The Bear in My Family

Tatsukawa, Maya. The Bear in My Family. Penguin Random House, 2020.

The Bear in My Family is written and illustrated by Maya Tatsukawa. The book is a story of how a younger siblings views an older one. It is targeted to readers in grades pre-K to 3, which seems appropriate.

Not So Different

Burcaw, Shane. Not So Different: What You Really Want To Ask About Having A Disability. Roaring Brook Press, 2017.

Not So Different is written by Shane Burcaw and includes photographs by Matt Carr. It is a 2018 Sibert Honor Book. The book is an informational picture book giving readers information about someone who has a disability. It is targeted to readers in grades 1-5, but could be read to younger readers. The ebook is reviewed.

It is written based on Burcaw’s first hand experiences. An “author’s note” is included at the end of the story. He explains spinal muscular atrophy (SMA) in more detail than in the story. He shares personal information such as his passion for sports and his close relationships. He also discusses his writing and his current work through his nonprofit company, Laughing at My Nightmare, Inc. (LAMN). 

The cover of Not So Different includes an image of Burcaw inviting readers to “Go Ahead, Ask Me.” The story follows a question and answer format and is written in an honest, conversational tone. The questions are posted at the top in a callout bubble with a font that differs from the answer. It looks as though a reader is asking the question. Most of the spreads reflect a question and a response created from a mix of photographs and text. Via this format, readers will learn about SMA along with how he goes about daily life, eating, playing, and getting around town.

The author shares his story clearly and honestly. Each page includes real photographs of Burcaw to complement the topic addressed. Burcaw words his answers to inform readers. From the beginning question, “What’s wrong with you?” His response includes “nothing is wrong…” He follows this with his diagnosis of spinal muscular atrophy. The book uses the photographs as an integral part of the story. For example, when answering what his family helps him with, the image shows 3 pairs of hands hold different items (e.g., toothbrush). He also interjects humor in his responses. When describing how his wheelchair works, he shares he can “pop a wheelie” with his brother’s help. He also describes a lift as a “Shane-o-vator.”  

It reads rather well as an ebook. An advantage of this format is the ability to easily search answers to questions the text might generate.

Finding Winnie

Mattick, Lindsay. Finding Winnie: The True Story of the World’s Most Famous Bear. Little Brown, 2015.

Finding Winnie is written by Lindsay Mattick and illustrated by Sophie Blackall. It tells the story of a bear who served as inspiration for Winnie-the-Pooh. It is a 2016 Caldecott Medal winner. It is written for children aged 3-6, but children through 2nd grade are likely to enjoy it.

The author is the great-granddaughter of Harry Colebourn, who saved Winnie. The story is rooted in first hand accounts of the story. She includes pictures of her great-great-grandfather, his diary, his military unit, and the bear cub. She also includes images of Christopher Robin, Milne’s son, and Winnie the bear.

Finding Winnie is a picture book and is written to be read as a story. It has a unique title for a non-fiction book. That, coupled with the yellow jacket gives it a pop of color amidst the other bear books. The book tells a beautiful story of the friendship that evolved between Harry and Winnipeg (Winnie) and ends with the beginning of the bond between Christopher Robin and Winnie. 

It opens with a young son asking his mother for a bedtime story. She recounts the tale of a veterinarian, Harry Colebourn. Harry lives in Winnipeg, Canada in the early 1900s. The author quite cleverly weaves in definitions as part of the story by having the son ask for clarification. Harry, a veterinarian, is called to serve in the military during World War I. Along the way, he rescues a bear, who becomes his unit’s mascot. They nickname her Winnie, short for Winnipeg. She travels with the unit to England, where Henry arranges for Winnie to live at the London Zoo. Here, Winnie and Christopher Robin meet. Hence the beginning of Winnie-the-Pooh.

The art work is colorful, sharp, and very detailed, which makes the reader want to explore the pages. The illustrations in this book help bring the story to life. It would be a fantastic story time book.

Full of Beans

Holm, Jennifer L. Full of Beans. Random House, 2016.

Full of Beans by Jennifer L. Holm’s is a historical fiction book about life in Key West in the 1930s. The story recounts how it became a vacation destination by design. Readers also witness the story’s main character, Beans Curry, experience his own transformation. It is the winner of the 2017 Scott O’Dell Award. It is targeted to children age 9 to 12 years of age. This seems appropriate for an academic setting; however, the story is well told and the lesson timeless so people beyond age 12 are likely to enjoy it.

The story is told from Beans’ perspective. Readers see a town in tough economic times. The homes are in need of repair. Beans’ father is unable to find work. His mother does laundry and seamstress work to earn money. Holm’s characters wear threadbare clothes and have bare feet. They entertain themselves by playing marbles, chew “dilly gum,” and at times, get to see a movie. The characters are willing to do almost anything to earn money. Readers see Beans dig into garbage to get cans for Winky’s cafe con leche; then work for the crime boss Johnny Cakes pulling false fire alarms. He later sees the consequences his stint in crime has.

It is set during the time of the Great Depression. The author builds the story around Key West, which was taken over by President Roosevelt’s Federal Emergency Relief Administration. Holm’s roots the story in first hand recollections from people, including family members. The readers learn how “New Dealers,” such as Mr. Stone came to Key West to implement the program of rehabilitating it. By turning it into a tourist destination, residents can overcome poverty. Other story elements, such as the threat of fire and presence of lepers are based in historical fact. It’s interesting to realize these elements, coupled with party lines and out houses, are not just story angles, but are true. There is an author’s note at the end of the book. In addition, there are sources included to “Keep the Conversation Going.”

The story’s characters transform along with the town. Readers see Beans transition from searching for cans in the garbage for Winky’s cafe con leche to the leader of the Diaper Gang, a babysitting business. He also channels his energies to lead a group of young volunteers to help the New Dealers’ program succeed.

A universal theme throughout this story is lying. Is President Roosevelt lying about the economy? Is Hollywood a lie? Should the doctor have lied about Kermit’s prognosis?  Beans himself becomes a liar, following advice from Nana Philly. Are we all “full of beans?” The variety of story lines and enjoyable writing makes this a good book for the summer reading list.

The book is lime green, which is eye catching. The tag line underneath the title reads, “Never tell a lie… unless you have to.” This creates intrigue. The writer creates a fictional story woven around historical truths. It takes interesting turns and twists. The tagline turns out to fit perfectly.

The Boys Who Challenged Hitler

Hoose, Phillip. The Boys Who Challenged Hitler: Knud Pedersen and the Churchill Club. Farrar, Straus, Giroux Books for Young Readers, 2015.

Phillip Hoose tells the biographical account of a group of Danish teens who opposed the German occupation of Denmark in 1940. The story begins with an image of a leaflet announcing the German occupation. Contrary to Denmark leaders’ acceptance, a group of teenage boys decide to form the British Royal Air Force (RAF) Club to rebel. The RAF Club commits acts of sabotage to thwart the Germans in Odense, Demark, and fight in solidarity with Norway and the Allies. When the Pedersen family moves to Aalsborg, Knud and his brother, Jens, form a new group, the Churchill Club, to continue the resistance. 

The story includes their capture, trial, and imprisonment and continues through their release. Knud remembers, “Exactly two years earlier, when the Churchill Club members had been arrested, the boys were among the very few who stood up to the German oppressors. They had been caught, but not before they had set the ball in motion. Now a resistance was in full swing” (p. 143). Many of the RAF and Churchill club members continued to fight against the Germans until the end of World War II. The book provides an update as to how life progressed for key members. The book is recommended for ages 12-18 years (grade 7 and beyond). This could be extended to include a bit younger grades, if mature enough to handle the topic of war, to beyond age 18, particularly because the story of Denmark’s role in World War II is not often told.

Hoose reminds readers throughout the book that the boys were still teenagers. He includes references to homework, grades, sibling rivalry, and young love. The author also shows both the inexperience of the rebels and the humanness of their enemy. When reflecting on seeing German soldiers marching, Knud shares, “As much as we hated the Germans, it was hard not to have a little feeling for the common soldiers heading off to battle. Many of them didn’t seem much older than us” (p. 62).

The author supplements Knud’s account with other sources. He uses Knud’s prior published accounts on the history of the club. Supporting documents, such as police records, news clippings, and photographs are included. The book includes multiple images, such as floor plans, photos, and sketches, to give the reader a sense of the story. Hoose uses supplementary sources including books, articles, websites, and television and radio broadcasts. These are referenced in a selected bibliography at the end of the book.

The book is divided into chapters telling the story, in chronological order, of the resistance groups, first the RAF (Royal Air Force) club, then the Churchill Club. The reader learns how the boys move from knocking down German road signs to setting explosions in a railyard. The author intersperses Knud Pedersen’s account of events with his narrative, clearly delineating between the two by headings and a different font. The book includes an introduction, an epilogue, and three maps. The author provides a selected bibliography and notes as well as an index. The book would be an excellent resource for supporting the curriculum.

The book jacket is black and red with pops of yellow. It has a faded picture of Adolf Hitler on it. A silhouette of two children on bicycles are riding towards the right, encouraging the opening of the book. The book is a balance of text and images.
Phillip Hoose has received a Robert F. Sibert Honor book award for The Boys Who Challenged Hitler. His previous works have earned him multiple honors such as a National Book Award and an ALA Best Book for Young Adults. He has also penned a Newbery Honor Book and a Robert F. Sibert Honor book.

One Last Word

Grimes, Nikki. One Last Word. Bloomsbury, 2017.

One Last Word includes works selected and created by Nikki Grimes and includes illustrated works by various artists. It is the Honor award winner of 2018 Lee Bennett Hopkins Poetry Award and is among the “Best of 2017” lists by Kirkus Reviews and School Library Journal. It is a book of poems celebrating the work of poets who wrote during the Harlem Renaissance in the 1920s and includes current works that will speak to today’s youth. It is targeted to children ages 10 to 14 years, but it is likely those beyond age 14 will find meaning in the prose.

The theme of the book is wisdom from the Harlem Renaissance. The many accolades will likely drive interest to this book. The book consists of 30 poems spread over 80 pages of text and images. It is divided into three parts: “emergency measures,” “calling dreams,” and “to a dark girl.” The reader will likely want to savor the combination of work.  

The book has a balance of poems from the 1920s and current times. A classic poem is presented, followed by a new poem written by Ms. Grimes via the Golden Shovel form. This connects the two poems and gives the reader a different perspective on the topic. For example, “Common Dust” by Georgia Douglas Johnson reflects on the idea that all humans, regardless of color, will become dust. This piece is followed by “A Dark Date For Josh” by Nikki Grimes, which reflects on the complexities of interracial dating – despite that “in the end, every one of us is guaranteed to be just… dust” (p. 81). 

There are 16 images featured in the book and each serve to complement the poem. For example, Pat Cumming’s image for “David’s Old Soul” shows the image of a boy with his mother underneath the river water, one of an older child with just his head emerging from the water, and a third of a young man chest out of the water leading the way. This captures the essence of the poems and connects the two without overpowering either one. While the images all connect with the poems, each piece is different. Sean G. Quall’s piece for “Common Denominator” has a modern art, abstract feel, while the piece created by Christopher Myers for “Lessons” has a penned, lined look. 

The author includes a preface summarizing the purpose of the book, a summary of the Harlem Renaissance, and a description of the poetry form she uses to write the pieces in this book. At the end, the author includes biographies of the poets and the contributing artists, sources, and an index.

One Last Word demonstrates the Golden Shovel form of writing poetry, which could be incorporated into the English curriculum; but the meaningful messages relevant to teenagers could be used for Character Education. It gives readers a glimpse of past reflections and current prose on topics from love to self-acceptance for which the reader can reflect.

The Three Little Pigs

Wiesner, David. The Three Little Pigs. Clarion Books, 2001.

The Three Little Pigs is written and illustrated by David Wiesner. It is the winner of 2002 Caldecott medal. The book tells the story of the 3 little pigs with a twist. The book is geared toward preschool through grades 2 but readers beyond grade 2 will likely enjoy its wit.

The story starts with the introduction of the first of the 3 pigs. Pig 1 built his house out of straw. The wolf approached the pig’s house. When the pig does not let the wolf enter, the wolf blows the house down.. and the pig out of the story. The second pig built his house out of sticks. The wolf came to Pig 2’s house and just before the wolf threatened to blow the house down, Pig 1 appears in the middle of the spread and tells Pig 2 to come out of the image. The wolf blows down the stick house and is confused because there is no pig! Pigs 1 and 2 go to see Pig 3 and show him how to get out away from the wolf by knocking down the cartoon squares and entering a new reality. They fold up the story pages into paper airplanes and fly. The plane crashes and they find themselves in the new world of “Hey Diddle, Diddle.” They leave that world and head into the world with a big dragon and head back out, taking the dragon with them. The five character friends explore the different story squares. They find the spread with Pig 3’s brick house and admire it. They decide to go home to their story. They find the spread with wolf knocking on Pig 3’s door. All 5 friends answer the door and change the words to end the story with them living “happily ever aft…”

The book is about 8.5” x 11” landscaped which feels very comfortable across one or two laps. It is written over 18 spreads. The artist is really skilled at showing details and demonstrating the change in the story lines or “worlds.” The images are created in realistic style and detailed and colorful. The artist changes the pig’s look by adding lines to the pig. This makes the pig look realistic and shows the reader something is different. He does the same for the other characters when they leave their stories. 
The Three Little Pigs is a great storytime read. It is an alternate version to the classic one.

Aesop’s Fables

Pinkney, Jerry. Aesop’s Fables. SeaStar Books, 2000.

Aesop’s Fables is written and illustrated by Jerry Pinkney. It is the winner of 2001 American Library Association (ALA) Notable Children Book award. The book is a collection of 61 of Aesop’s fables. It is targeted to grades kindergarten through 4, but can be enjoyed by anyone as it can be read alone or with someone. The stories are short and simple and include colorful, detailed illustrations.

The book is a collection of Aesop’s fables. It includes familiar stories such as “The Town Mouse and the Country Mouse” and “The Tortoise and the Hare” and and lessons including, “You are judged by the company you keep” and “master what you teach.” The tales are complemented by illustrations, some small like the father in the “The Bundle of Sticks” and some large like the full page spread of “The Lion and the Mouse”. The author adds a one sentence statement to summarize the moral of the story. The images are created in realistic style and detailed and colorful.

The artwork captures the characters in the morals really well. For example, the image in “The Fisherman and His Catch” reflects both the fisherman’s disappointment at the small catch and the fish’s gasp for mercy.

The book is large, but not oversized, which makes the images more enjoyable than a smaller book. It has a table of contents so the reader can find a specific tale. The author includes an introduction with a brief overview of the history of Aesop’s fables and how he learned from them as a child and continues to learn from them as an adult.

Aesop’s Fables is well suited for an adult/child story time. It takes the readers through the lessons of Aesop teaching the life lessons.

Thirteen Ways of Looking at a Black Boy

Medina, Tony. Thirteen Ways of Looking at a Black Boy. Penny Candy Books, 2018.

Thirteen Ways of Looking at a Black Boy is written by Tony Medina and illustrated by 13 artists. It is the honor award winner of 2019 Lee Bennett Hopkins Poetry Award and is among the “Best of 2018” books by Kirkus Reviews and School Library Journal. It is a book of 13 poems describing black boys from childhood through adulthood experiencing life. It is targeted to children ages 6-11 years, but the format and artwork can be enjoyed well beyond age 11.

This book celebrates the lives of black boys. This is not a long book in terms of text so it can be read cover to cover, but the reader will want to leave time to reflect on and enjoy the illustrations that accompany the text. The book consists of 13 poems each with its own spread. The poems are all written in tanka form following a 5-7-5-7-7 syllable format. Each spread consists of a poem and an image with the artists’ interpretation of the words. For example, in “Images of Kin,” the art is done with firm, black pen strokes reflecting the “face like a road map of kin” and the “flesh of onyx.” In “Athlete’s Broke Bus Blues,” the reader sees a watercolor image of a boy running across, almost out of, the page after a much smaller bus. 

The author introduces the reader to the book with a 13 stanza poem about black boys – their love of family, sports, stories, their humanness. At the end, the author profiles each artist. He also includes notes on the roots of the title, the tanka format, and the place, Anacostia. The images are all related to the poems, but each artist has a unique look. Kesha Bruce’s image in “Do Not Enter” is an abstract piece in black, tan, and blue tones. Tiffany McKnight’s image in “The Charmer” is playful with colorful words in paisley like patterns around the image of a boy. The words and images evoke a myriad of feelings from the hopeful sweetness of the “Anacostia Angel” baby at the beginning to the hopeless worry of the young man carrying groceries in “One-Way Ticket.”

Thirteen Ways of Looking at a Black Boy would be an excellent choice for a homework assignment where students could read it and be prepared to discuss a selected poem and image that spoke to them. It gives readers a glimpse for black boys as babies, navigating their streets, worrying, going to church, and giving back.

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