the order. After that, she goes to her own job! POOR MOM!

I think it is EXTREMELY interesting how the author creates the mother in totally different light than the other members of the family. The author makes a clear divide in the beginning, Mom's work is much less important than the work/school of the other family members. She is basically faceless in the book, chin down as she goes about her motherly roles in which the family expects of her. Mom wears all grey, a frumpy and careworn look - the illustrations that contain her are gloomy, sad. It makes a reader really feel bad for Mom, her entire life is dedicated to service.

There are really cool effects in the illustrations, which one must look very closely to find. Small details such as stained clothing and crumpled newsprint make the illustrations unique and engaging. What's more, is that many of the illustrations have some sort of a "mistake" (perhaps for foreshadowing purposes: an example can be seen on the page where Dad shouts at Mom, "Hurry up with the meal, old girl," (because he's too lazy to get out of the big comfy chair). What's interesting about this illustration in particular is that Dad's shadow on the wall, is a fat pig!!! FUNNY! The author plays around with ideas of stereotypes in a new and humorous way.

In the end the reader is presented with an unlikely role reversal! Good stuff!

So Far From the Bamboo Grove, by Yoko Kawashima Watkins

I began this book with a preconceived idea about the Japanese in Korea, based on the book I had just finished reading: Year of Impossible Goodbyes by Sook Nyul Choi (see previous post). I was angry.

The author of this book shows her readers that it was difficult for both groups during this time in history (WWII). I finished this book with yet another new understanding of the conflict. Although the Koreans were controlled by many groups because of the prime location of the country, communist Japanese and the "Korean Anti-Japanese Communist Party" being among those who sought to control Korea and it's people, many of the Japanese in Korea had experienced a considerable amount of ridicule and unfair/violent treatment.

Comparing the books is extremely eerie, in that the two young girls from conflicting national backgrounds, experienced MANY of the same hardships. For instance, both experienced constant travel, running, hiding. The loss of loved ones, death. Hunger, thirst, and fighting for survival. Loneliness, sadness, hopelessness. Even the task of crossing the railroad tracks across the quick moving river was an experience that the two girls shared.

It is interesting to see how the young Yoko transforms in this novel. We see her living comfortably in the beginning with many luxuries, I think "feisty" is a word I have heard her described as, and it works well (that kid on the video in my Child Lit class used that term). She is feisty. In the beginning, her "Honorable brother" tells to be thankful for the carrots that she doesn't like. He says, "You should be grateful that there is food on your plate." Little did she know that she revisit these very words in her own future, and understand what it feels like to have a gnawing in you stomach because you haven't eaten for days and your feet are raw and bloody from travel. And to just wish you could find a raw wild carrot to munch on slowly.

Also in the beginning Yoko sees her "Honorable sister" cast her a discriminatory "spoiled brat" gaze. In the end we see her revisit her past objectively as she thinks about the "spoiled brats" in her new school. Yoko comes to understand what her Honorable sister meant by the gaze, and ultimately came to realize - through devastating and traumatic circumstances - the errors in her previous ways of thinking.

I was angry when I began, but as the characters in the novel transformed, so did I. I became emotionally attached to the sisters. I was so sad when they were "orphaned." I was constantly fearful for their "innocence" and their lives. The author has a real gift in creating a captivating experience for her readers. Although difficult to read, I NEEDED to know if they would be okay in the end.

Experience can inform anyone's preconceived ideas about history, so can good literature written and read in many different viewpoints! Intriguing!

Year of Impossible Goodbyes, by Sook Nyul Choi

Oh. That was really an eye-opening account of an extremely tragic and dark time in the history of Korea.

The main character, a young Korean girl Sookan, paints a vivid picture of what life was like in the country that was no longer the country it once had been... (did that make sense?) Themes of loneliness, embarrassment, and loss are represented well in the novel through the author's representation of the character Sookan.

I was depressed through much of the story. I wondered, "How is it that children should have to go through such difficult and traumatic events? It isn't fair! It isn't right!" I imagined what it must have felt like for Sookan and her brother - at one point in the story they were all alone, sick, weak, and scrounging for scraps of food. I had a hard time imagining what it must have felt like for them in these moments of their lives. I have never had to feel the intense pain and loneliness that were felt by the children in the novel, I realized that I COULDN'T imagine it - I hoped that I never would. I cried for them.

How can children develop a self identity and a clear understanding of the world, if they are constantly having to change their name, communication, and beliefs? How can they develop an identity when they constantly worry about their well-being, about their survival? This should be a foreign concern for children! Too bad this is not the case in many parts of the world. I suppose it is much closer to home than I had imagined. Children have real-life problems too.

I think I may have smiled once or twice, when a small glimpse of hope was offered. Other than that, I just felt sad and concerned - uneasy - as I HESITANTLY read the novel. It seemed like every time things couldn't be any worse, they were. I didn't want to turn the page.

On another note: The religious representations were interesting to examine in this book. Sookan seemed to mesh the religions of her Mother and Grandfather into one coherent "way of knowing" that was somehow comforting to her...

Despite the strong feelings of sadness the book provoked, I was enlightened by the author's viewpoint and appreciate the details and emotions she shared. Seriously eye-opening, and leaves a reader wanting to learn more.

Glogster

Thank You, Mr. Falker, by Patricia Polacco

Oh! I exclaim in delight! This is one of the most touching books I have ever read. People must read this book - ESPECIALLY TEACHERS - it will provide an even greater sense of purpose.

It is refreshing to see that there are children out there who grow up to be adults (like Polacco) that recognize the good teachers out there and how they helped make a REAL difference. This is why we teach, so that we may try to reach out and offer guidance, undivided caring and interest in our students, and the undying vow to educate and therefore enlighten every child. Sounds reminiscent of a utopian vision, but I swear: if every educator lived what they preach we wouldn't have stagnate dead-beat teachers out there who go through year after year after year after year teaching the same stale curriculum to bored, unenlightened students. Each new year should be a new academic adventure for students, we as teachers need to make that happen. I can only hope that someday a child can look back on their experience in my classroom and think, "Wow, now that's a teacher who really made a difference for me," or "She really helped me out during some difficult times." What a gratifying thought for a future educator.

I felt close to Trisha (Patricia Polacco) the young girl in the book who was struggling with academics, especially reading and math, and who often found refuge in her artistic abilities. Trisha thought she was "dumb" and the other kids teased her to the point of self-isolation and withdrawal. The book showed how lonely she felt, being the subject of ridicule and harboring a very dangerous secret: she had never learned to read. . . Until finally after a move to California and a new fifth grade teacher, her learning disability was recognized, dyslexia. Mr. Falker ended the ridicule in his classroom and pointed out the artistic giftedness of Trisha, which did not go unnoticed by her peers.

To think that there was only ONE teacher out there that was able (and willing) to invest enough of themselves to see through Trisha's shy exterior and withdrawn behavior in school to detect a REAL ISSUE saddens me, but gives me hope at the same time. I will be that teacher, and I can only hope that every other teacher in the world can say the same.

We should all be Mr. Falkers!

Thunder Cake, by Patricia Polacco

Mmmm. I'm hungry now. Thunder cake looks amazing.

Why are we so afraid of thunder as children? It's loud noises in general - it just disturbs the senses, confuses, disorients... Polacco writes a brief prologue explaining her motivation for this story.

Polacco uses this book as a means to explain how her Babushka (grandmother) helped her to overcome her own childhood fears of the noisy and terrifying midwestern thunder storms. It is a story that portrays a strong bond between the young girl and her grandmother. The warmth of the story is felt by the reader, and a smile slowly grows on your face as the story progresses. We learn that sometimes distraction and companionship can diminish our fears. It's even better when we get yummy cake during all of it.

Polacco uses wonderful pencil drawings with watercolors in earthy tones paired with details of traditional Russian influence to recreate the farm in Michigan where her grandparents lived. The illustrations show the storm getting closer and closer, and throughout the text the sounds of thunder get louder and longer. Kabooom, boooooom ba-babooooooooom, crackle crackle boooooom ka-boooooom... Ha! That would be fun to read aloud to a room full of kindergartners!

The pair of characters travel all around the farm to collect all of the ingredients for the cake, all the time the reader feels the strength and comfort that is provided by Babushka. And, by the time the cake is finished baking the fear of the thunder has lifted, there was nothing to be afraid of anyway!

At the end we even get Babushka's recipe for thunder cake, yummy, what a tasty treat during a thunder storm!

Pink and Say, by Patricia Polacco

What a book! Polacco knows how to take a story that has been told to her and put it into beautifully composed words and illustrations. After having read this book, I was filled with a newly acquired sense of understanding of the events that occurred in our country between the confederate and union states during the Civil War. I cried. How could there have been a time when people were bought and sold? A time when people were publicly beaten and hanged because of their skin color? It seems completely foreign, but it is literally VERY close to home. AND the fact-of-the-matter is, there is still racist behavior and prejudices of all kinds in this country.

We as teachers MUST work harder than anyone else to combat these evil forces if we want to create a future that continues to foster ideals of kindness, compassion, and sensitivity toward others.

The story of Pink and Say is a true story about two young Union soldiers from different outfits. Sheldon (Say), a 15 year old white boy was badly wounded when Pinkus (Pink) a black boy about the same age as Say finds him suffering in the tall grass and carries him to the safety of his family's home where Pink's mother cares for Say until he is healthy again. The book is dramatic, portraying feelings of sadness, loss, and inadequacy.

I wish I could say the ending is a happy one, but like most stories of war - the book ends in tragedy also. Polacco did not set out to glorify the war in this book. She instead set out to create an accurate portrayal of the hardships faced before the abolition of slavery in America. This would be a great piece of fiction to use in the classroom; I wonder if students would be as touched as I was?!?!

When Lightning Comes in a Jar, by Patricia Polacco

When Lightning Comes in a Jar was inspired by Polacco's love for storytelling and her dedication to passing on her memories of family.

The story is about a family reunion and a special event that took place. Every family reunion was so predictable for the young girl (Polacco) in the story, she thought she knew exactly what would occur because it was the same year after year. First the cousins would come, then the Jell-O molds and meatloafs would be brought to the table, then the annual baseball game, the bag races, watermelon seed spitting contest, then the storytelling . . . But this summer, Gramma told her that something else would happen, as she suggested: "And we might catch lightning in jars."

Of course, what child wouldn't be intrigued by such a comment, LIGHTNING IN JARS!!! What in the world does that mean. The entire day of the reunion adds to the suspense surrounding this activity that was soon to take place, catching lightning in jars. The family gather for the storytelling and the children are all extremely anxious to discover what this may mean. Finally, after dark, the jars come out and the "magic" begins.

The story ends with Polacco sharing how the tradition of catching lightning in jars is carried on today by her family. The final words and images of the book leave the reader longing to carry on their own family traditions, allowing the imprints of the past to become an essential part of building the future.

The Keeping Quilt, by Patricia Polacco

Yet another rich picture book by Polacco filled with themes of family tradition and strong cultural influence. The story evokes the emotions in a reader that create a strong reaction and the feelings make one contemplate the memories of their own family tree. The "Keeping Quilt" reminds me of the patchwork teddy bears that my grandma made out of my grandpa's old shirts after he died. She made one for me and all of my cousins. Perhaps someday, someone will use my old clothing to make something that can be shared with the family I will never know. Memories need to be passed on, quilts and stuffed animals can hold be way to keep the memories alive.

The text flows beautifully from page-to-page. It tells the story of a quilt made of the clothing of relatives past, which has been passed through the generations and is currently in the care of Polacco's own children. The story speaks of the possession of the quilt, how it was made by the elders of Great-Gramma Anna's generation when their family had just moved to America. Then, how it was used, as a tablecloth before the Sabbath, as a huppa at the weddings of the girls of four generations, as a cape or a tent when children played, as a picnic blanket, to wrap a new baby in . . . When each young girl became old and then died the family mourned, but the quilt was still passed onto the next generation.

The color in The Keeping Quilt is again (like Emma Kate by Polacco), focused on contrast. The pencil drawing illustrations are all black and white, except the QUILT which appears on every page in all of it's colorful glory. The characters on the pages reflect the emotions of the story, weeping over the death of a loved one, or rejoicing with the happiness of welcoming a newborn into the world. It is really neat that Polacco chose to depict her own family in the book, it gives more than a glimpse into the life of an amazing author and woman.

January's Sparrow, by Patricia Polacco

This book, written using a modified dialect from Unchained Memories: Readings form the Slave Narratives, tells the dramatic and heart-wrenching story of the Crosswhites - A family who flees a Kentucky plantation after a young man, January, is brutally beat and left for dead in the streets. January had whittled a wooden sparrow for Sadie, the main character of the story. Although they weren't really related as family, Sadie and January were as close as brother and sister. When the family leaves the plantation, Sadie forgets the priceless wooden sparrow from her "eldest brother" January for whom a grave was dug by Sadie's father before they ran. Sadie continues to think about the message the little bird stood for: "".

The reader becomes attached to the family and hopes for their safe escape. They find refuge in Marshall Michigan after traveling for some time on the Underground Railroad. Finally the little wooden sparrow resurfaces with a note of warning from the slaveholders: "I found you." The family once again fears for their lives. The entire community of Marshall, both black and white, fight for the rights of the Crosswhites, "people ain't nobody's property!"

The reader is surprised by a pleasant ending and an unlikely reunion at the end of the book. Polacco really knows how to reach out with the emotions of creativity in text and illustrations, to grab your interest and really make you think about how it may have been for this family in the 1840's.

The illustrations are large, colorful, and descriptive. Accurately depicting the emotions on the faces of the people in the story. There are some pages that may be considered violent or graphic, but I feel that this is only necessary to create such strong feelings and reactions from a reading audience.

January's Sparrow is a long picture book - 94 pages (was in the fiction section of the curriculum lab). I think that this would be a wonderful book to read aloud in a classroom to introduce ideas of racial discrimination, prejudice, and civil rights movements, or to just get kids thinking! Thinking about the history of this country, and what we can do as people of the future to continue to expand the growing ideals of acceptance and compassion.

Babushka Baba Yaga, by Patricia Polacco

OOOOoooo! What an exciting and magical book. I found myself REALLY enjoying the story of the old ones (Babushkas - grandmothers) and the Baba Yaga (creature of the forest, the last of her kind) who longed to be part of the community of elders. The characters are so unique, which has been the case with Polacco's books. The author came from a family of storytellers with rich family heritage, and has taken a Russian folktale which was told to her, and adapted it in this picture book.

The Baba Yaga in this book is an enchanted creature who is constantly surrounded by little fairies and forest animals. She has pointed ears, deeply creased skin, a scrunchy face, and is covered by earth. The Baba Yaga sneaks into one of the Babushka's gardens and "borrows" some of the clothing hanging on the clothes line. She disguises herself as a Babushka and introduces herself to the villagers and becomes "Babushka" herself. She begins caring for a little red-haired, freckly boy - Victor. The illustrations use bright, vibrant palette of watercolors to illustrate the magic of the forest and warmth and feelings of community and security in the village.

The Babushkas (and Baba Yaga) are all gathered together one afternoon telling stories and legends, when the tale of the Baba Yaga comes up. The Babushkas speak of the horrible witch-like creature who lurks in the forests and at night comes into the villages and steals children from their beds. The Babushkas say that the Baba Yaga gobbles up babies. The Babushkas threated the children:

"And if you don't behave, she'll come and get you!"

How horrifying! Victor was deeply troubled at the thought of a creature who eats children, and the Baba Yaga feared that she would be discovered and therefore destroy the bond she had created with the boy. "She left, never to return." Finally the Baba Yaga is able to prove herself as a loving being who has been greatly misunderstood, and the people of the village open their hearts to the Baba Yaga.

An important message is learned:
"Those who judge one another on what they hear or see, and not what they know of them in their hearts, are fools indeed!"

What a delightful story! Good for all ages!

Emma Kate, by Patricia Polacco

This is a short (I think it's one of Polacco's shortest), sweet book about two best friends who do everything together. One friend is a little girl, and the other is a big, grey, wrinkly elephant. The reader wonders the entire time, "Which friend is Emma Kate?" at the very end of the story, Polacco reveals who's who.

This a book that almost every child can relate to - imaginative play and friendship are close to the hearts of children. Polacco has based this story on an imaginary elephant friend from her own childhood.

Polacco has a vivid imagination herself and this imaginative quality is reflected in both the stories and illustrations of her children books. The illustrations in this book are very lovely. She uses a realistic style and close attention to detail to create intricate pencil drawings. The detail is so neat! The weight of the elephant becomes apparent when the reader sees that the sofa is crushed like an accordion when the elephant sits down, and the bike tires are flattened out from the enormous size of the elephant when the two friends ride double.

Polacco's use of color in this book is very interesting. She chose to use watercolor selectively in the illustrations to create contrast between the characters, objects, and interactions between them. The little girl's dress for instance, is painted in a vibrant red with a blue flowery pattern - the pattern of the dress is part of every illustration - it is the only constant color carried from page to page, otherwise the majority of the illustrations are done in black and white.