What Do You Do With a Tail Like This?

Author: Steven Jenkins

Illustrator: Robin Page

Awards: Caldecott Honor Book of 2003

Medium: Cut-paper collage

Genre: Non-fiction
It includes factual information about five animals for each feature such as mouth, nose, eyes, ears, feet, and tail (30 animals in all). In the back of the book, there is additional information for each animal.

Theme: Animals

Summary: In the book, there are five physical features: mouth, nose, eyes, ears, feet and tail. For each physical feature, there are five different types of animals. There is brief information of how each animal uses their physical feature (for example, Platypus uses their nose to dig mud in order to lay their eggs in).

Illustrations/Design: Based on Robin Page’s illustrations, she truly had a knack to drawn young and even older readers in to be involved with learning about animals. All illustrations are definitely attractive and reader-friendly. For example, on the first page—it talks of nose, we do not see all animals as a full figured—only a part of their nose…meaning to intrigue readers to make a guess of what animal would it be and then next page, that animal becomes a full figure along with a explanation of how they use their nose. Each illustration is obviously strategically placed to keep young and older readers interested and intrigued with what they are learning. It is amazing that she used cut-paper collages for this book---I would never have guessed that! I had to look close enough to determine that she did use cut-paper collages.

Organization: The sequence of Jenkins’ book went like this: nose, ears, tail, eyes, feet, and finally mouth. I personally did not agree with his sequence because I would have started with mouth, nose, eyes, ears, tail and then feet. That would be more of a logical development and lead children to imagine of what would be next easily. However, that is just my opinion—Jenkins’ ideas are presented in an understandable and appropriate as there are no confusing places anywhere in his book. Facts about each animal on each page are brief and simple but fascinating enough for all readers to build their thirsty of knowledge for each animal. They will be able to look in the back of the book for more information. Also, each fact and illustration is right next to each other –easy for all readers to stay focused.

Style: What fascinates me about Jenkins’ work is that he not only included facts about animals—he also included terminology to show us that not all duck-likes are called ducks (blue-footed-booby, pelican, and platypus). All terms are appropriate for younger readers because he included pictures and vivid description of what they do in order to help the readers to learn the term easier. Jenkins also uses second person to stimulates a reader’s curiosity such as “What do YOU do with a nose like this? His questions encourage readers to think critically for what they use their physical features for and imagine themselves as an animal.

Reflection: I enjoyed this book thoroughly because I actually learned something new about how some animals used their physical features! Especially with in-depth information about each animal will be very educational and enjoyable for all readers. I can see how Jenkins and Page have put a lot of thoughts and work in the story. I can see how they wanted to make sure that the book they created will make the best use for everyone to read, to refresh, to recall, and to show the others. I would highly recommend for all teachers to have this book into their classrooms no matter how old their students may be. Matter of fact, I’m actually going to buy this book because it is THAT good!

PS

Have a wonderful Holidays! :)

My School in the Rain Forest- How Children Attend School Around the World

The Crayon Counting Book

Title- The Crayon Counting Book

Author- Pam Munoz Ryan and Jerry Pallotta

Illustrator- Frank Mazzola Jr

Genre- Informational/Nonfiction

Medium- Color pencils

Theme: Learn the concept of counting.

Summary: The crayons box was empty and begins to count the crayons starting at number two. It begins counting even numbers with rhythms and a few symbols. Second part, it begins counting odd numbers with rhythms. 

Literacy Elements-

Setting-This book doesn't show much of backgrounds to encourage the children to focus learning the concept of counting. The only background that is available is showing the numbers. Other than that, there are  an empty crayons box and colorful crayons. 

Style-It's a informational book to teach the children how to count and the difference between odd and even numbers. It did a good job showing the clearly concept of counting. It shows crayons with the number on the background. It helps the children counting the crayons and then check the background if they count correctly. It also shows a simple sentence below symboling the number. 

Plot: It focuses on the counting crayons and shows the difference between even and odd numbers.

Characterization: There isn't a character in this book. If I have to mention one, it would be crayons. They are existed for the children to count.

Evaluation: Children probably benefit learning how to count from this book. I dislike it because its boring. The pictures are plain focusing on numbers and crayons. Each sentence symboling the number is lousy. It is too simple without making any impact to children. I would recommend Math teacher using this book to teach the young students how to count. This is probably one of good alternative strategies to teach about counting.

And Tango Makes Three

First The Egg

Top to bottom down Under by Lewin

Our California

Frederick Douglass

Dave the Potter

Author: Laban Carrick Hill

Illustrator: Bryan Collier

Awards: Caldecott Honor Book of 2011 and Coretta Scott King Award 2011

Medium: Watercolor/Collage images

Genre: Biography/Poetry
It is an episodic biography as it is focused on how Dave created pots/jars and how he wrote his poems on them. In the back of the story, there is few pages elaborating more about Dave’s life and poems on his pots/jars)

Theme: When in bondage, you still can make a difference no matter who you are or what people think of you. Unifying theme: slavery, fighting for social justice

Summary: A biography about Dave who is a slave, poet, and potter. The story explains how he created beautiful jars/pots, on it he wrote poems--about his life in general.

Illustrations: Collier is a fabulous artist! He used water color and collage. I’ve noticed how he seems to have a hidden, powerful message into several pages that has college images. For example, Dave stands behind a tree with his eyes closed. In the tree’s branches, there are several African Americans’ faces. This makes me think the illustrator seems to try to tell us that Dave’s family must have been taken away due to slavery or those people he knew as a slave have died as he is praying for each one of them. It is up to any of us to interpret his meaning for each collage image in the book.

Collier did a great job of displaying the process of how Dave created his pots and how determined and brave Dave was for making pots/jars along with his poetry. Each page, all texts match the pictures beautifully.

Setting: The setting takes place in South Carolina in 1800s where at the time slavery was legalized. Slaves at the time were not allowed to learn how to read or to write. They would be severely punished if they did. In the story, we are seeing a slave who was determined to get his life story written on his pots and he did it secretly and cleverly! The way it is written and illustrations make the setting so much realistic and believable—therefore it is an integral setting.

Plot: Facts and story lines are not exactly integrated throughout the story but facts are shown in the last few pages. However, details with the storyline is linked to Dave’s accomplishments such as the fact that he is a slave who actually is allowed to make pots/jars, knew how to read and write, and bravely to share his words on pots/jars.

Style: Hill’s writing is engaging and comprehensible but does not exactly explain slavery or did not explain why Dave had to write poems on his pots/jars. However, this book would be great for teachers to slowly introduce the sensitive topic: slavery for young children.

Characterization: Dave was not a well-developed character as Dave only showed us how he created pots/jars and then wrote his poem. However, the reason for him to do is powerful—it will require for students to have prior knowledge about slavery in order to understand the message that Dave had been sending.

Reflection: To be honest, this might be a difficult book for any younger children because the texts are complicated to understand. It is not just about Dave creating a pot a jar. Each verse is viewed metaphorically which may be very difficult for younger children. I would be more likely to use this book for my future middle school or high school students.

Also, it is very refreshing to see someone new from American African history..even though Dave may not be famous like Martin Luther King or "Rosa Parks", but it showed me that even though he is not exactly famous like them.... smallest thing Dave did...that meant a lot to his people. It might even had given hope to his people that one day..all would be able to read, to write, and to work. To be treated like a true human being. A beautiful story done, really.

Martin's Big Words

Title: Martin’s Big Words

Author: Doreen Rappaport

Illustrator: Bryan Collier

Awards:

Best Illustrated Children’s Book 2001 New York Times Book Review

Coretta Scott King Award

Caldecott Award

Medium: Watercolor and cut paper collage.

Genre: Biography

Theme: Standing up for your rights, and equality for all.

Summary: Martin Luther King Jr had suffered discrimination all of this life and he prayed someday the world would change. He was one of the black leaders who changed things and he supported other people for their persistence.

Literary Elements: This story is Chronological Biography. Beautiful pictures, and it is very visible which is great for children. The illustrator portrayed the time and place wonderfully and he matched the story perfectly. The mood of the book is positive and shows change for the better. Stereotypes are avoided in this book. The words are simple and direct. Martin Luther King Jr’s character is portrayed wonderfully. He was multidimensional, this book showed all of his emotions. It shared the dark moments and light moments. The theme of the book showed how much the character believed in peace and not violent. This story showed so much complexity but children can understand it because of the way author wrote it. At the ending, it shows how his words still live on today. It makes people feel unitized how the change happened and how everyone is equal now.

Evaluation: Martin Luther King Jr character had been portrayed the same as his autobiography was portrayed. I had seen so many different movies, news clips, read books on him and this book reveals the same thing I had seen all of my life. I don’t question author and feels this is accurate image of Martin Luther King Jr. I liked this book better than most books I had read on Martin Luther King Jr, he is inspiring person and this book portrayed just like the way he was when he was alive. I would love to share this story with the children because the words of his are powerful to everyone. It doesn’t matter how old people are, they all will understand the meaning of equality and understand that there are wonderful people out there do care about our rights. This story is inspiring and uplifting which would help students to stand up for what they believe in no matter what happens. I like stories that motivate students, and this story is one of them.

The Story of Ruby Bridges

Title: The Story of Ruby Bridges

Author: Robert Coles

Illustrator: George Ford

Medium: Watercolor paintings/ acrylic ink

Genre: Picture Book – Biography

Theme: The story captures a girl who portrays amazing courage and faith during a time of hatred and prejudice.

Summary: The author retells an important event in American history, the 1960 story of the first black child to attend an all-white elementary school in New Orleans. Ruby Bridges, a six year old faced a harsh mob everyday while attending an empty classroom and school due to the resistance to black and white children attending the same school.

Literary Elements:

The biography is presented in an episodic format capturing the significant event in history. The subject of the story, Ruby Bridges was portrayed as a heroic child who overcame obstacles of segregation by attending an all white school. She managed to walk without saying a word through the crowds shouting at her, pushing towards her, and threatening her. This models a child mature beyond her years in terms of how to respond to chaotic situations. However, the book only captures one event, which doesn’t explain Ruby besides her heroic act.

The writing style is engaging as the illustrations provide a sense of softness. The writing captures the reader into the story of Ruby Bridges but it is the illustrations that provide a calming sense of Ruby’s personality. Her calm response to people filled with hate is not only calming but brave and bold like the pink displayed in her dress. However, her facial expressions remained unchanged throughout the book, which makes me question if she ever showed fear during the actual event. The text and the illustrations also capture the time and place. For example as Ruby walked through the mobs, there are signs of ‘WHITE ONLY’ and ‘WHITE SCHOOL’ which presents the segregation mentality. It also presents the angry facial expressions of the white parents.

Even though the event is not explained in depth, it captures the time and place through signs and the expressions of the people. It also captures Ruby’s calm reaction to the hatred. However due to the episodic format, the reader is left wanting more information about what happened to Ruby and if white students ever went back to school.

Evaluation:

The story opens up with a quote from Ruby’s mother, “Our Ruby taught us all a lot. She became someone who helped change our country. She was part of history, just like generals and presidents are part of history. They’re leaders, and so was Ruby. She led us away from hate, and she led us nearer to knowing each other, the white folks and the black folks.” With that said, an actual quote from people within the life of Ruby portrays accuracy on the author’s part. Also, there are several quotes within the book from Ruby’s teacher, expressing her amazement of Ruby’s strength to go to school regardless of the mobs. The book is designed for younger children, so it does not portray detailed information about Ruby as a person.

With the setting and plot, Ruby’s story is integrated with the passing of desegregation law in 1960 and acted upon in New Orleans by a judge placing four black girls to go to two while elementary schools. Three girls went to one school and Ruby went to another. Within the afterword, it is mentioned how Ruby Bridges is still involved with the New Orleans Public School System and the author refers more questions to be directed towards the Ruby Bridges Educational Foundation, which shows authenticy of the information within the book.

the man who walked between the towers.

Title: Harvesting Hope: The Man Who Walked Between The Towers

Author/Illustrator: Mordicai Gerstein

Awards: The Caldecott Award

Medium: pastel

Genre: Biography

Theme: A man who seeks/strives for something that is challenging him on a wire.

Summary: A man who walked between the towers in his early age.

Literary Elements: The book was about Philippe Petit who walked between the towers in 1974- the towers as known as the World Trade Center. He himself is from France. He danced on a wire between the steeples of Notre Dame Cathedral. He loves to walk on a wire from point A to point B. He moved to America. He saw something that would challenge him and made him a legend as no one has done this before, the World Trade Center building! He was told that he couldn't walk on a wire between the towers. Philippe has a sense of mischief and with his sense of mischief, he sneaked in and walked on a wire between the towers. The tone of the book is very lively to match the character, very light, and easy to read. the illustrations are great and very easy to read. As I have noticed that the face of Philippe does not show, only the back of his face and the side of his face. it is interesting to me. Philippe's characterization: courage, mischievous, very artistic with his skill of walking on a wire. He does not seek for any trouble just for his pleasure. In the end of the book, it shows that he performs in front of children as his punishment for walking on a wire between the towers. An interesting thing to me is that i noticed the face of judge, he seems pleased to punish him to do a community service by performing in front of children. the plot seems very flat because it doesn't show any excitement as it predicts what would happen next. for instance, when cops arrested philippe, i questioned myself, what are they arresting him for, on what charge, and etc. it was a good biography but not as great as i have read the other biography books- harvesting hope: the story of Cesar Chavez.

Evaluation: at first, i was reading a book, " My Brother Charlie" by Holly Robinson Peete and Ryan Elizabeth Peete. I thought it was a biography book as it was about authors' son/brother, respectively. It was about Charlie who has an autism. I was struggling with its book's genre. I asked Julie Mitchiner about the book. She said the book is more of a realistic book rather than a biography. I was fortunate that She let me borrow her book, " The Man Who Walked Between The Towers" by Mordical Gerstein. It was a quite interesting book. I was very skeptical about the book if it is true. I researched Philippe Petit, the man who walked between the towers. I was in awe with what he did. This book exists because of the towers doesn't exist. Biography normally talks about the death of a famous person or an incident that impact people. I probably won't allow the children to read the book because it can build their sense of mischief!

Harvesting Hope

Title: Harvesting Hope: The Story of Cesar Chavez

Author: Kathleen Krull

Illustrator: Yuri Morales

Awards: Pura Belpre Honor Book

Medium: Acrylics, handmade stamps, and computer-created cutouts on BFK Rives paper

Genre: Biography

Theme: Perseverance and social change with non-violence

Summary: A Cesar Chavez biography from when he was ten years old living on his family’s ranch to when he was thirty-eight fighting for social justice.

Literary Elements: The genre is biography and there are no cited sources in the book that questions its accuracy and credibility but there is enough information to make it truthful and accurate. For example, Cesar’s experiences with school and his family’s ranch early in life and later in his life with social movement give it an authenticity as a biography. The facts and story line are integrated beautifully with facts and text blending in with illustrations and the story. The social details are interesting and linked with Cesar Chavez’s accomplishments. The social details such as his socioeconomic status, mother, school and work experiences show where Cesar comes from in his advocacy for better work conditions and his social movement with non-violence. Cesar is well developed and multidimensional because the book showed the range of his emotions, struggles, feelings and actions that makes him real as a person and there is no stereotype. The writing style is engaging and easily understood and shows depth and values of the character. The complex topic is explained clearly with reasons for Cesar’s desire to change and how he changed it with non-violence and with illustrations supporting the topic like picking oranges in orchards, meeting with women for his first meeting, National Farm Workers Associations’ flag and using map for the protest march. The themes are perseverance and protest with non-violence and highlight a special quality of the biography – an emphasis on non-violence for changes. The illustrations help readers visualize time and place of Cesar’s childhood ranch, the journey to Californian fields, the struggles of working in the fields and the march to Sacramento.

Evaluation: At first I questioned the accuracy of the biography because there were no sources but when I read the back flap of the book, I saw that the author was acclaimed for her innovation with biographies along with having an award for this biography. I would guess that would mean she would have done her research and her information was accurate. I enjoyed the book and read about the experiences that made Cesar Chavez who he was today and his social movement. I was the most impressed with the repeated message of non-violence thorough the biography and I felt that gave out an important message about making changes without violence. I would use this book in my future classroom.

Rosa

Melanie Orr

Biography

“Rosa”

Author: Nikki Giovanni

Illustrator: Bryan Collier

Summary:  This book is a snap shot or an episodic biography of Rosa Park’s life.  This book tells one of a few historical events that led to the Montgomery, AL boycott.  The book explains Rosa Park’s life as a seamstress, the rebellion on the bus that led to her arrest, and finally the change of segregation laws on the bus. 

Illustrations: Illustrator used water color and collage.   The illustrations of the book are very depicting of the events that occurred at the time Rosa Park’s refused to leave the bus.  On each page the texts matches the pictures and describe the scene in detail.  The illustrations help the reader understand what happened at the time where segregation was an issue.  The pictures paint the picture that Rosa Parks was an angel; a few pictures in the book give the illusion by a golden halo around her hair. 

Setting:  The setting takes place in Montgomery, Alabama.  The time period is when segregation was a big controversy and in the process of becoming eliminated but some states refused to adhere to the laws banning segregation.  The facts and story are integrated because it matches what is told historically.

Plot:  The plot of the story is Rosa Parks stand for social justice.  The details about her life as a seamstress are explained and understood that she was great at her job and earned the likes of many, black and white individuals.  The events that happened in the story are accurate in that Rosa was excused early from work, boarded a bus, refused to move, and subsequently jailed for it.  The accomplishment is based on Rosa Park’s refusal to move on something she felt strongly about and took a stand for it, equality. 

Style:  The style of the writing is informational and although it is sequential based on the events that happened, the story is still interesting if you didn’t know the story of Rosa Parks.  Now, the topic of Rosa Parks taking a stand in this story is not a new one.  There was one young girl before her that took the same stand, but didn’t receive any glory, she received recognition but it wasn’t good and her name is Claudette Covin. 

Theme:  The theme of the story is social justice, breaking the barriers of segregation, take a stand!  The theme reflects the actions of Rosa Parks refusal to leave the bus or get up from her seat.  The illustrations and context of the story outlines it all. 

Characterization:  The illustrations in the story are primarily of Rosa Parks and the events surrounding her refusal to move and it depicts the characters at the time of the bus incident.    

Reflection:  The book itself is informational and explains the story specifically of Rosa Parks, however the story is not true in that Rosa Park’s was the first person to take a stand against segregation on the buses.  There were a few incidences where people refused to move out of seats but none were recognized.  Truly what Rosa Parks ended up being a victory for the African American community, but recognition should have been given for all individuals.  I will use this book because it is a historical event that resulted in a change.    I feel children can benefit from this historical information.

Title: Lou Gehric: The Luckiest Man

Author: David A. Adler

Illustrator: Terry Widener

Award: National Parenting Gold Award in 1997

Medium: Watercolor painting

Genre: Biography

Theme: Lou Gehric was very honored professional baseball player.

Summary: It is a biography of Lou Gehric from birth to death. He was famous for modest and brave Yankees baseball player in 1930’s. He died from deadly disease.

Biography Analysis:

It is about one person, Lou Gehric. There are few imagined conversations in the book. For example, “On May 2, 1939, he told Joe McCarthy, “I’m benching myself… for the good of the team.”

The book is chronological because the book started with birth to death with events in order of occurrence. This book is in category of biographies of the past. Because the author praised Lou Gehric being depicted and put an emphasis only the good qualities of Lou Gehric. After the book, I was led to believe that Lou Gehric is portrayed as “hero”.

Accuracy:

I checked if the information about Lou Gehric and it was accurate. The author wrote hundreds books and he is devoted Yankees fan. And the information was accurate, however, the book about Lou Gehric didn’t include everything about him. It only included his personality, devotion to baseball Yankees, deadly disease, and how he was honored as baseball player. The book included specific dates, specific name of the disease, and specific on how he was honored on baseball stadium.

Social Details: Setting and Plot:

The facts and story line are integrated as the picture and text are. The social details are interesting because it includes facts that he never missed a game for 14 years. He was nicknamed as Iron Horse. It also talked about how he got sick with a deadly disease that affects the central nervous system (ALS). It also includes his accomplishments. He won American League’s most valuable player.

Portrayal of the Subject:

Lou Gehric as the character in the book was well developed. After the book, I learned a lot about him as person and what he did in his baseball career. The stereotypes are avoided. They are illustrated as what the place looked like and people look like in 1930’s. Even the illustrator drew how they dress their baseball Yankees uniform.

Style:

The writing style is comprehensible and engaging. I was very fascinated with the story and the students, especially who loves sports, would enjoy this book. The text matches the pictures. It even showed emotions and I felt emotional about how he was honored right before his death. So to be emotional about his life, the complex topics are explained adequately. It also included specific dates on these occurrences.

Theme:

He was a ‘hero’ in the 1930’s being admired by Yankees fan. It was written about all good qualities about him. The book gives the readers the sense of good side of Lou Gehric. He was honored and considered as modest, lucky man. It doesn’t include anything negative about him except how he died. I learned about him when I read the book for first time and I believe he was a good person because it was accurate that he was well respected by his coaches, teammates, and Yankees fans.

Illustrations:

As I mentioned before, the illustrations were well drawn because they help the reader visualize the time and place. It shows very clear that the story was taken in early 1900’s when Lou Gehric was born and played baseball in his life. The illustrations illuminate the character of the subject. The illustrations showed how modest he was. His coaches and teammates respected him. The fans loved them. It was emotional book. It wouldn’t be if there were no illustrations on the book.

My evaluation on this book is that it is great book with positive qualities about Lou Gehric. It has included specific facts and emotions people had about Lou Gehric. It was interesting book because it was first time I heard of him. The children who loves sports or any readers would enjoy this book.

Amelia & Eleanor Go For a Ride

The Other Side by Woodson

Title: The Other Side

Author: Jacqueline Woodson

Illustrator: E.B. Lewis

Medium: Lifelike watercolor

Theme: In children’s eyes, the skin didn’t matter.

Summary:

It is about black girl, Clover and white girl, Annie wanting to play together but their mothers told them to not cross the fence. So they sat together and became friends. Clover’s friends became friends with Annie too then they think the fence should be taken down.

Genre: Historical Fiction

It is a historical fiction book because the racial tensions and segregation truly happened during Civil Rights movement in 1960's. The fiction part is the characters and the story of friendship. It is combined together to make a story.

Literacy Elements:

Setting:

Setting is really important in historical fiction. The book has well-drawn illustrations that includes what the readers need to know when and where the story is taken. For example, the houses are old fashioned and the clothes the children and mothers wore. The book didn’t tell when or where the story is taken so instead the illustrations tell the setting. The readers could identify that it is during Civil Rights movement and segregation. The fence symbolized as segregation. Therefore, the setting is integral.

Plot:

The plot is sequence of events. It is progressive plot where there is a process when the girls overcome the risks to develop their friendship. Since it is historical fiction, it gives the conflict where the girls could go through that period of time. The young children can identify with their conflicts because they know they would want to be friends. It is from child’s eyes, first point of view perspective. So the young readers could relate. It is self versus society. Mothers are the symbol of society that practiced segregation. The fence is symbol of the segregation. The girls found the way around it by sitting on it. There is no stereotypes or bias in the book.

Characterization:

The characters are well developed. They are possibly real characters that they tend to play outside when it is sunny. Clover is a main character. She was telling the story from her point of view (first point of view). Annie Paul was also main character that she became friends with Clover despites of the fence. They are child like because they seemed from 8 to 10 years old. The young readers can understand them easily that they can identify their problems.

Theme:

The book has the clear theme where it shows the girls cherishing their friendship against the society that should separate them. The author wanted to include interesting story for young readers to relate and think about segregation history for children. They could be friends but the society stopped them. The young readers could learn more about history through historical fiction. There are few specific symbols standing for real world application. It is well readily identified through plot and characters. The text and illustrations fit together well.

Style:

The author has unique style that it has rich language that children can understand. Because it is told by first point of view of little black girl, the young readers can relate. They can be read or read aloud. It also includes symbols that represent the society and history events of segregation. The illustration was well impressed because it describes everything inside the house, weather, yard, people’s clothes, town, and fence. The illustration matches the text that showed history of that period of time. It is a simple book for the children to enjoy and relate to the historical events.

Evaluation/reflection:

I personally enjoyed this book. It is a simple book. I did the book telling for this book in the classroom. It was a good experience, but it doesn’t include much of critical thinking. It is a historical fiction so it shows the history itself. When I will teach about civil rights movement, I would recommend them to read this book on their reading time. I don’t think I will require or book telling this story because there are so many picture books related to Civil Rights movement.

Klondike Gold

Wagons West

Title: Wagons West!

Author and Illustrator: Roy Gerrard

Genre: Picture Book – Historical Fiction

Theme: New beginnings, a action-packed ride filled with hazards, never giving up regardless of obstacles on the way

Summary: The narrator and her parents decided to embark on a journey on the Oregon Trail with the hopes of finding rich green land out West. The pioneers had a guide in Buckskin Dan, the man who convinced them of opportunities that await them. Throughout the story, the pioneers had to fight off robbers, travel down by rafts on the Columbia River, trade with Indians, and finally settle down in Willamette Valley.

Literary Elements:

This book is classified as a historical fiction book due to the accurate portrayal and usage of the setting/time period. The author provided an integral setting as the action, character, and theme are all influenced by the time and place. The book opens up with an introduction of the setting, “Way back in eighteen-fifty, when Americans were thrifty, The times were hard, so most folks had to toil; My mama, my pa, and me labored hard to guarantee That we’d earn a living from the barren soil.” The author then continued the story as the family starts planning their trip to Oregon, in hopes of finding rich green land. The plot is heavily influenced by the setting due to the whole concept of moving out West and how the family finally reached Oregon regardless of the dangerous journey.

The language is described as “jaunty verse,” throughout the book the language was presented in a rhythmic pattern following the format of ABAB. The flow of this pattern didn’t quite match the historical aspect of the unexpected happenings that appear over the course of the Oregon Trail. It provided the reader a sense of relaxation instead of suspense. However the places included in the story such as Columbia River and different Indian tribes were factual and authentic. The language also provided detail of what the characters had to overcome, for example:

“After weeks of perspiration, we were close to desperation, When we reached Columbia River’s rocky shore, Where our prospects looked so slim and the way ahead so grim, That we felt we could not go on anymore.”

During one part of the book, the characters traded with the Indians, which was historically proven to be true. The Indians near Oregon traded potatoes and other vegetables, which was beneficial to the pioneers.

The characters expressed their fears and concerns about what the future held for them, which reflected the time period of how people embarked on a journey not knowing what to expect.

The illustrations enhanced the plot and the setting through authentic paintings of the area matching the time period. For example, the clothing, the tools, the wagons and the animals reflected the time period.

Evaluation:

The question of accuracy in regards to the historical aspect has come into discussion. The places, emotions of the characters, and the obstacles they face are accurate but however the language does not really appear to reflect the mood appropriately. This is a great book for young children learning about the American history of migrating West.

What I found shocking regarding this book was how it is no longer in print, therefore a brand new book selling on Amazon is from $77.24 up to $147.62!