A Big Guy Took My Ball!

Willems, M. (2013). A big guy took my ball! NY: Hyperion

Summary:
Gerald and Piggie will always be the best of friends. Despite their complete opposites, Piggie is a cheerful, careless character and Gerald is a grumpy, cautious elephant they enjoy hanging out with one another. Piggies becomes devastated when a big guy takes her ball, but thankfully Gerald is big too. The only problem is, will Gerald use his size to help Piggie  get her ball back?

Once Upon An Alphabet

Jeffers, O. (2014). Once upon an alphabet. New York: Philomel Books.

Summary:
A silly and stimulating text that involves the alphabet. The letters of the alphabet are used everyday when people speak and write word, so why not in this book. An inventive text that uses 26 letters and is 112 pages of artwork and collections of words to make a storybook that has a story for all the letters. 

Meet the Dullards

Pennypacker, S. (2015). Meet the Dullards. New York: Balzer + Bray.

Summary:

A dull and boring family is who we meet in this funny text. A dry sense of humor, bland food to eat everyday, no excitement in the home will drive anyone crazy and want to shake things up a bit. So, while Mr. and Mrs, Dullard enjoy living their life a bit dull, their children Blanda, Borely, and Little Dud have different ideas for their dull lives. 

Rodeo Red

Perkins, M. (2015). Rodeo Red. New York: Peachtree Publishers.

Summary:

A true book on sibling compromises and rivalry. Rodeo Red is a little cowgirl who is sure the little addition in the family is gonna get the boot. However, she soon realizes that her parents are absolutely in love with Side Swiping Slim and can't get enough of him. She does everything she can to make sure she keeps her best friend, Rusty, the hound dog away from the horrible clutches of Side Swiping Slim. 

It’s A Book

Smith, L. (2011). It’s a book. NY: Roaring Brook

Summary:

This story is pure comedy as adults may feel monkey's growing frustration while trying to explain to the donkey that a book is not a piece of technology. After donkey continues to ask about the features he just does not seem to understand that a book does not share the same functions or features of an electronic device.  Donkey continues not understanding until he decides to pick up a book and read it for himself.  The realization that the world has evolved into one where ordinary devices and tools are now misunderstood is comical to all readers.

Visual Element:  Composition

There isn’t anyone thing that singles out what makes this book such a good story. The author uses few colors, lines, and shapes to show how important the characters and plot are to the story.

Evaluative Criteria:  Theme

In It's a Book, the story has a simple theme that addresses how books have increasingly become outdated to the younger generations due to evolving technology; however it does not need a lot to be entertaining. The story is a memorable one that explains how a book is still a good source of entertainment and shows its value even without the bells and whistles of current technology. The story uses simple dialogue between its characters and is humorous conversation that will have its readers laughing. 

Paper Bag Princess

 Munsch, R. (2012). The paperbag princess. NY: Annick Press.

Summary:

Elizabeth is a brave princess who goes after the dragon who dares to take the prince before they are wed.  She is determined to rescue and save the prince but in the process ends up with nothing to wear but a paper bag.  After rescuing the prince she discovers that the prince is ungrateful and realizes she doesn't need him afterall.

Visual Element:  Lines

The Paper Bag Princess shows expression in the use of lines to show characters emotions and feelings in the story. The princesses’ exasperation, the dragon’s flight, and the happiness the princess feels at the end of the story as the sun sits on the horizon.

 Evaluative Criteria:  Character

The princess in the text changes the traditional role of the main character in a fairy tale.  The princess is not rescued by a prince, does not wear beautiful, expensive gowns and does not live in a luxurious castle. Also, at the end the princess does not end up with the wealthy, good looking prince, but happier by herself. 

Book Trailer

My Teacher is a Monster

Brown, P. (2014). My teacher is a monster. NY: Little, Brown Books forYoung Readers.

Summary:

Every child believe that their teacher is a monster and this story is no different. Our main character  believes that his teacher is really a monster because of her strict discipline and corrections she makes with his behavior.  However, after they happen to encounter each other one day outside of school, the little boy begins to believe that maybe she is human after all.

Visual Element:  Line

Lines help to give the basic shapes such as triangles, circles, rectangles that are used to depict trees in a park, hills that are climbed, and etc. in this story about a little boy who believes that his teacher is a monster. Lines are also useful in the story to help show the distance of flying objects like the paper airplane in the classroom or when the hat is flying in the wind. 

 Evaluative Criteria:  Illustration

Bobby and his teacher continue to show a typical student teacher relationship throughout the text. The author does an amazing job of depicting their relationship and dialogue through the use of speech bubbles, and wonderful illustrations. The story is well written and shows wonderful uses of symmetrical graphics and shapes. The pictures allow the story to continue to move forward and show through little uses of varying color the general setting for the story. The white space shows and gives the reader the illustration of a classroom. 

This Is Not My Hat

Klassen, J. (2012). This is not my hat. Boston, MA: Candlewick.

Summary:
What happens when you take something that doesn't belong to you? Well readers will learn a valuable lesson about not taking what doesn’t belong to you in this story.  When a  little fish takes a hat from a much bigger fish he thinks that he has gotten away with the hat, but the illustrations show what the little fish cannot see.

Visual Element:  Color

The dark colors used for the black of the deep sea, the mixture of browns, tans, specks of white, and forest shades of green blend together to draw reader’s attention. The author is consistent throughout the pages of this silly story to convey the little fish’s thoughts and the whale’s thoughts. The colors also allow the reader to feel as though they are seeing this happen at the bottom of the sea or ocean and readers who have questions, who have prior knowledge or even struggle can visualize and see the realistic attributes of each page.

  Evaluative Criteria:  Theme

This little story helps to teach young readers that we should not take things that do not belong to us. After a little fish steals a small hat that he feels fits him perfectly from a large, whale he tries to justify his actions on why he stole the hat. The book does not come out and say that you should not steal, but it can be implied throughout the text. Young readers will be able to see how upset the bigger fish is about his missing hat and can hopefully understand how they can make others feel if they take something that is not theirs. 

The Three Pigs

 Wiesner, D. (2001).   The three pigs.  NY:  Clarion.

Summary:

Weisner combines an interesting twist on a classic story using fun images and text to make it appealing to readers.  in the text,the author sends the pigs on the adventure of their lives like nothing we've ever seen before.  Readers  are taken on a whirlwind ride using a different range of media to portray the three pigs adventure to escape the wolf.

Visual Element:  Composition

The composition unifies all the elements in the illustrations found in The Three Pigs. The overall story is transformed from a fictional text to a realistic world. The author has allowed colors and lines to show the pigs and how they change from traditional, to cartoonish, to three-dimensional, graphics that appear to come alive depending on the setting of the page.

 Evaluative Criteria:  Plot

The plot is one of the most irrational and exciting that I have seen in a picture book. The pigs fly on a paper airplane across pages and settings that move the action forward in the story. They crash land into different fairy tales and nursery rhymes making this story quite the adventure. The overall plot of the pigs trying to escape the big, bad wolf is a story told across generations. This book puts a nice and unique spin on the traditional telling.

Mirror, Mirror

Singer, M.  (2010). Mirror, Mirror.  NY:  Dutton.

Summary:

A book of poems of well known stories uses an unique style in this written version. Two poems are paired side by side that have a similar theme, but both poems deliver a message that is the total opposite of its counterpart.  Readers will enjoy reading this topsy-turvy book and enjoy differing points of views.

Evaluative Criteria:

Visual Element: Shape

The use of shape allows the illustrator to combine two pictures to look like one to match both poems. Each illustration in the text is able to complement the structure of the text through the use of shapes. On one page of text there is a poem written in one column, and then the other side of the page shows the poem in reverse. The pictures match the poems, and the shapes continue from one side of the page to the other. For example, the shape of the wolf's body continues to be formed by the leaves and trees, or the evil queen’s face is shown by the hills on the other page.

Evaluative Criteria:  Style

Mirror, Mirror is a fairytale written in poetic form that uses a unique style of writing.  The poems give two perspectives of the featured classic fairy tales in the form of reverse poetry. One poem is written on the left side and the same poem is written on the second side in reverse. Although these are the same poems, the reader is able to see two different points of view on the story. For example, in Longing for Beauty, the first poem is talking about how the beast can love Beauty and the second poem is talking about how the Beauty can love a Beast.

Where the Wild Things Are

Sendak, M. (1963).  Where the wild things are. NY: HarperCollins.

Summary:

Max is an active kid with an even wilder imagination. After being sent to his room for being rowdy, he sails across the water to find a kingdom of wild things and becomes their ruler.  Max is able to develop a bond with the wild things and have fun times of no rules and all the imagination he can use, but it must come to an end when Max decides that it’s time to return home.

Evaluative Criteria:
Visual Element:  Texture
This story gives an excellent demonstration of texture. The illustrations use of fine lines, and color help to  create the texture of the pictures. The details on the tail on Max’s wolf outfit, the fur of the wild things, the trees of the magical forest give the readers that sensory feeling as if it can be touched. 

Evaluative Criteria:  Setting

The illustrations shown in Where the Wild Things Are show how the setting changes throughout the story.  In the beginning the story takes place with Max in his bedroom. Trees start to appear and the forest begins to grow, until the bedroom is no longer visible. Eventually as the story progresses the bedroom walls have disappeared and Max ends up in a magical forest. The setting is crucial to the story because it allows the story comes full circle.

Olivia

Falconer, I. (2009). Olivia. NY: Atheneum

Summary:

Olivia is one of a kind. She is an active little pig, who enjoys doing things her way. Her overactive imagination leads her into trouble sometimes and some difficult situations but she always finishes whatever she puts her mind to. We are introduced to Olivia's daily routines and her family interactions throughout this story and all the adventures her mind can endure. 

Evaluative Criteria:

Visual Element:  Color

Olivia is a character with a very strong personality. It is evident that by the color she wears in the book red is truly a strong color. The use of color draws the reader’s eye to Olivia amidst her grayish shade and black and white stripes. The use of color allows Olivia to stand out amongst the shadows and pop.

Evaluative Criteria:  Character

Olivia is a very busy, strong willed little girl!  She comes packed with a lot of confidence and bursts of energy.  The reader is drawn to the character because of her individuality and strong will. Her behavior in the text is consistent with how most children can act at this certain age like playing dress up, being a bit of a know-it-all, and refusing to nap. Olivia makes this story with her vibrant personality.

The Legend of the Bluebonnet

dePaola, T. (1983).  The legend of the bluebonnet.   NY: Putnam.

Summary:This story focuses in the legend of a Native American girl named She Who Lives Alone.  She Who Lives Alone lives among a tribe of natives whose homeland faces destruction due to a lack of rainfall. She Who Lives Alone is the only one who comes up with a plan, she sacrifices her only and most prized possession to save her people.  Legend states that bluebonnets grace the fields each spring to honor her memory and sacrifice.

Evaluative Criteria:
Visual Element:  Color

In The Legend of the Bluebonnet, color helps to communicate the tone and feeling of the story. The author does an amazing job of using colors to capture the scenes that takes place. For example, varying shades of browns and yellows were used to show the experience of drought and famine. Eventually we begin to see more vivid colors such as the deep, dark blue of the night sky, the green of the hills, and eventually the field of bluebonnets at the end. 

 Cultural Markers

The Legend of the Bluebonnet is a retold tale based on Comanche Indian lore. The Native American culture of the Comanche tribe is depicted through its illustrations, such as the markings on the “tipi”, the clothing/style of dress of the characters, and the facial features of the tribe. The little girl’s name She-Who-Is-Alone and the reference of the shaman, Great Spirits, and connection to Mother Earth shows the overall cultural aspect that can be viewed in this book. 

Martina the Beautiful Cockroach

Deedy, C. A. (2007).   Martina the beautiful cockroach.  Atlanta, GA: Peachtree.

Summary:
ACuban folktale  comes to life using beautiful illustrations to tell the story of Martina.  Martina is a beautiful cockroach who is searching for the right insect to marry.  With some wise advice from her abuela (grandmother), she puts her male suitors to the test until she finds a mate who is the perfect bachelor for her and passes the test.

Evaluative Criteria:
Visual Element: Texture

The colored illustrations are what catches the reader's eye and stimulates readers’ imagination. Deedy uses realistic illustrations that look like they could jump right off the page at you. The subtle, tropical colors used are very vibrant and really stand out.  Deedy is able to capture the island's culture, such as the buildings, the cracked streets, the animals, and the flowers of the island.

Evaluative Criteria:  Cultural Makers
This classic Cuban folktale uses illustrations to depict an old Cuban neighborhood in Cuba’s Old Havana. The book depicts images that reveal the culture of Cuba such as the attire of the characters, the details of the architecture and streets, and the vibrant scenery. Martina the Beautiful Cockroach also uses Spanish phrases that allow the reader to see a glimpse of the culture.

Orbiting Jupiter

Schmidt, G. (2015). Orbiting Jupiter. New York: Clarion Books.

Summary:

Twelve year old, Jack tells the story of how he came to meet 14 year old, Joseph, the young man his family decides to adopt. Jack has to learn to cope with a new individual living with him and becoming part of his family and  Joseph has to face and deal with some choices from his past that have affected him in ways nobody knows, but nothing hurts him more than not being able to have a strong father daughter relationship with his daughter Jupiter.  This is his journey to find acceptance of himself as he tries to repair the damages of his past.

Evaluative Criteria:

Style/ Characters

The style of Orbiting Jupiter brings in the reader due to the seriousness filled with emotion . Jack and Joseph’s individual personalities are seen throughout the story, while Jack deals with the new addition of a foster brother and Joseph handles the troubles of his past life.  The overall mood of the story leaves the reader feeling a bit heartbroken and a bit uplifting.  The characters of this story allow readers to connect to the story even if they have never experienced the complicated issues presented.  Jack is able to look beyond Joseph’s past and see him for the good and the person that stands in front him. He is able to accept Joseph and show compassion and understanding when others do not.  Joseph’s character is troubled and misunderstood as he deals with what it means to be a parent, rumors, and struggling to find who he is. Readers will love the bond and closeness of the characters as the story progresses. 

George

Gino, A. (2015). George. New York: Scholastic.

Summary:

George believes that although he was born a boy, he is really a girl trapped in a boy’s body.  He also believes that his real name is Melissa, and she would feel much better if her family understood that and referred to her as a girl.  George has the support of her best friend,Kelly and together they come up with a plan for everyone to understand who George truly is.

Evaluative Criteria:

Character/Theme

Most readers will not be able to identify with the main character George in this novel, but will find it hard to forget him after they read. The author allows readers to see what others may feel about being transgender. George’s character and feelings are critical to the storyline to allow readers to experience the world of gender identity. George’s character is realistic and shows valid emotion as she evolves from having to keep a secret about herself to revealing and accepting herself. While gender identity may not be something that most readers struggle with, most readers have dealt with the feeling of being insecure and not feeling accepted by society’s standards or their peers.  George revolves around the theme of acceptance and learning that sometimes not, everyone may accept who are, but it is important to accept yourself. 

Crossover

Alexander, K. (2014). Crossover. New York: Houghton Mifflin Harcourt.

Summary:

Twin brothers, Josh and J.B. enjoy sharing the basketball court and their world with another. Kwame Alexander uses poetry to show the differing personalities of the twins as they begin to question what role they play in their family dynamic, social groups, and handle the difficulties of being teens. With a father who is a former pro basketball player, and a mother an assistant principal at their school both boys know what is expected of them both when life is going great, but what do you do when everything seems to fall apart unexpectedly.

Evaluative Criteria:

Theme/Style:  The author chooses to write this story in the form of poetry using rhymes, free verse, and lyrics, which is something that most readers are not familiar with.  This novel uses the entire family and centers around basketball in this story to help fill the pages with something that is relatable to young readers. The theme of family, love, friendship, sibling rivalry, adolescence, and basketball will entice readers and allow them to connect to their own lives and challenge their views on poetry. The dialogue between the twin brothers, their mother and father flow very easily and is natural in this novel.  While reading the novel, it may seem as if you were the one speaking to a parent or your own sibling. Choosing to use the point of view of the twin Josh allows readers to focus on how he is observing life and the action surrounding him. The mood is light hearted, but delves into deeper regions as the plot progresses and the twins discover new found relationships and the loss of a family member. 

Teacher Resource

Dear Mr. Henshaw

Clearly, B. (1983). Dear Mr. Henshaw. New York: Morrow.

Summary:

Ten year old Leigh, is a fan of author Mr. Henshaw and begins writing to him after he begins feeling lonely due to his parents divorce and for his class assignment. He never expected his favorite author to respond and write him back. Eventually Leigh and Mr. Henshaw begin discussing topics as Leigh takes Mr. Henshaw's advice to begin writing a journal. Through letter and journal entries Leigh begins to have an outlet for his feelings and in turn becomes more positive.

Evaluative Criteria:

 Plot/ Setting

What would make a young student write to their favorite author? Beverly Cleary cleverly reveals the plot for this story through a series of letters and journal entries as told through Leigh Bott. The author authentically depicts the struggling relationship between Leigh and his father as he travels the country. The plot will engage those readers who  may feel lost or may be frustrated due to  family issues and show how even through writing they can have a release.  The author is able to give a good description of the setting in this novel, as readers are able to picture Leigh’s neighborhood. The new neighborhood for Leigh allows readers to see the insecurities Leigh has and feel his anxiety about having to make new friends, deal with his parents’ separation and the absence of his travelling father.   

Bridge to Terabithia

Paterson, K. (1977). Bridge to Terabithia. New York: Harper Teen.

Summary:

Jess has practiced all summer long to be the fastest runner in fifth grade until the day comes and new girl, Leslie beats him. Life for Jess will no longer be as simple as it has been with a new friend down the road who has a knack for using her imagination. This pair creates a magical kingdom and call it Terabithia that they can only visit. Tragedy occurs and Jess must learn to find a way to deal with it and continue to enjoy living life. 

Evaluative Criteria:

Plot/ Gender and Culture

Bridge to Terabithia tells the story of two friends, Jess and Leslie, who could have become enemies, but soon become inseparable as they bond over their awkwardness from their peers. The plot focuses on the friends being able to creatively go beyond their wildest dreams and create a kingdom that nobody but them can see or understand. Although the friends grow close and share the bond of an imaginary world, tragedy strikes and Leslie dies while visiting Terabithia alone. Readers will be able to relate to the characters and the story of friendship created by the author. The author is able to reveal a caring, genuine boy protagonist in this story as he experiences death, social awkwardness, and courage in this story.  Jess has five siblings and is the only male, so it is interesting to see that his best friend is a female character. The author makes a point out of telling readers that Jess puts in more labor at his home rather than his siblings and should basically fall into the role of a growing boy, one who should not receive kisses and hugs anymore due to his age and needing to be tougher.  The author allows readers to see how the character is able to develop and handle the emotional changes throughout the book.

Good Masters! Sweet Ladies!

Schlitz, L., & Byrd, R. (2007). Good masters! Sweet Ladies!: Voices from a medieval village. Cambridge, Mass.: Candlewick Press.

Summary:

A book depicting life in medieval times in England during the year 1225. Readers are offered a glimpse of what daily life was like for numerous characters through nineteen monologues and different point of views. Each chapter tells something different for each child like their personalities, the chores they do everyday, the struggles they have to endure when they have little to nothing or everything in their possession.

Evaluative Criteria:

In Good Masters! Sweet Ladies!, author Laura Schiltz introduces readers to the setting of England in 1255 and life during the Middle Ages in a Medieval Village. The book provides artwork to help readers capture the setting and the village that the children of the story live in. She uses a collection of plays in the differing forms of 19 monologues and 2 dialogues to introduce numerous characters and life in on an English Manor. The chapters showcase different characters and accurately depict their socio-economic status, what their duties and jobs are, and what hardships they endure while living on an English Manor in 1255, so it shows that life was not always rosy.  Readers will be able to enjoy the stories of the individuals in the book as they can act out their stories. Readers will be able to find themselves in the characters of the children and find meaning in their messages. For example, wanting to be independent and free like the runaway, or wanting to be adventurous, courageous and finding oneself like the knight’s son. The book also gives small piece of background information that can be used to help teach readers about medieval civilization. The author writes in a style that reflects the Middle Age time period and allows readers to enjoy the experience.

The Watsons go to Birmingham

Curtis, C. P. (1995). The Watsons Go to Birmingham - 1963. NY: Bantam Doubleday Dell Books for Young Readers.  

Summary:

This historical fiction novel is told by Kenny, the middle child of the Watson family as he narrates the family's trip to the south to visit Grandma Sands after older brother,Byron finds  himself in trouble back at home. The Watson's travel from their home in Flint, Michigan where the rules of society and different from what they endure in the South. In the South, Kenny experiences racism, segregation, and has to learn to deal with the aftermath of a church bombing. 

Evaluative Criteria:

Enter ten year old, Kenny Watson, the narrator of The Watson’s Go to Birmingham.  Kenny opens the story by describing the characters of the novel who happen to be his family.  Daniel (father) Wilona (mother) Byron or By (older brother) and Joetta or Joey (younger sister). The Watson’s live a typically average life during the winter in Flint, Michigan in 1963. The beginning plot builds upon the fact that the mom, Wilona complains about the freezing temperatures they are living in and older brother Byron begins to act up and finds himself in some trouble. His parents decide that Byron should spend the summer or an entire year with Wilona’s mother- Grandmother Sands in Birmingham, Alabama. In the novel, the Watson’s travel to Birmingham  when segregation and the Civil Rights Movement are present. The novel appeals to readers because they may not realize that they are receiving a history lesson about the church bombings that took place at the 16th Street Baptist Church in Birmingham. Curtis does a great job at comparing and showing readers the changes in the attitudes and behaviors of the characters as they are far from racial tensions in Flint that they now must adjust to in Birmingham. The characters use phrases that accurately depict the 60’s and are relatable and powerful in that readers are able to see how the events in Birmingham have left an impact on their lives in the story and enjoy the good natured, family unit they are. Curtis gives readers an epilogue to help explain the bombings described in the novel that occurred in Birmingham, Alabama. He also explains certain important figures and their contribution to the Civil Rights Movement and leaves readers feeling as if they had experienced the events themselves.

Lesson Plan Resource

We Are The Ship

Nelson, K. (2008). We are the ship: The story of Negro League Baseball. New York: Jump at the Sun/Hyperion Books for Children. 

Summary:

This is the story of the history of the Negro Baseball League told through nine innings, using inspirational pictures and texts, to tell the story of historic baseball players. Readers learn how the men of the Negro League were able to overcome the obstacles that were put in their way, such as the horrible conditions of the fields they played at and the racial tensions in society on and off the field. The author also includes stories and testimonials shared by players throughout the book.

Evaluative Criteria:

We Are the Ship shows an elaborate example of style in this book depicting Negro League Baseball. The chapters are written in innings, like in baseball games. Different colors and elaborate font choices help to distinguish and discuss specific players and topics that help captivate the reader. This book truly makes you believe that you are on the field with some of the players. 

Lesson Plan Reosource

Me...Jane

›McDonnell, P. (2011). Me... Jane. Little, Brown Books for Young Readers. 

Summary:

Me..Jane shares the inspirational story of Jane and her childhood toy, a chimpanzee and how she dreams of a life where she will be able to help animals in the world around her. Jane is a true nature lover and enjoys observing and thinking about what life will be like for her when she gets older. 

Evaluative Criteria:

Style: The style of Me… Jane allows readers to feel the enthusiasm that Jane Goodall had when working with animals. The beautiful illustrations do not overwhelm the text, but the love she has for animals is evident in the text through Jane’s own drawings. This story helps to show children that they can believe in their dreams and achieve them.

Primates

Ottaviani, J. & Wicks, M. (2013). Primates: The fearless science of Jane Goodall, Dian Fossey, and Birute Galdikas. NY: First Second.

Summary:

A graphic novel, following the lives of three female researchers who made profound contributions to science with through their studies of primates. Readers learn of Jane Goodall and her work with chimpanzees, Dian Fossey and her work with gorillas, and Birute Galdikas and her work with orangutans. Written as a biography, readers are able to see each researchers development in her area through her perspective. 

Evaluative Criteria:

Design:› Primates show the lives of three remarkable women scientists in the format of a graphic novel. The design and illustrations help to make this information more accessible to young readers. The colors and cartoon illustrations help to draw in the readers and keep them engaged.

Rosa

Giovanni, N. (2005).  Rosa.  NY:  Holt.

Summary:

This nonfiction children's book recounts and tells the story of Rosa Parks, an important African American figure. Rosa worked as a seamstress and one day refused to give up her seat on the bus when told to because of her race. In 1955, Rosa was expected to give up her seat to a white passenger during these times of segregation due to the segregation laws of that time. Rosa's courageous act and journey to help create a movement and change in the laws to have justice is brought to life in this moving story. 

Evaluative Criteria:

›The story of Rosa Parks is one that will continue to be shared for years to come. Rosa shows a vast contrast to Balloons Over Broadway because of its deep, dark hues and colors that are filled with emotion and the shading with a hint of light help to add more meaning to the content that fills the page. The photographs show different prints and perspectives that allow the reader to see the injustice in this time and as a more serious book. 

Lesson Plan Resource

Balloons Over Broadway

Sweet, M. (2011). Balloons over Broadway: The true story of the puppeteer of Macy's parade. NY: Houghton

Summary:

Based on the true story of Tony Sarg, who turned his love for marionettes into the excessively large and fantastic balloons that millions of viewers see in the Macy's Day yearly Parade. Tony enjoyed being creative and liked using his  inventions to put on plays on Broadway and use for display windows in stores. His creativity helped to create the parade that is known worldwide today. 

Evaluative Criteria:

Design: ›When I think of design I immediately picture lots of color and eye catching illustrations. Balloons Over Broadway has a wonderful design all throughout the story. This book is filled with a mix of real life photographs that pop, vibrant colors, beautiful illustrations, and is appealing to the eye in every way. The design for Balloons Over Broadway will definitely catch readers’ attention as the turn through the pages.