Time For Bed

Author : Mem Fox
Illustrator : Jane Dyer
Publisher : Houghton Mifflin Harcourt
ISBN : 9780152881832
            (Buy / Borrow)

     Having been asked to respond to the question, “Is this an author you would like to read more from, and why?” after listening to a reading of Time For Bed written by Mem Fox, illustrated by Jane Dyer, and published by HMH Books, my answer is absolutely and unequivocally YES!  So far, I've read several of her books and I find her knack for developing engaging text completely irresistible.  What has endeared Mem Fox to me so much more than her amazing talent for writing children’s books, however, is reading about the way she creates her stories.
    On her website, www.memfox.net, she recounts a little bit of the tale of how Time For Bed came to be.  “I was preparing a workshop one night for junior primary (lower elementary) teachers. My aim was to demonstrate ‘group writing’. I thought if I could find two good rhyming lines to start with we could finish the story together, much as the teachers might, with their own children in class. So I came up with:
          ‘It’s time for bed, little mouse, little mouse,
          Darkness is falling all over the house.’
I liked it but wondered how difficult it would be to finish. Would the teachers and I be able to do it? I decided to try to finish it myself to see how hard it would be. I was so pleased with the first draft I read it to Malcolm who was crazy about it and said: ‘I think you’ve just written another book.’”
    I can honestly say that I’ve read over this entry on Mem Fox’s website as much as I’ve read and reread the copy of Time For Bed that I found and purchased at Barnes and Noble this week, and with as much joy.  It is truly something special when you are able to see someone doing what comes naturally, and so well, without even trying!  It’s these special bits of a creator’s personality that help to make books like these memorable experiences for children.  For instance, the Mem Fox of my childhood is American author and illustrator Richard Scarry.  Quite by chance, my sister and I received a copy of his Best Word Book Ever, and from then on, we were hooked on everything he produced.
    I will definitely be adding copies of Wilfred Gordon McDonald Partridge, Possum Magic, Wombat Devine, Shoes From Grandpa, and Hattie And The Fox to my collection of books, and I have a feeling that, as I become more acquainted with the other books from Mem Fox’s catalog, I will be adding many of them as well.
     Even if I don’t end up teaching in the lower elementary grades, these books can still be very useful.  During some time spent observing a fifth grade class, for instance, I noted that the teacher would select and read a children’s book each day after her students returned from recess as a way to center and refocus them.  It was an amazingly effective technique, and I look forward to using it in my own classroom someday.

The House In The Night (2009 Caldecott Medal Winner)

Author : Susan Marie Swanson
Illustrator : Beth Krommes
Publisher : Houghton Mifflin Harcourt
ISBN : 9780618862443
            (Buy / Borrow)

     Upon reading The House In The Night written by Susan Marie Swanson, illustrated by Beth Krommes, and published by Haughton Mifflin Harcourt during today, it immediately made me think of another children’s picture book that I’d read while caring for the young daughter of a friend.  I was incredibly thrilled then, that I'd decided that this post’s theme was to be of the text to text  comparison nature.
    The other piece of literature to which I am referring is a book entitled All The World, written by Liz Garton Scanlon, illustrated by Marla Frazee, and published by Beach Lane Books.  As I’ve recently learned, it is one of the Caldecott Honor recipients for 2010, although the copy I had the pleasure of exploring with my friend’s child did not reflect this fact.  The way the story line moves is reminiscent of the aforementioned Caldecott Award winner.  Additionally, I find the expansion of the illustrations of both books, which incorporate incrementally larger views of their respective environments, to be similar in nature.
    I do have slightly more of a preference for The House In The Night’s imagery and the way in which that imagery corresponds to the symmetry of the storyline.  I also feel that Krommes’s application of a lack of color with the exception of yellow representing “the light” to be genius in its simplicity despite its distinct ability to relate to and broaden that storyline so comprehensively.  There is little for anyone to wonder about with regard to the book’s worthiness of the Caldecott Award.
    That being said, I still have nothing but high praise for the creators of All The World.  The poetic beauty of Scanlon’s lyrical styling and depth shine as brightly as “the light” from The House In The Night, and Frazee’s artful illustration of sweeping panoramic vistas add any and every last bit of detail for young imaginations to feast upon visually. 
    Having had the experience I did with this book, I’m going to make a point of paying extra close attention not only to those illustrated books that have received the topmost of Caldecott honors, but also those that were in contention for the gold medal as well.  There is a wealth of extremely valuable and superbly assembled work to be explored and I surely would be remiss if, due to any lack of effort on my part, I did not take advantage of the opportunity to become acquainted with it.
    Learning of and understanding about how these two books relate with one another is useful to me as a future teacher of young children, but it is also useful to me as someone who reads.  I would not have been able to convey this experience and extend it to my students, had I not already worked through an exercise such as this text to text comparison.

Possum Magic

Author : Mem Fox
Illustrator : Julie Vivas
Publisher : Houghton Mifflin Harcourt
ISBN : 9780152632243
            (Buy / Borrow)

     Possum Magic by Mem Fox is an excellent example of children’s literature in my opinion.  I’m a big fan of any kind of literature, fiction or non-fiction, that introduces the reader to surroundings that are different than the world in which they currently live.  This is especially important during the earlier years of our lives, when our neurological physiology is undergoing such rapid development.  Experiencing varied imagery and thought processes while we are young will help our brains adapt and accommodate many thoughts, ideas, and points of view, which in turn, will make us more well-rounded individuals over the course of our lives.
    Books like these were a staple of my youth, and I attribute a significant amount of my achievements academically to the care my parents took in helping my sister and I to build our personal libraries as we grew.  I remember having picture books that taught us about the Eiffel tower in Paris and Big Ben in London, and I loved when my parents would sit with us before dinner and read them to us.  After a while, once we already knew the story and would remember it, they would add information that wasn’t contained within the books.  For instance, moving through the book about London and Big Ben lead to questions and conversation about Winston Churchill, World War II, The Beatles, monarchy, and, from what I can remember, American History.  The stories in that book expanded to include history and facts that only increased the curiosity that my sister and I had about the world, the differences between its various countries, and the lives and ideas of notable individuals throughout.
    Later, in elementary school  grades two through five, we were lucky enough to use a series of reading comprehension workbooks (although at the moment, the name escapes me), which also introduced us to people and places that were foreign to us.  I remember learning about the famous Chinese American architect I. M. Pei, a skyscraper called the Bank of China Tower that he designed, and how he oversaw its construction.  I also remember how amazing it was to me that he was born in China, a place I had never been, but also studied at MIT and Harvard in the United States, which were places I’d heard about more frequently.  It definitely helped me to develop my own view of the world and how the pieces of the huge puzzle that I knew as the globe fit together.
    Just as the books my parents shared with my sister and I brought about questions from us that served to expand the stories further than the pages inside a children’s book, I see Possum Magic providing that same level of depth.  I can easily picture a child asking questions such as “Where is Brisbane”, or “What is Vegemite”, that over the course of time, will turn into a surprising amount of gained knowledge for that child or children.

The Man Who Walked Between the Towers (2004 Caldecott Medal Winner)

Author / Illustrator: Mordicai Gerstein
Publisher : Square Fish
ISBN : 9780312368784
            (Buy / Borrow)

     I was pleasantly surprised one day during class that this book was chosen for a read aloud.  I had recently watched the documentary about Philippe Petit on television, and I didn’t know that someone had written a children’s book about his high wire adventure between the two World Trade Center towers.
     I really enjoyed the auditory and visual embellishments that were added during the read aloud as I did during a similar read aloud of Wilfred Gordon McDonald Partridge by Mem Fox.  The most interesting parts of the book for me, however, were the pages that folded out to emphasize the height of the buildings and how far the distance was between them.  Growing up as I did, in a world where the internet had not yet become mainstream, reading and imagination were the two things I could always use to be “transported” to new and different places any time that I wanted.  Books such as these were akin to magic for me as a child.  I can remember bringing the same ones home from the library over and over again, even after I knew the entire story by heart, just because of the unique features like foldouts.
     As the subject of this entry in my blog is not only about the literature and how it was presented, I have some other thoughts with regard to the story’s connection to the world around us.  I must say that I felt that my instructor's reason for choosing this particular book to read, just before the nine year anniversary of the World Trade Center tragedy, was very admirable.
     It is a sad fact that most of the memories associated with those towers today are of death, destruction, heartache, malice, and hatred.  He was right to point out to everyone that there are plenty of positive memories that we can look fondly upon as well.  I think it speaks to the state that the people of the US have been in for the past several years.  Almost on a daily basis, it seems as though we are reminded that we should fear this “dark force” that could be all around us and might strike at any second.  We are so programmed to be aware of this “looming threat” that the power of the negativity pervades our days and nights.
     A reminder of a comically innocent event, despite its illegal and ill advised nature, is just what is needed when looking back at the legacy of the towers.  Some may ask, “What is the inherent value of Mr. Petit’s actions?”.  To those individuals, I would like to draw their attention to the actions of a similar individual, Daniel Goodwin, who has recently been in the news for climbing the exterior of the Millennium Tower in San Francisco, CA on September 06, 2010.  Like Mr. Petit, Goodwin was also arrested for performing this dangerous feat.  Among his reasons for undertaking the climb, he stated that he did so to inspire others like himself who are battling cancer.  Perhaps his method of providing inspiration was also ill advised, but just as Mr. Petit “had to walk”, Mr. Goodwin “had to climb”, and in a world that is silently whispering “can’t” inside the minds of its citizens, value in the levity of the actions of someone who only hears “can” is immeasurable.

Marjorie Weinman Sharmat Author Study

Here is a link to an author study I completed about Marjorie Weinman Sharmat and her wonderful, entertaining, and educational Nate the Great series of books.

Marjorie Weinman Sharmat Author Study

Note: You must have Adobe Acrobat Reader 7.0 or higher installed on your computer.

A Visit to William Blake's Inn : Poems for Innocent and Experienced Travelers (1982 Newbery Medal & Caldecott Honor Winner)

Author :  Nancy Willard
Illustrator  :   Alice Provensen
Publisher  :  Harcourt Brace Jovanovich
ISBN  :  0152938222
              (Buy / Borrow)

     Back when I was studying for my undergraduate degree in Computer Science and Mathematics, I came to a point when I thought I was finished with all of the work I needed to do, and was simply biding my time until I received my diploma.  Imagine my surprise, however, when I submitted my application for graduation and found out that I hadn't completed all of my required liberal arts curricula!  I was enraged!  Due to a difference of opinion (and a decidedly unpublicized change in the course description) with regard to whether or not an English class I had taken previously was considered "writing intensive", I still needed to complete an English 110 course to be eligible to graduate.  I was so close to being done, that I didn't put up much of a fight, grudgingly located an English 110 class that didn't start too early in the morning, and signed up for it in my final semester.
     Now, that I'm a little older and much less of a brat, I look back at that class as one of my best experiences in college, and firmly believe that I was made to take it for a reason.  We studied amazing literature like Seamus Heaney's brilliant translation of Beowulf, the insightful and provocative work of Allen Ginsberg, and last, but in no way least, the wonderful poetry of William Blake.  Until that time, I had considered myself a well read individual, possessing a fair bit of knowledge about literature and prominent literary figures.  The most important lesson I learned in that class, though, was that in reality, I hadn't even scratched the surface with regard to such knowledge.  My professor helped me to dive, head first, into the exploration of what is truly awesome work, and I haven't looked back since.  In celebration of that leap, I've chosen this week's subject "A Visit to William Blake's Inn : Poems for Innocent and Experienced Travelers" to cover in my post.
     The title of Willard & Provensen's book is a reference to two of Blake's most celebrated works, "Songs of Innocence" and "Songs of Experience", which are now mostly published as a single volume.  Widely misunderstood by those of his own generation, Blake's contention was that all children are born innocent and as they grow and move toward adulthood, that innocence is lost, making them largely the sum of their life experiences.
     A skilled apprentice of renowned engraver James Basire, he was a visual artist long before he was a literary one.  Using copper plates as his canvas, William meticulously drew his poetry and illustrations onto the metal using acid-resistant material.  Once complete, he would then etch the plates using acid to burn away any copper remaining uncoated.  The plates were then used to print his images on paper which he would paint using watercolor.
     I find it very fitting that Alice Provensen's illustration earned her a 1982 Caldecott Honor, given the artistic beauty which provided the inspiration for her work on this book.  That being said, I must also pay hommage to Nancy Willard's excellent poetry and how well it lends itself to the interpretation and adaptation of Blake's original verses and thoughts.  It is certainly worthy of an award such as the Newbery Medal and I think, sheds a lot of light (no pun intended) onto the key concept he was trying to convey.  As its title suggests, individuals of any age, from innocent to experienced, will be able to glean some special or personal meaning from their visit to William's inn, and that is an experience containing a lot of inherent value, not just for the students, but everyone involved.
     When I think about how I'm going to use this book with elementary school classes in the future, I can hardly contain my enthusiasm.  There are just so many ways in which it can be used in lessons from grades 2 through 5.  For the younger students, it is an amazing example of the use of rhyme, rhythm, and repetition as well as a practically perfect introduction to the the various forms of meter style.  Without even delving beneath the literal meaning of Willard's words, there is much to be learned in the form of vocabulary, history, and basic symbolism.
     With older, more developed students, an educator could begin looking at the deeper meaning behind the poetry, and have them create compositions, art projects, or even poetry of their own in reaction to what they've read.  My first choice for an assignment like this would be the poem "Blake Leads a Walk on the Milky Way", the illustration of which is pictured at the top of this post.  I would structure the exercise with a series of open-ended questions for the students to consider, such as "Is the rat's poor, "sullen" attitude a result of its being presented with boots of iron, while others received those made of emerald, silver, and gold?  Or was it presented with those iron boots because of its sullen negativity?", and "As what kind of metaphor do you think Nancy Willard created this poem?".  I'd be most interested to see the variety of insight among  my students, and would highly encourage them to develop their ideas fully.
     Another intriguing idea, would be to coordinate with teachers from each level to cover "A Visit to William Blake's Inn" several times over the course of grades 2 through 5, having students add to the work they've previously completed, and finishing the book in possession of a volume of their own creation.  A project like this, I feel, would allow them to reflect on their thoughts and ideas over the course of their development and provide them with a certain understanding of themselves that is greater than merely the sum of each lesson's individual parts.  I think this would benefit our students over their entire academic careers too, not just during those years in which they participated in the project.  Imagine, if you will, how much further they will be able to take their ideas when, as they are applying for graduation from their own colleges, they have the great fortune to be told that they need just one more English class.  After all, it was one, Mr. William Blake, who so accurately stated :

"No bird soars too high if he soars with his own wings".

Arrow to the Sun: A Pueblo Indian tale (1975 Caldecott Medal Winner)

Author / Illustrator :  Gerald McDermott
Publisher  :  The Viking Press
ISBN  :  0140502114
              (Buy / Borrow)

     Finally!  I've come to a week where my choice for the subject of a post was not difficult to make at all.  As you can see from the information above, I've chosen to cover Arrow to the Sun: a Pueblo Indian tale by Gerald McDermott as an example of a piece of multicultural children's literature.  Lest the ease with which I've made my selection be misconstrued as requiring less thought or effort in the examination of potential materials, I'd like to take this opportunity to assure my readers that my consideration for covering this book actually required more from me in the way of preparation.  The reasons for this will become self evident as my post progresses.
      Arrow to the Sun: a Pueblo Indian tale is a wonderfully illustrated narrative that tells a lovely story of a boy, born to a woman, whose father is the Sun.  Teased by the other children in his community because he did not know who his father was, he set out to find the truth.  Upon meeting with the Sun, he finds that he must successfully complete several difficult trials or rites of passage before ultimately being allowed to return to earth.  The beauty of McDermott's drawings and the magic of the story that they tell are truly deserving of an award, and indeed, it was the 1975 Caldecott Medal winner.  The problem, however, is that the story he tells cannot, as I've come to learn, accurately be referred to as an authentic Pueblo Indian tale.
     Upon my initial foray into the exploration of available materials for this post, I happened upon this book, and asked Professor Scardina if it would be an adequate subject.  I was relieved when I learned that it was acceptable but also shocked and a bit saddened when his reply appeared in my inbox accompanied by this link.  As it turns out, McDermott's award winning book is almost completely inaccurate from the cultural perspective of the Pueblo Indians.  "How could this be?", I thought to myself as I read the words of Debbie Reese's own blog essentially eviscerating both the book as well as Scholastic's "Arrow to the Sun Discussion Guide" created by Weston Woods.  Books deemed worthy of such prestigious awards like the Caldecott Medal could not be allowed to provide a miseducative experience for generations of American children, could they?
     As it turns out, I had fallen into the same trap as many others before me.  So focused on the fact that the book was the recipient of a well respected award was I, that I hadn't given much thought to whether or not the information supplied by the story was actually culturally relevant.  This, in turn, led me to re-examine what exactly the criteria are for a book to be considered eligible for the Caldecott Medal.  I knew that it was primarily based upon illustration, but according to the ALA website, there are specific criteria for awarding a Randolf Caldecott Medal, all of which are important for educators everywhere to understand.  Specifically of note, is a short, but significant, statement at the very end explaining that, "The committee should keep in mind that the award is for distinguished illustrations in a picture book and for excellence of pictorial presentation for children. The award is not for didactic intent or for popularity".
      Those words, "not for didactic intent", speak, or should speak volumes to all of us who assume the responsibility of providing information to young students.  It literally means that books that have received the Caldecott Medal are not required to be instructional material, despite the fact many teachers often use them as such in the classroom setting.  This is not to say that they should not be used as an educational tool.  On the contrary, I think that Arrow to the Sun would be a great subject on which to base a lesson for elementary school students.  It is in the type of lesson for which it is used , however, that my position differs.
     To use this book as part of a Social Studies lesson, for instance, would be irresponsible for a teacher, misleading for their students, and insulting to people of Pueblo Indian descent.  I cringe to think this, but doing so would be akin to showing an episode of the popular television show Glee to a class and having them infer that it was a documentary film detailing the American teenage experience.  Most of us would be appalled if something like this actually happened, and you can be sure that the parents of children in that class would be extremely displeased to say the least.  It is unfortunate, but the presence of the culture of the Pueblo Indians and in fact that of all Native Americans is so minimal in our current society, that a situation like this could take place, and probably already has.  How then, can we still utilize this award winning book in a constructive way?
     I personally believe that Arrow to the Sun presents us, as educators, with a great opportunity to help our students understand the concept of critical thinking and develop their own sense of what it is.  It is an especially poignant way to demonstrate that just because they've read some published material that has received an award, doesn't mean that they should blindly accept and internalize that material as fact.  We are all in agreement that it is healthy and beneficial to encourage questioning amongst the children whose lives we touch, but we must never forget that just as important, are the types of questions we guide them to ask.  It is up to us to do our due diligence while assembling the lessons that we will be using with our classes and be able to trust in our materials.  As I've learned over the course of creating this post, that due diligence requires us to finish the book for ourselves on a multidimensional level.  It's true that no one can think of everything, but if we're all trying to do just a little more individually, all of those little bits will amount to a whole lot collectively, and that will be a gift that we can give to young minds that will benefit for generations.

Lon Po Po : a Red-Riding Hood story from China (1990 Caldecott Medal Winner)

Author / Illustrator :  Ed Young
Publisher  :  Philomel Books
ISBN  :  0399216197
              (Buy / Borrow)

     You might or might not be surprised by this, depending upon if you've been reading the posts from the start of this humble little blog, but yet again I've found myself having some difficulty choosing a subject for today's entry.  The theme, like before, is something seemingly narrow enough that finding one standout piece shouldn't have been a problem.  It's folk/fairy tales, and while it's true that this category isn't what one might consider all that narrow, I've chosen to explicitly focus on those who have received either the Caldecott Medal or Caldecott Honor.  That should have been easy enough, right?  Wrong.
     Perhaps my joy in rediscovering the genre of picture books has made these selections exponentially more difficult, but when you have the likes of The Three Pigs (David Wiesner), Fables (Arnold Lobel), Rapunzel (Paul O. Zelinsky), and countless other amazingly illustrated Caldecott recipients to choose from, this criteria hardly narrows one's choices.  Ultimately, my choice of a subject this week was based upon three additional factors that I've imposed  :  1.  The book must have been available at my local library,  2.  The book could not have been created by any of the previous authors whose wonderful artwork I've already covered (sorry David Wiesner),  and 3.  The book must have been written and illustrated by the same individual.  I specified the last bit for the same reason I tend to favor the work of Billy Joel over that of Elton John (and lyricist Bernie Taupin).  I am simply amazed by individuals who are capable of creating every aspect of their art form, and do so with such a high level of skill.
     With this extended criteria in hand, I arrived at Lon Po Po as my subject.  As an added bonus, I was treated to a traditional Chinese spin on a story that I've loved since I was a small child, and which has been retold over the course of time in just about every form (books, theatre, animation, live action film).  I realize that, because this sub-genre is folk/fairy tales, the story-line was not entirely "created" by Ed Young.  It is important to remember, however, that he did have to translate it from the original Chinese, and translation is something that can prove to be as difficult as creating a story from the very beginning.  It is that somewhat unique action; an author/illustrator having to finish the book for himself before creating his own version of it for others to finish, that truly spoke to me.
     What I first noticed about this wonderful book, was Mr. Young's decision to integrate panel art, which is a style I've previously only ever seen used in the creation of coromandel screens.  It was a lovely inclusion to see because of its close ties to Chinese culture, and significantly contributes to the overall feel of the story as it progresses.
     Speaking of the progression of the story, I want to express how interesting it is to reflect on the similarities and differences between Lon Po Po and the Little Red Riding Hood story that most American children grew up hearing.  I see a lot of potential for classroom lessons or exercises here, such as the demonstration and application of comparing and contrasting, text to self connections (with included class discussion about which version of the story students prefer and why), or even an art project in which students try to express a certain idea effectively with the use of watercolor painting, similar to the way Ed Young did in his book.
     There is literally something that can be used as a lesson or exercise for students of every learning style in Lon Po Po. More importantly, it is very likely that students will happily embrace activities such as these, further developing their understanding of the underlying concepts and strengthening their knowledge for further application.  I would even go so far as to say that Ed Young and his wonderfully illustrated children's books would be a great way to introduce young American students to author study.  His close connection with his roots in China is very pronounced in his work, and there are many aspects of his life, both as an artist and as a human being, that will fascinate and perhaps even inspire students to investigate and learn.  I know that Lon Po Po has done this for me, and I highly encourage you to find a copy and finish the book as well.

A Slight Divergence

     I know that the focus of this blog is supposed to be children's literature and about how much of our responsibility as teachers entails a wise selection of the proper materials, but as I mentioned in my previous entry, I was looking through some bookmarked news stories recently, and have come across another one that I feel compelled to share in this space.
    It is no secret that the systems of education in the US have been consistently failing to achieve their intended goals of improving our internationally ranked level of student achievement. Over the past several decades there have been innumerable changes, reforms, and budgetary restructuring plans put into action in an attempt to recapture the status once held by our nation's schools, but so far the results have been marginal at best.
     I wouldn't even know where to begin to address the issues facing the "educational renaissance" that it seems we as a nation must attempt to undertake, but what I do have is a curiosity when it comes to what is working for schools, teachers, and students in other parts of the world. Yes, I understand that other countries' systems have many problems and deficiencies of their own. I also know that in most cases, a direct application of their seemingly good methods or practices would be more difficult to implement in America, given the much more highly diverse populations of students in our classrooms, but as you'll see from the video embedded below, there are interesting ideas, such as teacher re-education in other countries that act as a sort of "No Teacher Left Behind" program. I can't help but think that we would benefit from more widespread use of something like this here in America.
     It has always been my contention that the best teachers under whom I've studied have also been those who recognize their own need to be eternal students. I know that this is the reason that I've returned to school myself, and my purpose in creating this post is not specifically to have my readers agree or disagree with the point of view provided. It's just here to (hopefully) make you think, wonder, and question. I'll leave you now to watch the video below, but before I go, I would like to borrow these few parting words from renowned author and 1988 Nobel Laureate in Literature, Naguib Mahfouz :

"You can tell whether a man is clever by his answers. You can tell whether a man is wise by his questions."

My Friend Rabbit by Eric Rohmann (2003 Caldecott Medal Winner)

Author / Illustrator :  Eric Rohmann
Publisher  :  Roaring Brook Press
ISBN  :  0761315357
              (Buy / Borrow)

     I find it both interesting and encouraging that I had quite a bit more difficulty selecting a piece of literature for this week's featured blog entry.  Last week, I think that the sense of urgency I had to find an award winning book, make observations, and form opinions about it within an allotted time frame, led me to choose my subject after only a cursory examination of the possibilities.  Now, having worked through the experience from start to finish already, I am more in tune with what I need to include here and am beginning to understand more about the ways in which I can combine that content with my own vision of what this blog should be.  Fortunately (or unfortunately, depending upon your point of view), this has meant that I have devoted a bit more time and effort to the selection made for today's entry and I hope this careful consideration will translate to a better and more thought provoking experience for my readers this week.
    As shown above, I have chosen the Caldecott Award winning book My Friend Rabbit to write about today, for several reasons.  The storyline is an excellent tale for young people to read about, understand, and relate with.  The style of the illustration, though quite different from last week's selection Tuesday, is just as superb and dimensionally dynamic.  What struck me most about it, wasn't only how artistically skilled Eric Rohmann obviously is, but also his ability to effortlessly include so much comical detail in his pictures.  There wasn't one page that I turned during the several times that I read through this book that I didn't smile or laugh a little bit, and I think that this quality is essential for holding a young person's interest.  It is a quality that allows them to not only read, but also finish the book.
     After my experience with My Friend Rabbit, I was struck with a bout of nostalgia that brought me back to some adventures (and misadventures) of which I was a part with both my childhood friends and my sister.  In many cases I can clearly remember oddly contrived schemes that ultimately ended badly for one or more of the parties involved, yet throughout there was never a doubt of our close relationship or the esteem in which we held one another.  This feeling, is what Eric Rohmann has captured so well in both his written words and in the way Mouse and Rabbit interact with one another.  He allows his readers the greatest level of ease when it comes to identifying with the characters in the book and the bond between them.
     My next thoughts, were of how many ways this book could be used in a group or classroom setting, because there are so many.  While it is not specifically written as a counting lesson, for instance, it could certainly be used as one.  As rabbit gathers his animal friends up to form the giant tower that he plans to use to recover Mouse's airplane, a group or class could count along to see how many animals high the tower goes.
     Another lesson/activity that could be derived from this story is about diversity and the beauty in different individuals coming together and working toward a common goal and purpose.  It introduces complex concepts such as metaphors to young people in a way that is plain to see and easy to understand.  I find this to be an especially important idea to demonstrate in classrooms today, where the students that make up many of our classes come from a wide variety of racial, ethnic, and cultural backgrounds.
     The last idea for a lesson or activity that I have to mention is also my favorite.  It came to me as I was looking over some of my bookmarked news stories from 2009.  One in particular caught my attention, and I thought it would be wonderful to use with a group or class as a demonstration of text to life comparison. 
     It is the story of Bella and Tarra, a dog and an elephant living at an elephant sanctuary in Hohenwald, Tennessee, that are real-life best friends, just like Mouse and Rabbit.  True, Bella and Tarra might not have ever had to address an issue such as an airplane caught in a tree, but the depth of their friendship, after having read their story, is just as obvious and in my opinion, even more heartwarming. 
     I am grateful for the experience of having read both of these stories, one fiction and one non-fiction, and being able to understand the connections that can be made between them.  Depending on your own point of view, it's art imitating life or life imitating art, but either way you choose to look at it, it's a lovely way to finish the book.