Trouble Talk

Ludwig, T., & Prevost, M. Trouble Talk. (2008). NY: Tricycle Press Berkeley.

Lexile Score: N/A

Summary: Maya’s new friend Bailey loves to gossip. When Bailey begins to hurt people’s feelings and spread harmful rumors, Maya realizes she’s not the friend she needs. The story uncovers the harmful consequences of “trouble talk” in order to establish connection and gain attention. As Bailey finds out in the end, trouble talk doesn’t win you lasting friendships.  

Evaluation: This story is all about the message that is being told to children. The story is interesting to children because it’s very relatable. There are various conflicts for children to explore. Not just how to be a good friend and deal with rumors, but also to have an open heart and open for someone to change. Second chances and forgiveness is also explored in this story. The values are being explored rather than preached.

The characters are from all different culture groups with a variety of backgrounds. The illustrations show this as well. The only stereotype I could find was that the blond White girl was the bully. This story will definitely spark conversation and encourage discussions. The many important themes involved will offer children a variety of things to think about, question, and consider.  

Literary Elements: Theme- when you have an open heart, anything is possible! Also, trouble talk can only lead to the loss of friendships.

Characters- Maya, Bailey, Lizzy, Hua, Ms. Bloom, and Mrs. Rodriguez

Dialogue- the spread of rumors never leads to anything good. For example, “I’m sorry to hear about your parents.”

Mini lesson: I would have a mini lesson about the theme because it’s a very powerful lesson to be taught that occurs often in schools, especially middle school. I would have a class discussion on friendship. I’d talk about how to establish healthy boundaries in their friendships. I would also promote positive emotional expression through journaling and role-playing. I would role- play with children to improve their critical-thinking skills and problem-solving strategies.  

Target Audience: 3^rd-7^th grade because of the powerful message and lesson to be learned.

Hoops

Burleigh, R., & Johnson, S.T. Hoops. (1997). NY: Silver Whistle/Harcourt Brace & Company.

Lexile Score: AD260L

Summary: Written in poetic form, this book takes the reader through every movement and feel of the game of basketball.

Evaluation: I surprisingly really enjoyed this book. I was surprised because I don’t know specific terms of basketball let alone know the specifics of playing it. Because of the way the book was written though, I was able to imagine every movement without even having much background on the sport itself. The imagery is amazing. I could have pictured to whole story without even looking at the pictures because of how detailed it was and the brilliant word choice.  

There isn’t a conflict in this story and the storyline is pretty basic, but it is still very engaging for students, especially for those who love the sport of basketball. The illustrations portray characters realistically and genuinely. There are no stereotypes found in the illustrations as far as cultural groups and backgrounds are concerned. However, I did not find any females within the illustrations, which can be a big stereotype proclaiming that girls don’t or can’t play basketball.

There aren’t really any lessons to be learned from this text besides the love of basketball and playing it. The story may or may not encourage discussions depending on whether or not the student found the book interesting and engaging. The story itself will be interesting to most students who either love basketball, know a lot about basketball, or want to know a lot about basketball.

Literary elements: Imagery- All five senses are portrayed in the text. For example, “The rough roundness.”

Illustrations- the pictures were made using pastels and paint a very clear picture of the sport for readers who may not know much about the sport.

Word choice- the poetic words were chosen specifically and make the story more engaging. For example, the words “skaterly glide” just seem to flow from the page.

Mini lesson: I would have a mini lesson about imagery and word choice and first explain how the two literary elements go together. Then, I would have students make a story about their favorite sport or hobby. They would be asked to use imagery and strong word choice in their stories.

Target Audience: 2^nd-5^th grade

 

 

 

Extreme Babymouse

Holm, J.L., & Holm, M. Extreme Babymouse. (2013). NY: Random House.

Lexile Score: GN240L

Summary: It seems like everyone at school is participating in the extreme sport of snowboarding. Therefore, Babymouse wants to get in on some extreme action, so she asks her mom. Once her mom allows Babymouse to go snowboarding, Babymouse learns a valuable lesson. Just be yourself.

Evaluation: This story has a wonderful storyline for middle aged students, specifically 3^rd- 7^th grade. Must students can relate to this particular conflict of trying so hard to fit in. In the end, the conflict gets resolved and Babymouse learns a valuable lesson of not trying to be like anyone else but yourself. The main character, Babymouse, doesn’t reflect a variety of cultural groups because she is a mouse, but she does, however, break the gender stereotype by snowboarding and wanting to try many extreme tasks. Students can really look up to her as a role model.

These values are definitely being explored instead of preached. There are also a variety of settings including Babymouse’s house, her school, and the slopes. There are diverse populations within the text in that there are other animals besides mice including a cat and dog and others. The story can definitely encourage discussions based off of the lessons learned, the settings, and the storyline. There are several things that can be questioned, thought about, and considered.

Literary Elements: Tone- humorous/not serious

Theme-Sometimes it’s not good to be like everybody else. Be yourself.

Onomatopoeia- swoosh, clap, pop, slam, and many more.

Mini lesson: I would have a mini lesson about onomatopoeias since there are sound words on every page. I would give my students a sound and they would have to write down what that sounds makes them think of first. They must then imagine that sound and put it with an item. They could also try and write down as many sound words as they can think of.  

Target Audience: 3^rd-7^th grade because it’s a graphic novel and has a storyline that appeals to middle school/ junior high school students.

Kitten's First Full Moon Video #5

Henkes, K. Kitten's First Full Moon. (2004). NY: Greenwillow Books.
Lexile Score: 360L
Target Audience: PreK- 2nd grade
http://youtu.be/6XiEJiulQiY

Lilly's Purple Plastic Purse Video #4

Henkes, K. Lilly's Purple Plastic Purse. (1996).  NY: Greenwillow Books.
Lexile Score: 540L
Target Audience: K- 3rd grade
http://youtu.be/5rCcMP2UQ0Q

Julius: The Baby of the World Video #3

Henkes, K. Julius: The Baby of the World. (1990). NY: Greenwillow Books.
Lexile Score: 460L
Target Audience: PreK-3rd grade
http://youtu.be/Xkk6ErWAmLU