Weisner, D. (2006). Flotsam. New York, NY: Clarion Books. (Picture from Amazon.com)
A classic picture book in which the story is told entirely in illustrations. The book jacket describes "flotsam" as "something that floats" which "may wash up on the beach...." David Weisner's illustrations tell the story of a boy enjoying his time on the beach by examining the sea life and treasures he finds. Among the flotsam one day is an old underwater camera. He promptly has the film developed and discovers almost magical pictures of mechanical fish swimming among real fish, sea creatures sitting in a underwater living room listening to a story, and deep-sea space aliens surprising a group of seahorses. The most interesting discovery was the picture that the boy examined with his microscope to discover the various kids that had discovered the camera in much the same way as he had. So, he takes a picture of himself holding the picture and tosses the camera back into the ocean to continue the tradition.
Flotsam is an excellent picture book for children. While the detailed illustrations communicate the plot, setting, characters and theme, there is the opportunity for each child who "reads" this book to discover something different as each child makes connections to the story. Also, the conclusion provides an avenue for a mini-lesson on "prediction". Students could predict what the young girl discovers on the film and then draw or write to respond to the story. There are also opportunities to incorporate science concepts with this book.
Cladecott Award Book #2
Swanson, S. M. (2008). The house in the night. New York, NY: Houghton Mifflin.(Picture from Amazon.com)
A simple poem describes a bedtime ritual by "naming the nighttime things" in the house and a little girl imagines the bird in her book flies her through the nighttime, over the houses and all the way to the moon. However, as I reread the story and focused more on the minute details of the black, white and gold illustrations, I discovered a much deeper story. This books is worthy of the Caldecott Award in the way that the pictures convey the personality of the main character through details that may go unnoticed upon the first reading. The illustrations show that the main character, the little girl, is helpful as she uses the key to open the door. She is perhaps learning to play the violin that is laying on her bed. Also, in her bedroom, the reader discovers that she loves animals because the cats and dog lay on her bed as she reads her book. The little girl has a vivid imagination. Soon everyone settles down to sleep as the mother comes in to turn off the light and put away the book.
The book has a memoir quality by communicating the event of coming home. Perhaps the girl's favorite place is her room; the place with all of her favorite things. The House in the Night demonstrates that quality literature does not need to be complicated or flashy to be interesting. A teacher of young children could use this book to prompt a discussion about each students bedtime routine. Also, the book would be excellent to use in early childhood story for "naming" objects for conceptualization and vocabulary development.
Cladecott Award/Honor Book #3
Rohmann, E. (2002). My friend rabbit. Brookfield, CT: Roaring Brook Press. (Picture from Amazon.com)
At first this book seemed like a cute personification of animals, but lurking beneath the humor is the deep meaning of tolerance, acceptance, and friendship. The reader must pay close attention to the opening page or part of the plot is missed. I typically skip quickly past this page when reading aloud to students, but upon re-reading the story I examine thefirst page that, in most books, just reprints the title. If I were to read this book to a group of students, I would call their attention to this page so that they could understand that Mouse has just gotten a brand new toy plane as a gift. However, as Mouse explains to the reader, trouble usually follows Rabbit despite his well-meaning intentions. The reader watches as Rabbit carts a menagerie of irritated or clueless creatures to the tree in which the plane is stuck. He begins stacking them toward the sky. Students will laugh out loud at the animals' expressions. I laughed at the configuration of the tower of animals as I noticed the goose, deer, and bear sandwiched unwisely between the hippo and rhino.
The pictures display the friendship between Mouse and Rabbit. Although Rabbit is bumbling and goofy, his friendship is true and Mouse seems to be smart enough to know that. Thus, the common trait I have discovered by reviewing these various Caldecott books is how a complex plot can be developed through the use of simple pictures. Young children will be drawn to the bright primary colors, which pop off the page because of the thick, black outlines.
Cladecott Award/Honor Book #4
Willems, M. (2003). Don't let the pigeon drive the bus. New York, NY: Scholastic.(Picture from Amazon.com)
Mo Willems' debut children's picture book is a hilariously accurate depiction of childhood excitement. The pigeon's biggest dream is to zoom around in that big bus and when the bus driver leaves the bus unattended for a moment, it's 'carpe diem' for the pigeon, but the driver enlists the reader(s) to "watch things" and above all "don't let the pigeon drive the bus!" The poor pigeon wants desperately to drive the bus. So, he begins his persuasive techniques by claiming that he'll be careful and uses the magic word "please". He then moves from pouting to being tricky, exerting peer pressure techniques to convince the reader to let him drive the bus. Finally, he has the big outburst, screaming his demand. Suddenly, the driver has returned and the pigeon quietly sneaks away, dejected. He hangs his head in defeat, but out of nowhere he spots a semi-truck and begins a new daydream.
Willem's one-dimensional sketches of the pigeon are wrought with expression. It's amazing how just a dot inside a circle can be manipulated to express typical human emotions. The reader cannot help but laugh out loud at the pigeon's antics which are communicated through body language. What parent or teacher hasn't experienced a similar scene of a child relentlessly begging to do something they're not allowed to do? Both adults and children will identify with the hysterical words and actions of the pigeon who isn't allowed to drive the bus.
Listen
Pigeon Presents
Pigeon Teacher's Guide
You Draw the Pigeon!
Caldecott Award/Honor Book #5
Simont, M. (2001). The stray dog. New York, NY: Scholastic. (Picture from Amazon.com)
This story is retold by Marc Simont and is based on a true story by Reiko Sassa. A family of four has traveled to the park to have a picnic. During the picnic, a stray dog comes up to the spot where they are grilling and settling in to eat. The two children, a brother and sister, feed the dog and then play with him, teach him tricks and even give him a name, Willy. The children want to take him home with them, but the mom and dad say they can't, thinking he may belong to someone.
During the next week each member of the family is distracted by thoughts of Willy. On Saturday, they go back to the same picnic area hoping to find Willy. A dish of food and water have been set out for him; the family waits. Out of nowhere, a dog shoots out from the shrubs and is being chased by the dog catcher. The children chase after them. The dog catcher gets Willy with his net, but the children explain that he belongs to them. The family takes him home, gives him a bath and introduces him to the rest of the neighborhood people and dogs. Willy curls up in his dog bed and is finally home.
As a "dog-person" I related to this book in a personal way. I adopted two abandoned puppies over 12 years ago. One was only with me for a week (died of Parvovirus) and the other was a part of my family for 11 years (had to be euthanized due to complications from insulinoma). There is a special place in my heart for dogs, but most especially stray dogs that don't know the comforts of a home and family.
Of course, as a Caldecott Honor book the illustrations are effective at conveying the text in visual format, displaying the connection the kids made with Willy the first time they met him and showing the worry and anticipation of the family as they thought of Willy and waited for him to return. The look on the dog's face as the kids give a bath is all too familiar. The final illustrations sum up the feeling Willy must have at finally having a place to call home.
Find out more about Kellan Lutz at peta2.com.
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