Not a Box

Not a Box
by Antoinette Portis (2006)

         I was immediately drawn to this book because of its clever cover. The book is wrapped with brown paper all around to look like cardboard, there is a weight included next to the author's name, and the back has nothing but arrows with THIS SIDE UP printed on it. How clever. And when opening the book it was clear that the simple art style continued and meshed with the 'story' being told. The black-and-white real-world images of a bunny sitting in a box or standing on top of one are replaced by simple two-color illustrations that show the imagined objects the box has become. Because Portis still leaves the black outline of the box visible the imagined world seems somewhat tentative -- perhaps an adult trying to imagine what a child sees. For this reason adults may enjoy this book more than kids -- also because it lets us relive the times we could actually fit in a box of any kind -- but I think a lot of youngsters would get a kick out of yelling "It's NOT NOT NOT NOT a box!"
         Of course, the real fun that this book could bring to children would be the way they could stretch their own imagination to come up with the many things a box could be. After composing our own pages to If... by Sarah Perry in class the other day it was mentioned how great a book like Not a Stick would be for the same artistic page construction -- and having already read Not a Box I could imagine the possibilities. To keep the class book consistent you could even distribute black and white rectangles and bunny heads for children to arrange however they'd like on the page. They could continue with the simplicity of adding two additional colors, or add detail and colors not seen in the original book. Unlike a lot of art activities for younger children I've seen in classrooms, this would be a simple task that wouldn't create a ton of artifacts that look exactly the same except for the color choice scribbled on top of the pig's face (for example -- since I've seen it). Since there really is not a story here at all, this book mostly lends itself to art projects.

Here is an example of a Not a Box inspired art project I did with my 6-year-old reading buddy. Unfortunately it is cropped - but she decided to write "I say it is not a box!!" on her illustration of the box as a house:

I gave square pieces of paper with a box drawn in black permanent ink that was the same size as the one shown in the text. After she read me the book (excited to scream all the parts with exclamation marks) we worked on this project.

Come On, Rain!

Come On, Rain!
by Karen Hesse (1999)

           Hesse's word choice in this lyrical book filled with anticipation is incredible. In the heat of summer with rain a distant memory, Tess pleads to the sky to bring rain. Her mamma is "sagging over her parched plants" and the "smell of hot tar and garbage bullies the air" -- but Tess's dream seems to be coming true as clouds roll over the horizon. And as the rain falls it "freckles" her and her friends' feet and "glazes" their toes, and tempts their mothers into the streets as well. Jon Muth's watercolors begin with hot colors, and the stillness in them seems to represent the stagnant heat. But as the clouds appear the paintings take on cooler and cooler hues, portraying movement and excitement. The final illustration with the mother and daughter reflected in a puddle and nice blue houses stretching to the distance make you feel renewed along with the characters. "Everywhere, everyone, everything is misty limbs, springing back to life."
           I've clearly been raving about the word choice in this book, and that would definitely be my focus if I were to use this text in a classroom. But because of the lyrical nature, the poetry-style composition, and the rhythm of the book I feel it is also perfect for reading aloud. What a great book to pull out in a dry spell, or in a rainstorm, for that matter, and share the joy of basking in rain or sunlight whatever the weather.

Mirror

Mirror
by Jeannie Baker (2010)

            Now that I've discovered the wonderful world of wordless books I can't stop admiring them. This book by Jeannie Baker is a phenomenal example of creativity in the art form. This is actually dual books, one following a family in Sydney, Australia on the left and the other following a family in the Valley of Roses in southern Morocco on the right. Each page in one book corresponds to the page in the other, mirroring each other as the families go about daily activities. There is minimal text at the beginning explaining the notion of the book, and the orientation of the book is perfect because both stories read inward towards the spine since English is read from left to right and Arabic from right to left. It physically brings one story into the other because they read towards each other, and then the layout and activities also bring the stories together. The amazingly detailed, yet textural collages that Baker has created could be explored for hours -- and there are hidden gems for children to find (like at the end of the book when the Australian family is gathering on a rug that looks very much like the one the Moroccan family sold at market). The text really brings together cultures in an unexpected way, even on the cover where the children in the stories seem to be sitting back-to-back admiring the same moon.
            Since this book is two books in one I think it would be wonderful to do partner activities where they write or tell the story from one perspective. It could either be done the entire way through in one country and then told for the other, or they stories could be told 'simultaneously' as the author intended it. I feel that this book lends itself nicely to a writing activity because of the amazing detail shown on each page. Even background characters seem to carry their own stories -- and they could be told by students in a classroom. Of course the art in this book would also be a phenomenal representation of collage to show in class -- and students could consider creating their own mirrored artwork.

Blue Jasmine

Blue Jasmine

by Kashmira Sheth (2004)

            Seema feels she is being pressured to stay with her kaka and kaki in India despite the fact that her parents are moving to Iowa City for her father's new job. But when she decides to move to America she realizes it is not the pressure from her cousin and grandparents that make her feel like she is far from home. Seema faces challenges as she tries to learn a new language, make new friends, and deal with a bully in school -- but on top of all of this she misses her homeland greatly. But with the help of a neighbor she discovers a flower that smells like India's jasmine, but is a stunning blue color that she has never seen before. It is a flower that represents the two different places that she loves, and the people from each place who keep her happy. Sheth's symbolism throughout the book is striking, and tone of the book is consistently positive. Although issues with bullies and their resolutions seem somewhat contrived, the realizations that Seema makes through an impoverished friend back in India make the text seem deft and convincing.
            This book is much less dark than some other novels about immigration I have read -- and for this reason might be an excellent introduction for younger students in third or fourth grade that want to learn about the struggles an immigrant girl might face in the United States. This book, however, portrays dilemmas that children of all backgrounds face, so I believe that many students will relate to the main character despite their differences. Although resolved a little too perfectly, this book addresses bullying and allows readers to consider the issues from two perspectives, so this could be discussed in class. This book perfectly addresses being an outsider in a new place, as well as dealing with the differences faced for a four-year-old coming to the States and a 12-year-old doing the same. For these reasons I have chosen to include it in my text set about modern immigrant families.

In the Small, Small Night

In the Small, Small Night

by Jane Kurtz (2005)

            The dialogue between siblings in this text carries this story, although embedded within the story are Ghanaian folk tales that remind the children of the home they left behind so they do not forget it. The illustrations by Rachel Isadora nicely juxtapose the dark, starry night where the children are confronting their fears and the vivacious colors of Africa where their stories take place. Not only do their stories comfort Abena and Kofi because they remind them of home, but also because the stories empower the underdogs to confront their fears and continue onward. The dual stories meld nicely together.
            This would be an excellent read-aloud for children of any age because of the natural feel of the dialogue and the embedded stories. It could be used to share storytelling traditions from other countries, or it could be used to show how immigrants bring their home to America through their traditions. For this reason I included the text in a text set on modern immigrant families.

The Color of Home

The Color of Home
by Mary Hoffman (2002)

            Karin Littlewood's vibrant watercolor illustrations work phenomenally with the text, and even the title of the book itself. I do wish, however, that some subdued tones were used at the beginning of the book since young Somalian refugee Hassan thinks that America is washed in shades of gray. The structure of the story follows Hassan's losses, memories, fears, and final release as he realizes that telling his story lifts some of the weight from his shoulders. After 'spoiling' a painting of his native home by adding blood, fire, and bullets Hassan repaints his home in a way that can bring the important parts of Somalia home to his wall in America. It is a very melancholy story following tragic real-world events, but the tone of the book -- bolstered by the beautiful illustrations -- becomes a positive story of remembering and redefining home.
            This book would be a beautiful text to share about loss of family members and loss of home. I believe this shows some ways that art and storytelling can become part of the healing process, especially for children. In a class I might also use this stories to share about the realities of war and its lingering terrors, or to share about struggles that displaced people face in their new homes. It is for this reason that I included this book in a text set about modern immigrant families.

A Place To Grow

A Place To Grow
by Soyung Pak (2002)

            This book is written entirely using the imagery of seeds and gardening, but the language weaves in and out of literal and figurative representations. The extended metaphor is tenuous in parts, but the word choice is careful and the overall feel quite dramatic. The story follows a young girl and her father as they plant a garden together in their home in America, but there are also flashbacks as the father tells her daughter of his journey from South Korea. The seed and land imagery are literal as the family plants seeds, as the bright outdoor colors in the illustrations fit nicely with these cheerful moments. The same words become metaphorical as the father tells of his journey "flying with the wind" to the United States, where the illustrations by Marcelino Truong become subdued and darker. I like the play between the images and the words in this text, and I feel older students would also appreciate it.
            In the classroom this book could be used to show how extended metaphor is used throughout a text. Parts of the metaphor may be lost on the younger children that this book is intended for, but the overall message about keeping home in your heart no matter how far you fly from home is a universal one. I also feel that introducing the book by showing the inner flap (which reads "A family is like a seed. It needs a good, safe place to grow. Sometimes that place is just a hop away. Sometimes it's a long, hard journey. This book is a tribute to all parents who took that journey in order for their families to blossom") may help younger children think about the metaphors before reading the book in full. This book could also be used to discuss different types of immigrants in the United States -- as I did in a text set about modern immigrant families.

Something About America

Something About America
by Maria Testa (2005)

            Maria Testa's poetry in this book, which reads much like prose with a defined sense of rhythm, explores so many different issues:  finding home in a foreign land, what it means to be American, the relationships between parents and children, the realities of war, and so many others. The simple language choice nicely reflects how the 14-year-old narrator might write to herself, but the way the stanzas are composed and the way the words combine make her voice come alive. The girl writing the poems feels she is fully American, yet the scars that cover her body up to her chin make it hard for her parents to forget their home in Yugoslavia, especially after 9/11 when neighboring communities want to run immigrants out. But the girl wants her parents to make themselves welcome, and her new motto is "If you can't find the welcome mat when you arrive, put one out yourself."
            This book covers the complex relationship between parents and children, especially in immigrant families where being American sometimes seems like leaving the past behind and forgetting where you came from. A similar contradiction -- trying to live a life that is not too American and not too foreign -- is also found in An Na's A Step From Heaven. I have chosen to include both texts in my text set about modern immigrant families. Something About America is also short enough that it would make a good read aloud, with either the instructor doing the reading or students practicing reading free verse poetry.

Home of the Brave

Home of the Brave

by Katherine Applegate (2007)

            I had never read a novel of this length composed entirely in free verse poetry, but Applegate's word choice combines the style of a child in a new place with poignant and lush imagery. This is the story of Kek, a Sudanese refugee with no father and brother and a missing mother, who has just moved to the United States to live with an aunt and cousin who are also scarred from the war they left behind. Kek faces new struggles in America, but he finds friends in unexpected places, even a cow who begins to represent much of what he left behind. The stanzas powerfully convey the confusion Kek feels in huge grocery stores, laundromats, and school, but also the longing he feels for a home that no longer exists for him. "This is a light switch. / He pushes a tiny stick on the wall / and the room turns to night / then blinks awake. / In my old home / my real home / the sun gave us light / and the stars / watched us sleep." But it is partly this beautiful conception of his home in Africa that allows Kek to keep hoping his mother will return and allows him to begin building a new home for himself.

            This would be an excellent example of free verse poetry and word choice. Many of the stanzas have unusual but effective adjectives and metaphors: "I have my father's will / my brother's eyes / and my mother's light. / She is like the newborn sun / fresh with promise / the just-beginning moments / before the day / fills like a bucket / with good and bad / sweat and longing." Kek's voice changes throughout the book, as well, as he learns English words for items that have no counterpart in his homeland, and as he gains confidence in his ability to define home. This book would also be an excellent addition to a unit on the struggles facing immigrants in the United States -- for this reason I have included it in my modern immigrant families text set.

Creativity

Creativity

by John Steptoe (1997)

            This is a book about immigration narrated from the perspective of a somewhat naive African American elementary student. It's written almost entirely in slang -- the narrator Charles' creative use of language -- and starts in an almost contrived fashion: "I was sittin' in class one day when this new dude walks in." I slowly got used to the narration, though, and even enjoyed some of Charles' interpretations of events ("I didn't want to hurt Hector's feelings, so I didn't say nothin' about them float-boats he was carryin' around on his feet"). The realistic, vibrant watercolor paintings by E.B. Lewis are expressive and make the characters come alive in a way which the somewhat stilted text does not always succeed. The overall message covers bullying and fitting in in a surprising way, however, and I believe students would take away these important points from the text. Some students and parents may not approve of a book written in non-standard English, but I believe this could be used to my advantage in the classroom.
            This book would be a great starting point for a discussion about perspective because what we know about Hector, the Puerto Rican immigrant, is entirely filtered through Charles' explanations. The style of the book is changed drastically because it is narrated by Charles -- which also relates to the language that he chooses to portray events. The first person narrative allows for this type of slang, which is also included in books through dialogue. The class could discuss whether it would be appropriate to use this style in a book narrated from the omniscient perspective, and what might change about the book if it were. This book could also be used to discuss struggles faced by immigrants in the United States -- as I did in a text set about modern immigrant families.

One Green Apple

One Green Apple

by Eve Bunting (2006)

2006 Arab American Book Award Winner

            Fantastically illustrated by Ted Lewin, this book follows a newly arrived Arab immigrant girl, Farah, as she goes on a field trip to an apple orchard with her class. She cannot find the words to express herself to her teacher or classmates, but she is also worried about opening up to them. As the students pick apples Farah finds a small tree with green apples that does not seem to belong, but when she adds it to the class apple cider she feels she can taste her addition -- a clear metaphor for her feelings about belonging, but trying to find a place in her new world. The story is told through Farah's perspective in short but compelling sentences as she tries to understand the world around her and understand herself. I believe anyone could relate to the Farah's feeling of loneliness in a group of people who she has yet to understand -- and children of all backgrounds, especially, would empathize with the struggle to fit in with peers.
            This book would be a great introduction for younger students to some of the struggles that immigrants face when they come to school for the first time. Since many immigrant children are bullied in their classes, it is important for other children to see through to a character's inner thoughts on the subject and understand the barriers they are facing on top of all of the other stresses in school. For this reason I have included it in a text set about modern immigrant families.