The Dreamer

Summary: This historical fiction gem was inspired by events in the life of Pablo Neruda. The story is about a boy named Neftali who loves words and has a way with writing. Neftali endures a struggle in his relationship with his father who verbally abuses him because of his interests. Despite his father’s criticism, he continues to be true to himself and what he aspires to be.

Bib Info: Munoz Ryan, P. & Sis, P. (2010). The dreamer. New York, NY: Scholastic Press.

Interest Level: 4-9

Impression: This is a heartwarming story as one learns about Neftali and how he gains the pseudo name Pablo Neruda. The illustrations of Sis and use of poetic styles of Munoz throughout the book are captivating.

Reviews and Awards: 2011 Pura Belpre Author Award Medal

Reviews: Gr. 4-8 /*Starred Review*/ Respinning the childhood of the widely beloved poet Pablo Neruda, Ryan and Sîs collaborate to create a stirring, fictionalized portrait of a timid boy’s flowering artistry. Young Neftalî Reyes (Neruda’s real name) spends most of his time either dreamily pondering the world or cowering from his domineering father, who will brook no such idleness from his son. In early scenes, when the boy wanders rapt in a forest or spends a formative summer by the seashore, Ryan loads the narrative with vivid sensory details. And although it isn’t quite poetry, it eloquently evokes the sensation of experiencing the world as someone who savors the rhythms of words and gets lost in the intricate surprises of nature. The neat squares of Sîs’ meticulously stippled illustrations, richly symbolic in their own right, complement and deepen the lyrical quality of the book. As Neftalî grows into a teen, he becomes increasingly aware of the plight of the indigenous Mapuche in his Chilean homeland, and Ryan does a remarkable job of integrating these themes of social injustice, neither overwhelming nor becoming secondary to Neftalî’s story. This book has all the feel of a classic, elegant and measured, but deeply rewarding and eminently readable. Ryan includes a small collection of Neruda’s poetry and a thoughtful endnote that delves into how she found the seeds for the story and sketches Neruda’s subsequent life and legacy.
Chipman, I. (2010, February 1). [Review of the book The dreamer by P. Ryan Munoz and P. Sis]. Booklist, 106, 11. Retrieved from: http://www.booklistonline.com/

/* Starred Review */ Gr 4–9— Readers enter the creative, sensitive mind of Pablo Neruda, the Nobel Prize-winning poet, in this beautifully written fictional biography. Ryan artfully meshes factual details with an absorbing story of a shy Chilean boy whose spirit develops and thrives despite his father's relentless negativity. Neruda, who was born Neftali Reyes, sees, hears, and feels poetry all around him from an early age. Luckily he finds understanding and encouragement from his stepmother and his uncle, whose humanitarian and liberal attitudes toward nature and the rights of the indigenous Mapuche people greatly influence his developing opinions. In early adulthood, Reyes starts using the pseudonym by which he becomes known, taking his last name from that of a famous Czechoslovakian poet. Ryan suggests that this was how he hid his activities from his father. Her poetic prose style totally dovetails with the subject. Interspersed with the text are poems that mimic Neruda's style and push readers to think imaginatively and visually. Sís's whimsical pen-and-ink pointillist illustrations enliven the presentation. Each chapter is preceded by three small drawings that hint at something to come. The perfect marriage of text and art offers an excellent introduction to one of the world's most famous poets. An appended author's note gives further insight into Neruda's beliefs and accomplishments. In addition there are excerpts from several of his poems and odes. This unusual selection would be a fine companion to Deborah Kogan Ray's To Go Singing Through the World (Farrar, 2006).
Steinberg, R. (2010, April 1). [Review of the book The dreamer by P. Ryan Munoz and P. Sis]. School Library Journal, 56, 4. Retrieved from: http://www.schoollibraryjournal.com/

Use in library setting: This multicultural book can be used in conjunction with Hispanic Heritage Month. This book can also be used to teach poetry.

Rabbit Hill

Summary: Rabbit Hill is a story that captures the hardships that the animals face as they anticipate new folks move into a currently empty house. They wonder how they will survive and wonder what the people will be like. The story shares conflicts amongst the animals and interactions with the humans. The animals are taken by surprise at the kindness of the humans and show their respect for them in a surprising, respectful way in the end.

Bib Info: Lawson, R. (1944). Rabbit hill. New York, NY: The Viking Press.

Interest Level: 3-6

Impression:This story provides a sense of hope and understanding. It demonstrates the importance of being positive no matter what situation arises. There is some anticipation when Little Georgie disappears that will leave students wondering what happened to him.

Reviews and Awards: Newbery Medal in 1945

Reviews: There is excitement in the air when the animals hear that new people will be moving into the big house. It has been empty for some time and there has been no one to plant a garden. Without the garden many of the animals are having trouble finding food. In this classic award winning story the characters will warm the hearts of readers as the different animals share stories about life on Rabbit Hill. They talk about the good people and those who were "mean, shiftless and inconsiderate." Curiosity is rampant as the animals wonder what kind of people will be living in the house. Will they be kind and good people, will they bring a dog, and will they have a garden? When the big day arrives and moving vans come up the driveway, all of the animals are there for the big occasion. The reader can feel the animals holding their breath as the car with the new owners pulls in; the ageless illustrations provide this same suspense. Young readers will be delighted with these whimsical characters as they go about their daily lives, learning more about the new people who will have such an impact on the animals' lives. From Little Georgie Rabbit and Willie Fieldmouse, to pessimistic Uncle Analdas, the animals learn to trust the new people as adventure after adventure follows.
[Review of the book Rabbit hill, by R. Lawson]. (n.d.). Children’s Literature. Retrieved from: http://www.childrenslit.com/

Gr 3-6 Robert Lawson's Newbery award-winning Rabbit Hill (Viking, 1944; Puffin pap., 1977) is a first rate audiobook. Listeners are introduced to Uncle Analdas and his community of woodland animals who are anticipating the arrival of the "new folks," the people who are moving to Rabbit Hill. When the new folks eventually become part of the animals' lives, both benefit from their association with the other. Narrator Barbara Caruso's use of different voices and dialects enlivens the story. Although the story probably will not have broad appeal, this version would serve to enhance collections of Newbery Award winners.
Brightman, M. (2010). [Review of the book Rabbit hill by R. Lawson]. School Library Journal. Retrieved from: http://www.schoollibraryjournal.com/

Use in library setting: Students can be taught the elements of a fable based on this story.

The Man Who Walked Between The Towers

Summary: This is a true story of a young man who believes in his dreams of tight rope walking from one Twin Tower to the other. He embraces perseverance and doing what it took to reach a goal. The end of the story mentions that the Twin Towers are no longer there.

Bib Info: Gerstein, M. (2003). The man who walked between the towers. Brookfield, CT: Roaring Brook Press.

Interest Level: K-3

Impression: This story teaches about reaching one’s dreams and working hard to achieve them. The illustrations in the story are captivating and the way the book is written is poetic.

Reviews and Awards: 2004 Caldecott Medal, 2004 Boston Globe - Horn Book Award for Picture Books

Reviews: PreS-Gr. 3. Here's a joyful true story of the World Trade Center from a time of innocence before 9/11. In 1974 French trapeze artist Philippe Petit walked a tightrope suspended between the towers before they were completed. Gerstein's simple words and dramatic ink-and-oil paintings capture the exhilarating feats, the mischief, and the daring of the astonishing young acrobat. He knew his plan was illegal, so he dressed as a construction worker, and, with the help of friends, lugged a reel of cable up the steps during the night and linked the buildings in the sky. As dawn broke, he stepped out on the wire and performed tricks above the city. Gerstein uses varied perspectives to tell the story--from the close-up jacket picture of one foot on the rope to the fold-out of Petit high above the traffic, swaying in the wind. Then there's a quiet view of the city skyline now, empty of the towers, and an astonishing image of the tiny figure high on the wire between the ghostly buildings we remember.
[Review of the book The man who walked between the two towers by M. Gerstein]. (2003, November 1). Booklist, 107, 19. Retrieved from: http://www.booklistonline.com/

"Once there were two towers side by side.... The tallest buildings in New York City." Another September 11 book? No -- and yes. Gerstein's story takes place in 1974, when the World Trade Towers' construction wasn't quite finished. Philippe Petit, the French street performer and high-wire walker, couldn't resist the temptation to dance between the twin towers. "Once the idea came to him he knew he had to do it! If he saw three balls, he had to juggle. If he saw two towers, he had to walk! That's how he was." Gerstein is in top form, pulling the reader into his story with a conversational style extended by playful pen and paint illustrations. Like Petit, Gerstein conceals much careful planning behind an obvious enjoyment of his subject. As the book starts, rectangular paintings are set well inside the edge of each white page. When Philippe and his co-conspirators, disguised as construction workers, toil through the night setting up the wire, the area between the illustrations' borders and the edge of the page fills with a gray-blue wash, providing the visual equivalent of foreboding background music. As dawn breaks and Philippe gets ready to step onto the wire, the blue fades away. Now we're ready to be exhilarated and terrified -- and on two successive foldout pages, we are. The first heart-stopping image shows Philippe from above as he moves to the middle of the wire. The tiny buildings below him seem terrifyingly distant while on the far right his destination, the top of the tower, is shown with exaggerated perspective, taking our eye down, down, and off the bottom of the page. Next we see the same scene from the ground with the book turned on its side. People on the street look up in surprise and fear while a cop calls for assistance. The denouement takes us back to solid ground and back to the rectangle-on-white illustrations. Philippe is arrested, as we knew he would be, but the kindly judge sentences him to perform in Central Park. Finally, the last pages bring us to the present ("Now the towers are gone"), showing the current empty skyscape. "But in memory, as if imprinted on the sky, the towers are still there." And so they are on the last page, translucent against the clouds, with a tiny Philippe on his wire connecting the towers to each other and the past to the present.
[Review of the book The man who walked between the two towers by M. Gernstein]. (2003, November/December). Horn Book. Retrieved from: http://www.hbook.com/

Use in library setting: This story is also available in video format. The book and video can be used for a compare and contrast activity.

A Ball for Daisy

Summary: Daisy is a dog with a favorite ball. Daisy is saddened when her ball is popped accidentally by a fellow dog at the dog park. Daisy is sad and her owner can tell. Daisy’s spirits are lifted when she returns to the dog park and is presented with a new ball to play with by her fellow dog’s owner. The story ends with Daisy happy and curled up with her new ball.

Bib Info: Raschka, C. (2011). A ball for Daisy. New York, NY: Schwartz & Wade Books.

Interest Level: K-3

Impression: This story touches upon the emotions associated with caring, friendship, and loss. I think children will be able to relate to the book and will enjoy the colorful, wordless story.

Reviews and Awards: ALA Notable Children's Books 2012, Booklist 06/01/11, Caldecott Medal 2012, Horn Book 04/01/12, Horn Book starred 09/01/11, Publishers Weekly Annex 06/13/11, School Library Journal starred 08/01/11

Reviews: Preschool-Kindergarten. This story about loss (and joy) is accomplished without a single word, which is perfect—it puts you directly in the head space of its canine protagonist. The title tells us her name is Daisy, but she is a pretty anonymous little thing, drawn by Raschka as just a few indistinct yet somehow expressive squiggly lines. What’s clear is that she loves playing with her ball, both indoors and out, until the fateful moment that another dog bites too hard on the ball and deflates it. In a heartaching series of nearly identical paintings, Daisy slumps into a sofa as depression overtakes her. Dogs, of course, don’t know that there are more balls in the world, which makes her glee at the end of the book all the sweeter. Raschka uses fairly sophisticated comic-book arrangements—long, narrow, horizontal panels, and so forth—but masks them with soft watercolor edges instead of sharp corners. The result feels like something of pure emotion. Pretty close approximation of what it’s like to be a dog, probably.
[Review of the book A ball for Daisy by C. Rashchka]. (2011, June 1). Booklist, 107, 19. Retrieved from: http://www.booklistonline.com/

The wordless story begins on the title page, where we see a scruffy little black-and-white dog about to be given a big red ball. It's clear from the start that Daisy loves her new toy. After playing with it inside, she cuddles up with the ball on the sofa and contentedly falls asleep. The real drama begins with a trip to the park, where Daisy and her little-girl owner play catch and have a moment of panic when the ball goes over a fence and has to be rescued. All goes well until another dog shows up, joins in the play, and pops the ball. It's a long walk home with gloomy Daisy, and the subsequent nap on the couch is lonely. In fact, the two contrasting double-page spreads of Daisy napping, with the ball and without it, show the ingenious artistry of Raschka, who communicates so much emotion through her posture. Throughout, Raschka uses broad strokes of gray and black paint to outline the dog, and varies the line to echo her emotions: bold, sure lines when Daisy is happy; shaky, squiggly lines when she is upset. Background watercolor washes also reflect Daisy's mood, going from bright yellows and greens to somber purples and browns. Raschka employs a series of horizontal frames to show sequential action, interspersed with occasional single paintings to show pivotal moments, such as the moment near the end of the book when Daisy gets a brand-new ball, this time a blue one, from the owner of the dog who destroyed her first one. It's a satisfying conclusion to a story that is noteworthy for both its artistry and its child appeal.
Horning, K.T. (2011, September/October). [Review of the book A ball for Daisy by C. Rashchka]. Horn Book. Retrieved from: http://www.hbook.com/

Use in library setting: This story could be followed by a song like “Take Me Out to the Ball Game”. For the younger students, the color of the ball can be practiced as it is tossed in a circle. The student can first say the person’s name they are tossing it to followed by the word red or blue (based on the color of the ball).

The Story of Ferdinand

Summary: This story is about a bull named Ferdinand who isn’t like all the other bulls. He would much rather sit under his favorite tree and smell the flowers instead of playing like all the other bulls. He is stung by a bee and is chosen to participate in a bull fight, which he does not want to be a part of. When he is released into the rink, he stops in the middle and simply smells the flowers.

Bib Info: Leaf, M. (1977). The story of Ferdinand. New York, NY: The Penguin Group.

Interest Level: K-3

Impression: This story leaves the impression that it is okay to be different from others. There is a twist to the story as Ferdinand accidentally gets chosen to be in a bull fight.

Reviews and Awards: Book Links 09/01/95, Booklist, Bulletin of the Center for Children's Books, Child Study Children's Book, Committee 1995, Christian Library Journal 06/01/12, Horn Book, School Library Journal, Wilson's Children 10/01/10

Reviews: With infallible comprehension of childish feelings and a nice precision of detail, the Hobans tell what happens when Frances is allowed to try a permissive diet of bread and jam. The original two-color illustrations have been tastefully and attractively "recolored" so that the book is now illustrated in full color.
[Review of the book The story of Ferdinand, by M. Leaf]. (1993, September). Horn Book. Retrieved from: http://www.hbook.com/

A lively, simple, and playful translation makes this classic story of the misunderstood bull who'd rather smell flowers than stomp and snort an all-time favorite for sharing in Spanish as well as in English. Also published by Scholastic in 1990.
[Review of the book The story of Ferdinand, by M. Leaf]. (2001). Publishers Weekly. Retrieved from: http://www.publishersweekly.com/pw/home/index.html

Use in library setting: Younger students can be provided with a flower template. The students will draw a picture of their favorite thing inside of the template. They will then cut the flower out. The petals and stems can be pre-cut for students or an additional part of the project.

Bread and Jam for Frances

Summary: Bread and Jam for Frances is about a little girl who loves jam. She will only eat jam, but realizes that she would like to eat other foods once her mom only provides her with bread and jam. Frances then realizes that she would like to eat other foods instead of the same old bread and jam over and over again.

Bib Info: Hoban, R. (1964). Bread and jam for Frances. New York, NY: Harper Collins Publishers.

Interest Level: K-3

Impression: I think it is important that children are willing to try new foods as they grow up. Some children may relate to this book in that they relatively like to eat the same types of foods over.

Reviews and Awards: Booklist, Horn Book, Elementary School Library Collection 06/01/00, Reference and Research Book News

Reviews: Frances is determined to eat only bread and jam for every meal. She likes it so much she makes up rhymes in honor of her favorite food. She also makes up rhymes about food she does not like. She sings about the egg her parents want her to try: "I do not like the way you slide, I do not like your soft inside…" However, "Jam on biscuits, jam on toast, jam is the thing I like most…" Her parents encourage her to try veal cutlets, chicken salad, and spaghetti and meatballs. At school, her friend Albert enthusiastically takes out a variety of foods from his lunchbox, but, thanks to her parents' wisdom, it is not long before Frances willingly asks for something to eat besides bread and jam. Being picky about food is a trait to which many children can relate, and new readers will enjoy seeing how Frances learns to appreciate new foods. The use of repetition and rhyming create a sense of predictability and fun, and the simple yet warm and expressive illustrations bring this story to life. This is part of the "I Can Read" series.
Ryles, V. (n.d.). [Review of the book Bread and jam for Frances, by R. Hoban]. Children’s Literature. Retrieved from: http://www.childrenslit.com/

Frances the badger always faces life with an original song on her lips. She composes with calculation, as in Bedtime for Frances and A Baby Sister for Frances, leaving her alert parents to get the musical message. This time Mother and Father Badger guide her through one of the most maddening stages of childhood. It all starts when Frances croons to her breakfast egg that "I do not like the way you slide,/ I do not like your soft inside..." and makes inroads on the bread and jam. Frances passes up some mouthwatering menus that day and sticks to herself imposed diet with perfect juvenile logic: she won't try anything new because "... when I have bread and jam, I always know what I am getting and I am always pleased." From that point on, Frances gets nothing but bread and jam and her eating problem is completely cured by the saturation method. The lunch she carries to school becomes really chi-chi-gourmet. The Hobans have done it again: a sly text attacking a real juvenile problem and attractive illustrations.
[Review of the book Bread and jam for Frances, by R. Hoban]. (1964). Kirkus Reviews. Retrieved from: http://www.kirkusreviews.com/

Use in library setting: Collaborate with the classroom teacher to incorporate this book linking it to science and nutrition. The children can also create their own song about their favorite food like Frances does about Jam.

Children's Book Trailers

Below you will find book trailers for a few children's books that I recently read and loved.  I created them using Animoto.  I hope you enjoy them!


Bread and Jam for Frances by Russell Hoban
The Story of Ferdinand by Munro Leaf
The Biggest Bear by Lynd Ward