Tales from Outer Suburbia

Tan, S. (2009). Tales from outer suburbia . New York, NY: Arthur A. Levine Books.

Tales From Outer Suburbia is an unusual collection of short stories and illustrations set in an Australian suburb.  I found some of these stories to be cute and interesting, while I felt that some were slightly disturbing.  Some of them reminded me of the Far Side comic I used to read in the Sunday comics.  Every illustrated story is slightly off in some unusual way.  I am still not sure if I liked this book or not.  It was intriguing, and the illustrations were great, but I felt like the stories were just too short to capture my attention fully.  Some of the stories were no longer than a paragraph. 

Looking for Alaska

Green, J. (2005). Looking for Alaska . New York: Speak.

Summary:

Looking for Alaska  focuses on the life of Miles "Pudge" Halter, who has just left his home in Florida where he had no friends, to attend a boarding school in Alabama.  He immediately becomes friends with his roommate Chip, also known as The Colonol, and the girl down the hall, Alaska Young.  Through his friendship with The Colonol and Alaska, Miles learns that there is so much in the world that he has been missing.  He also becomes fascinated with Alaska, who is funny, clever, fascinating, and self-destructive.  Miles learns that Alaska has a lot of issues that she has never resolved.  The first half of the book is labeled as Before, and there is a countdown to After.  After the life-shattering event in the book, Miles is left utterly devastated. 

Personal Reaction:

I thoroughly enjoyed Looking for Alaska.  I loved that Miles was so interested in the last words of famous people.  I thought it added a lot to what was going on in the story, and not just something that was thrown in for entertainment.  The book really had a big impact on me.  I thought it was thought-provoking and masterfully told in such beautiful detail.  Unfortunately, I doubt that this is a book that will make it into the library at my school.  There is one explicit scene in the novel, and because of that one part, I think a wonderful book would not be allowed into our library.  Our librarian does keep a section of books in the back for more mature readers, so maybe she will include it in that collection. 

The Lightning Thief Graphic Novel

Venditti, Robert, Rick Riordan, and Attila Futaki. Percy Jackson and the lightning thief: the graphic novel. London: Puffin, 2010. Print.

I read The Lightning Thief:  The Graphic Novel for my Young Adult Literature class in the fall. 

Summary:

The story focuses on Percy Jackson as he discovers that his father was the Poseidon, the God of the Sea.  In order to save the world, Percy and his friends have to find the lightning bolt that has been stolen from Zeus.  They travel to LA and go to the underworld to confront Hades.  However, they later discover that Ares was the one who stole the lightning.  Percy returns the lightning to Zeus and becomes a hero.

Personal Reaction:

The story was interesting, but I have not read the full length novel or seen the movie.  This was my first experience with Percy Jackson and his adventures.  I enjoyed reading the story, but some of the illustrations left some gaps in the story for me.  I think I would have enjoyed the story more if I had read the novel. 

Young Adult Literature - Annie on My Mind

Garden, N. (1982). Annie on my mind. New York: Farrar, Straus, Giroux.

 

This is the 25th anniversary edition of the novel.  Annie On My Mind appears on the list of 100 Most Challenged Books.  I chose to read this book because it is on the list for my Young Adult Literature book in the fall.  Eventhough I am finished with my blogs for Children's Literature, I thought it would be nice to continue blogging about my readings to not only help me remember my thoughts on the works, but to also get into the habit of sharing my thoughts on books that may be added to my library.

 

Summary:

Annie On My Mind focuses on two 17 year old girls, Liza and Annie, who meet at a museum.  Liza attends a private school and is the president of her student council, while Annie attends a public school in a fairly rough neighborhood.  Eventhough they are different, they feel they have a lot in commmon and begin spending a great deal of time together.  Over the course of their friendship, they fall in love and begin a physical relationship.  Two of Liza's teachers are out of town and Liza offers to feed their cats.  She and Annie discover that the two teachers are gay like them.  Later, an administrator at the school catches Liza and Annie in a compromising situation at the teachers' home.  Liza is almost suspended, and the two teachers are fired.  The story focuses on Liza becoming comfortable with and accepting herself and the fact that she is gay. 

 

Personal Reaction:

I understand why this book has been challenged so much over the years.  I know that it would probably not be well-received in many school districts.  I know that it would meet with a great deal of disapproval in the district where I teach.  However, I think it is important to teach tolerance of others and the learn to respect the rights of others as well.  I went into the book with an open mind, but I didn't really enjoy reading it.  I found that the reason I didn't enjoy the book was not because of the relationship between Liza and Annie, but because the book just wasn't the type of reading I enjoy.  I try to avoid romance novels, and essentially, that is what this book is.  I just found that parts of it dragged.  Towards the end, when the story finally picked up for me and became interesting, then it was over. 

Reflection

I have really enjoyed reading these books for my Children's Literature class.  As I searched for books that I could use, I also checked out alternative selections from the library.  I had a hard time deciding which ones to read for this assignment and which ones I would save for another time.  I also recently got my reading list for Young Adult Literature in the fall, and I've started collecting some of those books.  I intend to keep reading this summer, and I think I will continue to post my personal reactions to the books I read.  I think that this is something I would like to continue doing when I become a librarian.  I think it would be helpful to students who are looking for an interesting book to read. 

Owl Moon

Yolen, J. (1987). Owl moon . New York: Philomel Books.

 

Owl Moon  is a Caldecott book, and also a 1989 - 1990 Texas Bluebonnet Winner.

 

Personal Reaction:

Owl Moon is about a little girl going to the woods at night with her Pa to look for owls.  I really liked this book, mainly because it brought back memories from my own childhood.  When we would go to our camp house on the Sabine River, if we heard an owl, my dad would always answer it.  It was fascinating to listen to the owl call back to him.  This book reminded me of how excited my brother and I would get when we listened to the owl's call as it got closer.  The beautiful illustrations and the story add to the excitement the little girl is feeling as she contains herself on her first owling trip. 

Light in the Attic

Silverstein, S. (1981). A light in the attic. New York: HarperCollins Publishers.

A Light in the Attic appears on the List of 100 Most Challenged Books.

Personal Reaction:
A Light in the Attic is a collection of short poems and drawings by Shel Silverstein.  Even though I looked up the reason why this book is challenged, I still don't agree with it.  Apparently, the book was challenged at one school because some of Silverstein’s poems "glorified Satan, suicide, and cannibalism, and also encouraged children to be disobedient" (Lombardi).  I think that kids and adults should be able to see the humor in these poems and not take them literally.  They are entertaining and cute.  I enjoyed reading this book and I think that it would appeal to most kids as well.  I remember reading Where the Sidewalk Ends when I was a kid, and I loved it.  I don't ever remember reading A Light in the Attic.  Maybe our school did not have a copy of this book at the time, or I am sure that I would have read it since I enjoyed the other book so much. 

Lombardi, E. (n.d.). Banned Books - Challenged and Controversial Novels. Books & Literature Classics. Retrieved July 15, 2011, from http://classiclit.about.com/od/bannedliteratur1/tp/aa_bannedbooks.01.htm

"More More More," Said the Baby: 3 Love Stories

Williams, V. B. (1990). "More more more" said the baby: 3 love stories. New York: Greenwillow Books.

 

Personal Reaction:

"More More More," Said the Baby: 3 Love Stories is a 1991 Caldecott Honor Book.  It is a very colorful and cute story of three separate babies and their loving caregivers.  The first story focuses on a little boy and his daddy, the second story is about a little girl and her grandmother, and the final story is about a little girl and her mama.  The illustrations show characters of different ethnicities to connect to a wide audience.  My daughter is nine now, so this book is really below her interest level, but I found myself wishing I had owned this book when she was little.  I think she would have really enjoyed it and she would have had fun imitating some of the activities in the pictures. 

Island of the Blue Dolphins

O'Dell, S. (1978). Island of the Blue Dolphin . New York: Dell Publishing.

 

Island of the Blue Dolphins by Scott O'Dell, is a 1961 Newbery Medal Winner.

 

Summary:

Karana lives on an island with her tribe in a village called Ghalas-at.  After a bloody battle with the Aleuts, who visit the island to hunt otters, the chief decides that the tribe should move somewhere else.  On the day that the tribe is leaving, Karana's little brother Ramo gets left behind.  When she sees him alone on the island as the boat is beginning to leave, she jumps overboard and swims to shore.  The two of them are the only people left on the island and they begin to start taking care of themselves.  Ramo later gets killed by a pack of wild dogs, leaving Karana alone to fend for herself.  She eventually nurses one of the dogs back to health and befriends him after she wounds him.  She names him Rantu.  She builds a home for herself, but she misses human companionship.  Karana spends eighteen years on the island before another ship comes to take her away.

 

Personal Reaction:

I really enjoyed this book.  Karana tells the story from a first person point of view, so the reader is easily able to connect to her as a character.  The book is interesting and easily opens one's imagination.  I think most everyone has imagined what it would be like to be stranded on an island alone somewhere.  I think that most kids would especially like to read a book about having their own island all to themselves.  It was easy for me to connect to this story, because it seems like the perfect adventure, survival story.  Karana is resourceful and has a strong survival instinct.  She even breaks the laws of her tribe to create weapons for hunting and protection.  She presents herself as a strong character who will do what it takes to survive until someone rescues her.  I think that she is an admirable character for surviving eighteen years on her own, especially since she was only twelve when the story began. 

To Kill a Mockingbird

Lee, H. (1960). To kill a mockingbird . Philadelphia: Lippincott.

To Kill a Mockingbird appears on the 100 Most Challenged Book List, due to the presence of racism.

Summary:

The story is told by Scout in first person point of view as she grows up in Maycomb, Alabama during the Great Depression.  Scout, her brother Jem, and her best friend Dill spend much of their summers trying to get their eccentric neighbor, known as Boo Radley, to come out of his house, since they have never seen him.  Another part of the story focusses on Scout's father, Atticus, who is a lawyer, as he prepares to defend a black man, Tom Robinson, for a crime he obviously didn't commit.  Tom Robinson is accused of raping a white woman named Mayella Ewell.  Despite the amount of effort Atticus puts into proving Tom's innocence, Tom is still convicted because it his word against a white person's word. 

Personal Reaction:

I love To Kill a Mockingbird.  Scout is a likeable character and an innocent narrator.  As she learns the evils of racism, the reader travels through the moral lesson with her.  Atticus is the picture of a true southern gentleman who is honest and good in every aspect.  He faithfully tries to teach his children right from wrong.  Jem is an echo of his father in many ways.  The reader can see that he will be the same type of man when he grows up, but he hasn't quite reached that point yet, as he shows when he loses his temper and destroys his neighbor's flowers.  Dill adds comic relief to the story.  Because it is set in the south, I think that many students would be able to relate to the story.  I know that I am able to connect to the story because of the setting, eventhough the time period is so long ago, because parts of it reminds me of stories my grandparents told me.  Overall, I feel it is a story that should never be challenged.  It teaches a moral lesson in an entertaining and well-written story.

The Book Thief

Zusak, M. (2006). The book thief . New York: Alfred A. Knopf.

The Book Thief is a New York Times Best Seller.

Summary:

The Book Thief is a story set during World War II.  It is about a German orphan named Liesel Meminger whose foster parents, the Hubermanns, hide a Jew (Max) in their basement.  The novel is about the power of words.  Words help Liesel cope with the loss of her family, and with the harsh realities of WWII (by learning to read and by stealing books from the Mayor's library).  Words also have power and can be used to control a nation, as Liesel sees in the case of Hitler. 

Personal Reaction:

I love The Book Thief.  The story is told in the first person point of view with a unique narrator, Death.  Death collects souls and, against his better judgement, becomes interested in Liesel when he collects her brother's soul.  Death sees Liesel, who he calls the book thief, three times.  The third time he sees her, she drops a book that she has written about her life.  He is so touched by her story that he carries it with him and reads it many times before he meets her again at the end of her life to collect her soul.  Her story renews his faith in humanity, and balances the cruelty he has seen through dark times like WWII.  The characters are likeable and easy to connect with in this novel.  Hans Hubermann is the type of man that every reader loves.  He is kind and possesses all the right qualities to win Liesel over almost immediately.  Rosa Hubermann, at first seems like a character that is hard to love.  It took a long time for Liesel to connect to Rosa.  Though Rosa is a hard woman, she loves deeply, which is obvious when Hans is sent away to be in the LSE.  When she sits up holding his accordian at night and crying, it is clear that her feelings are deep, even if she doesn't always show it.  Liesel's best friend Rudy is loyal and funny.  He adds a humorous side to the story.  I especially liked it when he innocently painted himself black to run a race, so that he could be like his hero Jesse Owens, the Olympic Gold Medalist.  He just didn't seem to understand why it was dangerous for him to do such a thing in Nazi Germany.  Max and Liesel are very similar.  They have both lost their families and they both feel guilty about being the one to survive.  Max and Liesel depend on each other and each one helps the other begin to heal.  I loved every part of this book.  Zusak uses so many literary techniques to move the novel along very quickly.  I would highly recommend this book to all readers. 

Black Cat

Myers, C. (1999). Black cat . New York: Scholastic Press.

Black Cat is a Coretta Scott King Honor book. 

Personal Reaction:

Black Cat is a unique picture book. The illustrations are interesting and beautiful in their realistic simplicity.  They seem to be actual photographs that the illustrator has painted.  Each picture features a black cat as he travels through different parts of Harlem.  The story is very rhythmic and adds to hectic, bustling feeling of the area.  The words and illustrations work together to add to the mood of the story.  I liked the illustrations and I can see where this book would appeal to young readers.  It is colorful and each picture contains many different elements that a child could explore.   

The Giver

Lowry, L. (1993). The giver . Boston: Houghton Mifflin.

 

The Giver appears on the list of 100 Most Challenged Books because of the issue of euthanasia.  It is also a Notable Book for Children and a Newbery Medal Winner.

 

Summary:

Jonah lives in a society where "sameness" is valued, and pain and emotion has been eliminated.  At the age of 12, every child is assigned a job.  Jonah is selected to be the Receiver of Memory.  The receiver of memory holds all of the memories from the past.  The Giver is the previous receiver of memory and he meets with Jonah to transfer all of the memories to him. Jonah begins to learn about all the things that have been eliminated from his world, such as beauty, joy, pain, violence, love, sadness, etc.  In Jonah's society, people who are different, or who have become a burden to the society (ex. elderly), are released.  Jonah believes this means that they are sent somewhere else to live.  As the Receiver, Jonah gets to witness the release of a baby.  He is horrified to learn that they kill the baby with a lethal injection.  During Jonah's training, his family take care of a baby named Gabriel.  Gabriel does not sleep through the night, so they give him some extra time to try to assimilate him into their society.  Jonah becomes attached to Gabriel and learns that Gabriel can receive memories from him.  He later learns that Gabriel has been chosen for release since he still does not sleep soundly.  Jonah takes Gabriel and escapes the community. As he does so, he releases all of the memories to the members of the community.  It is uncertain whether Jonah and Gabriel survived.  At the end of the book, Jonah is freezing, but thinks he hears music in the distance.

 

Personal Reaction:

I really enjoyed The Giver.  I can see why it was a challenged book, since many of the themes may be too advanced for some younger readers.  However, I feel that it is a well-written book that explores moral issues in a subtle way.  The author uses understatement to allow the reader to come to their own conclusions about Jonah's world.  It seems like the perfect place to live, but as Jonah becomes more aware of the things that are happening around him, the reader sees that things are not as perfect as they seem.  Sure, the people of the community are free from pain and suffering, but they are also missing out on beauty, love, and joy.  They are missing out on the things that make life worth living.  My only criticism would be the ambiguous ending.  I like to think that Jonah and Gabriel made it to safety, but the book leaves this unresolved.

Catching Fire

Collins, S. (2009). Catching fire . New York: Scholastic Press.

 

Catching Fire is a New York Times Bestseller.  It is the second book in The Hunger Games trilogy.

 

Summary:

After Katniss and Peeta survive the hunger games and return home, Katniss learns that she has become the symbol of a revolution.  By defying the Capitol in the arena, Katniss has unknowingly become its enemy.  President Snow visits Katniss and demands that she do everything possible on her victory tour to squash the rebellion.  No matter how much Katniss tries, she only seems to fuel the rebellious feelings of the other districts.  To her horror, Katniss learns that the tributes for the next hunger games will be chosen from past victors.  This means that she and Peeta will have to enter the arena again. She soon learns that everything isn't as it seems, and whether she likes it or not, she is becoming a major part of the rebellion against the Capitol.

 

Personal Reaction:

Just like the first book of this series, Catching Fire delivers a fast paced, action packed read.  I thoroughly enjoyed the interaction between the characters, and the complications that arise because of Katniss and Peeta's victory in the hunger games.  I also enjoyed the complication caused by the conflicting feelings Katniss has for both Gale and Peeta.  The character development of the tributes from the other districts was also interesting to see.  These tributes had all been a part of the hunger games and had survived.  They knew what they would be facing in the arena and they showed a great deal of courage.  Furthermore, it was interesting to see how their previous time in the arena had affected them in their lives.  It is obvious that being the winner of the hunger games is not a distinction that one would want to have.  I did not like the way the book ended, since it leaves the reader hanging and wanting to know what happened next.  Overall, the book is exciting and would appeal to most young readers. 

Twilight



Meyer, S. (2005). Twilight . New York: Little, Brown and Co.

 

Summary:

Bella Swann moves to Forks, Washington and quickly becomes intrigued with a boy named Edward.  After Edward saves her life by moving lightning fast and stopping an out of control truck, Bella realizes that Edward is different.  She soon finds out just how different he is when she learns that he is a vampire who doesn't feed on humans.  They are drawn to each other, eventhough Edward knows that being near Bella is dangerous for her.  Bella is put in greater danger when another vampire decides he wants to hunt her. 

 

Personal Reaction:

Twilight  has become immensely popular.  I read the books about a year before the movie came out, and I'm very glad I did.  While the movie has caused Twilight to become a part of our culture, I also feel like it has diminished the book itself.  To some extent, we have been so inundated with everything Twilight, that it's almost too much!  When I read Twilight, I really enjoyed the story.  While it is not of the highest literary quality, it is a good story with likeable characters.  Teenage girls relate easily to Bella.  However, my biggest criticism of the book was that Bella was a little annoying at times to me.  I teach kids her age, so I feel she was a realistic character, but I got annoyed with the drama from her at certain points.  I can see the appeal Edward has to young readers.  He is a gentleman, romantic, and chivalrous, but he also has a dark, dangerous side since he's a vampire.  He has all the qualities that girls wish boys still had today.  While I have talked to some boys who really enjoyed this book, I think it appeals more to a female audience.  is

Overall, Twilight is an entertaining story that is worth reading.  The biggest strength of this book is that it makes kids want to read.  I have talked to students who told me that they don't read, and when this series became popular, I saw them carrying the books around to their classes.  In my opinion, that alone makes this a great book!

The Hunger Games



Collins, S. (2008). The hunger games . New York: Scholastic Press.

 

Summary:

I think it is easy to see why The Hunger Games has gained such popularity.  The story revolves around Katniss Everdeen who, along with Peeta Mellark, has been chosen to represent their district in the annual Hunger Games.  The Hunger Games is a battle to the death sponsored by the capital to keep the districts in line.  It is also designed as a constant reminder of and punishment for an uprising that occurred many years prior.  In the games, Katniss and Peeta rely on each other for survival and are able to both survive by defying the capital. 

 

Personal Reaction:

I was hooked on the book from the very beginning.  I liked Katniss from the moment when she volunteered to enter the hunger games in the place of her little sister, Prim.  She is a well-developed heroine that definitely has appeal to a young reader.  My only criticism is that sometimes it seemed that Katniss is completely clueless.  She ultimately makes all the right moves while misunderstanding a lot of what is going on around her.  Her blindness to Peeta's feelings about her through training and the beginning of the hunger games, sometimes frustrated me.  However, she is a realistic, likeable character.  Alternately, I never felt the same connection with Gale.  While he is an important character to the book, and Katniss's best friend, I didn't feel like he was as supportive of Katniss at times as he should have been.  Peeta is a likeable character from the beginning.  While he seems to be naive at times, it is actually interesting to see how perceptive he really is.  He is truly good and honest, but Katniss sees deception in everything he does.  She can't accept him at face value because she expects him to be like her.  She is a survivor at heart and has promised Prim that she will do everything possible to return home.  Because of her survival instincts, she tries to close herself off from those around her.  She refuses to trust anyone.  When she is thinking about her actions, she doesn't appear to be a likeable person to those who are viewing the games, but when she reacts emotionally, the audience is able to see the true Katniss.  In the games, she befriends a girl named Rue.  When Rue is killed, Katniss covers her in flowers and sings to her.  When she does this for Rue, she shows her true emotions.  Haymitch is a complex character with many hidden layers.  While he first appears to be just a drunk who will be useless in helping Katniss and Peeta, he later proves  to be extemely intelligent, manipulative, and cunning.  I have to say that I like Haymitch and I think that he does have Katniss and Peeta's best interest at heart, but he has his own demons to fight too. 

Overall, I loved this book and I think most students would enjoy it too. I also enjoyed all the parrallels in the story to ancient Rome and the days of the gladiators.  I am looking forward to the movie. 

Hitler Youth: Growing Up in Hitler's Shadow



Bartoletti, S. C. (2005). Hitler Youth: growing up in Hitler's shadow. New York: Scholastic Nonfiction.

 

Hitler Youth: Growing Up in Hitler's Shadow is a fascinating 2006 Newbery Medal Winner about Hitler's method of brainwashing the nation's children to create completely loyal citizens.

 

This book does not follow the traditional plot line.  It is a nonfiction book that uses historical accounts, actual journal entries, and interviews to show the power Hitler gained over the young people of Germany.  Most Germans felt that Higler would get them out of the mess created by World War I.  He was a charismatic speaker and encouraged young Germans to join Hitler Youth groups.  Only healthy girls and boys of Aryan descent could join the Hitler Youth.  No one of Jewish background could join.  Also, before the Hitler Youth was mandatory, children whose parents were not members of the Nazi party were often rejected as well.  Hitler Youth groups appealed to young people because they provided fun activities and camraderie.  On February 27, 1933, a communist set fire to the Reichstag (parliament building), which allowed Hitler to declare a national emergency and suspend civil liberties.  In 1934, Hitler took complete control when the president died.  He began eliminating all other youth groups.  Young Germans joined the Hitler Youth because it was dangerous not to join.  Then, on December 1, 1936, the Hitler Youth became mandatory.  During this time period, teachers were forced to teach Nazi principles in order to create good Nazis.  Any teacher who refused was immediately dismissed.  Students were also taught about their racial superiority over Jews.  Through this indoctrination of his principles and beliefs, Hitler was able to mold and brainwash the youth of Germany to the point that they were loyal to him over their own parents.  Parents had to be careful what they said in front of their children because children were encouraged to report on their parents for any misdeed.  Hitler believed that the best way to maintain control over Germany was to control the children of Germany. 

 

A Single Shard

Park, L. S. (2001). A single shard . New York: Clarion Books.

 

A Single Shard is a 2002 Newbery Medal Winner, as well as a book that appears on the Notable Books for Children List.  (On my list as a Newbery book).

 

Exposition:

Tree-Ear is an orphan who lives in Ch'ulp'o, Korea in the 12th century.  He lives under a bridge with his friend, Crane-man.

 

Conflict:

Tree-Ear wants to learn how to create pottery on the wheel.  Another conflict deals with Tree-Ear's desire to help Master Min receive a royal commission for his pottery.

 

Rising Action:

While admiring Min's pottery one day, he is startled and breaks one of the pieces.  In order to pay off the debt, he begins working for Min and bringing food home to Crane-ear.  Min's wife is very kind and helps Tree-Ear and Crane-man.  When a royal emissary comes to Ch'ulp'o to aware commissions, Min's rival is awarded one because he has perfected a new method of doing inlay work on the pottery.  Min duplicates the effect, but in the firing process the glaze produces brown spots and does not turn out correctly.  However, Min's work is more precise and the royal emissary tells Min that if he can produce inlay work and bring a piece to Songdo he will receive a commission as well.  Tree-Ear offers to bring Min's work to Songdo.  Min tells Tree-Ear that he will never teach him the potter's trade because the trade passes from father to son.  On Tree-Ear's journey to Songdo, he is attacked by thieves, and the thieves throw the precious vases off of a cliff.  Tree-Ear finds a single shard of the pottery that shows the fine work Min created.  He carries it to Songdo.

 

Climax:

Tree-Ear meets with the royal emissary and shows him the shard.  When he examines it, he gives Tree-Ear a royal commission to bring back to Min by boat.

 

Falling Action:

Tree-Ear returns home with the commission.  When he arrives, he finds out that Crane-ear has been killed in an accident.  Tree-Ear blames himself for not being there to help Crane-ear.

 

Resolution:

Min and his wife take Tree-ear in and give him a new name.  He has a family and a home.  Min begins teaching him to create pottery on the wheel. 

 

Literary Elements:

Characterization is an important part of this novel.  The author creates very detailed characters that come to life and are easy for the reader to relate to.  Tree-Ear is a likeable three dimensional character who grows and learns as the story progresses.  Suspense also adds to the story.  Each time Tree-Ear met with a conflict on his journey, the reader fears that something will happen to the beautiful pottery.  The title also foreshadows that something bad will happen to the pottery at some point on his journey.

 

Athletic Shorts

Crutcher, C. (1991). Athletic shorts: six short stories. New York: Greenwillow Books.

Athletic Shorts is a book of short stories dealing with athletes and fitting in.  It is on ALA List of the 100 most challenged books because of homosexual characters and the use of racial slurs.

This book does not follow the traditional plot line because it is a collection of six short stories. 

"A Brief Moment in the Life of Angus Bethune"

Angus doesn't fit in because he's fat and he also has two sets of gay parents.  He is voted Winter Ball King a joke, but gets to dance with the girl of his dreams.  He learns that everyone has their problems and he gets to live in he finally gets to experience a perfect special moment.

"The Pin"

Johnny is a wrestler who lives under the strict rule of his father.  His father was a star wrestler in high school and college and he expects his son to live up to his expectations.  Johnny challenges his father to a wrestling match and wins.  His father becomes angry with him, but later apologizes for treating him the same way his own father had treated him.

"The Other Pin"

Petey gets volunteered by his best friend to wrestle Chris Byers.  Chris Byers has become a legend and he doesn't want to humiliate himself when he loses.  Halfway through the story, we learn that Petey's biggest fear of humiliation is due to the fact that Chris is a girl.  On his grandfather's advice, he meets Chris and learns that things are not easy for a girl wrestler either, and she doesn't want to do it anymore.  The two work out a plan to help them both.

"Goin' Fishin'"

Lionel Serbousek tries to cope with being on his own by swimming.  He must learn to forgive the boy who killed his entire family in a drunken boating accident. 

"Telephone Man"

Telephone Man is a racist because of what his dad has taught him about minorities.  He begins to question his beliefs when an African American boy saves him from getting beat up and calls Telephone Man a friend.

""In the Time I Get"

Louie learns to accept and become friends with the nephew of his boss, after learning that Darren is gay and has AIDS.  While he works to get over his prejudice, Louie loses his best friend, who cannot accept Darren.  Louie ultimately helps Darren cope with his fear of dying.

Chris Crutcher uses each story to create a moral lesson for the reader.  While I see why some people would take offense to parts of the book, I feel that as a whole, it does teach valuable lessons of acceptance. 

Before We Were Free

Alvarez, J. (2002). Before we were free . New York: A. Knopf.

Before We Were Free is a 2004 Pura Belpre Award winning book about life in the Dominican Republic under the rule of a cruel dictator.

Exposition:

The story is told in first person point of view.  The story begins in 1960 in the Dominican Republic with a girl of nearly twelve as the narrator.

Conflict:

The country is a dangerous place to live.  The dictator, General Trujillo, is cruel and merciless.  Anita's family is involved in a secret plot to overthrow the government.

Rising Action:

The secret police watch Anita's family closely.  Her Tio Toni is missing because he was involved in a plot to overthrow the government.  She later finds out that he is in hiding.  There are secrets everywhere and everyone is tense.  Most of Anita's family flee the country to live in the United States.  Her father and uncle stay to continue with their dangerous cause. 

Climax:

Anita's father and other members of his group assassinate the dictator, but things do not go as planned and the dictator's son and the secret police take control of the country.  Anita's father and uncle are arrested.

Falling Action:

Anita, her mother, and her brother go into hiding until they can be smuggled out of the country to safety.  They hope for news of her father and uncle, but when it finally comes, they find that they have been executed.

Resolution:

Anita decides to try to be free in her new country.

Literary Elements:

Symbolism, metaphor and similes are all important aspects of this story.  The group that Anita's father belongs to is called the Butterflies.  Butterflies represent hope and freedom to everyone in the country at the time.  Anita's nanny and her father both keep telling her to fly away and be free.  Anita metaphorically becomes the butterfly and is given wings.  She learns that being in a free country does not mean you are free unless you feel free inside "like an uncaged bird" (Alvarez, 2002, p. 162).  Forshadowing is also used in the novel.  Anita's nanny dreams of the future and tells Anita that she, her mother, brother and sister will fly to freedom.  She does not tell Anita that her father and uncle will fly to freedom, which suggests early on that something will happen to them.

The Family Under the Bridge



Carlson, N. S., & Williams, G. (1958). The family under the bridge . New York: Harper.

The Family Under the Bridge  is a 1959 Newbery Honor Book.

Exposition:

Armand is a hobo living in Paris, when he meets a family living under the bridge where he usually stays. 

Conflict:

Madam Calcett and her children, Paul, Suzy, and Evelyn are homeless.  Armand swore he would not open his heart to them, but soon he wishes to help them (Armand's internal conflict).

Rising Action:

Armand takes the children to visit Father Christmas, where they ask for a house for Christmas.  He also takes them begging while their mother is gone to work.  When she finds out, she gets angry because she is too proud to take help from anyone.  Armand leaves the bridge, but later he saves the children from being taken away from their mother.  He brings the family to live with the Gypsies.  The children are dissapointed when they do not get a house for Christmas.

Climax:

Armand convinces Madam Calcett to let her help her pay for a place to live for the children.  He decides he must get a job.

Falling Action:

Armand cleans up and goes in search of a job.  He checks on a job he heard about as a night watchman.  He finds out later that it is a job as a caretaker instead.

Resolution:

Armand gets the job as a caretaker, which includes lodgng for his new family.

Literary Elements:

This story contains a great deal of imagery and figurative language.  The description of Armand and his surroundings are very interesting and detailed.  Also, I enjoyed the detail and figurative language used to describe how Armand tries to protect his heart from the children.  Allusion to well-known places in Paris is also an important element to the story.

The First Part Last

Johnson, A. (2003). The first part last . New York: Simon & Schuster Books for Young Readers.

The First Part Last is a touching 2004 Coretta Scott King Award winning book about a young man raising his infant daughter.

Exposition:

The story is told in first person point of view.  Bobby, a sixteen year old, introduces himself and his newborn daughter, Feather. 

Conflict:

Bobby is raising Feather alone and struggling with the pressures of taking care of her and going to school. 

Rising Action:

Every other chapter is a flashback to "Then," from the time Bobby's girlfriend Nia tells him she is pregnant, to the time the baby is born.  In the "Now" chapters, the reader sees Bobby's struggle to take care of his daughter and to mature.  School is difficult and his mother makes Feather Bobby's complete responsibility.  After he is arrested for painting graffitti art on a wall, he and Feather move in with Bobby's father.  Through flashbacks, it is revealed that Bobby loved Nia, but that they made the decision to give the baby up for adoption.  However, when the baby is born, Nia went into a coma and is now in long term care.  The doctors say she has brain damage and will never be the same again.  When this happened, Bobby refused to sign the papers to put the baby up for adoption.

Climax:

Bobby makes the decision to leave the city because it reminds him too much of Nia.  He can't let go and begin to heal when he is still so close to her. 

Resolution:

Bobby and Feather move on their own to Heaven, Ohio, where Bobby's brother lives.

Literary Elements:

Suspense is used to keep the reader wondering what happened to Nia.  It is obvious from the very beginning that she is not present to help Bobby with Feather, but the reader does not know what has happened.  It seems at first that she has abandoned Bobby and the baby, but as her character is revealed more through flashbacks, it seems unlikely to be the case.  Flashbacks are used effectively to enhance the suspense and move the story forward while still elaborating on the backstory.

The Magician's Boy

Cooper, S. (2005).  The Magician's Boy.  New York:  Simon & Schuster.

The Magician's Boy is a captivating 2006-2007 Texas Bluebonnet nominee.  

Exposition:

The story is told from the third person limited point of view.  The magician's boy is introduced and the jobs he performs for the magician are described.  The job the boy likes best is controlling the puppets for the show the magician puts on about St. George and the dragon.

Conflict:

The boy wants to learn magic, but the magician will not teach him yet.  Another conflict is that the puppet of Saint George goes missing.

Rising Action:

The magician sends the boy into the Land of Story to search for Saint George.  The boy travels from story to story in search of the missing puppet.  He meets many story book characters along the way, such as the old woman who lives in a shoe, the Pied Piper, Red Riding Hood, and he even meets Jack as he is climbing the beanstalk.  He decides that he will only fnd Saint George if he finds the puppet's dragon.

Climax:

When he finds the dragon, everyone says that the boy is Saint George now.  The boy takes on the role of Saint George and fights the dragon.

Falling Action:

He stabs the dragon and the dragon dies, but he smiles and winks at the boy as he is dying.  The boy realizes it happened just the way it did when he controlled the puppets.  At that moment, the boy realizes he is behind the puppet theater again controlling the puppets.

Resolution:

The magician is proud of the boy and starts calling him George instead of boy.  He begins teaching George magic.

Literary Elements:

Allusion is used extensively in this book.  Each character that the boy meets in the Land of Story are well-known figures from nursery rhymes and children's books.  Irony is another element present in the book.  It is ironic that the boy searches and searches for Saint George, only to become the figure of Saint George at the end.

Holes

Sachar, L. (2000). Holes.  New York: Random House.

Holes is a 1999 Newbery Medal winner, as well as a novel that appears on the 1999 Notable Books for Children List (listing as one of my Notable Books for Children).

Exposition:
The story is told in third person limited point of view.  The narrator focuses on Stanley Yelnats, the main character.  Stanley is introduced and described in the third chapter.  He is an overweight boy who is often bullied by his classmates.  The reader also learns about Camp Green Lake in chapters 1 & 2.  Camp Green Lake is a juvenile facility in a hot and dry area of Texas.  The name is misleading since there is no longer a lake.

Conflict:
Stanley is wrongfully convicted of stealing a pair of sneakers.  The sneakers belonged to a famous baseball player and was supposed to be auctioned off for charity.  While Stanley was walking home one day from school, the shoes fell on him from an overpass and he was caught with them.  As punishment, he is sent to Camp Green Lake.

Rising Action:
When Stanley arrives at Camp Green Lake, he learns that he is expected to dig a five foot deep hole each day to build character.  At first it is a difficult task, but as the days pass, he becomes stronger and it becomes somewhat easier.  He is also told that if he finds anything interesting, the warden will give him the day off from digging.  One of the boys named X-Ray, the leader of the group, convinces Stanley to give him anything that he finds.  One day he finds a gold tube with the initials KB on it and he gives it X-Ray.  When X-Ray turns it in, the warden makes them dig constantly in the area where they found it.  However, Stanley found it in a diferent area from where X-Ray said. 
Throughout this section of the book, the author also gives the reader some background information on Stanley's ancestors.  Stanley's great great grandfather caused his entire family to be cursed because he broke a promise he made to Madam Zeroni.  He promised her that he would carry her up the mountain to drink from the water at the top.  Since that time, Stanley and everyone in his family has had bad luck.  Stanley's great grandfather's fortune was stolen by an outlaw named Kissin' Kate Barlow.  Stanley's great grandfather survived in the desert by staying in God's thumbprint.  Kate had been a school teacher in Green Lake, until she was caught kissing a black man named Sam.  Sam was killed, and Kate became an outlaw when she shot the sheriff.  After Sam's death, it stopped raining in Green Lake and the lake dried up.  Kate supposedly buried her treasure in the area. 
Stanley takes the blame for stealing sunflower seeds from one of the camp counselors and he gets in trouble with the warden.  He realizes that the tube he found was a lid to a lipstick tube.  He also realizes that they are digging because the warden is looking for Kate's treasure.  Stanley begins teaching another boy, Zero, to read.  In exchange, Zero begins digging part of Stanley's holes.  The counselor's are tough on Zero and he runs away.  After a couple of days, Stanley runs away to find Zero.  He finds Zero and starts going towards the mountains and a rock formation that looks like a thumbprint.  He remembers that his great grandfather survived in the area by staying there and he thinks there must be water. 

Climax:
The two boys almost die, but when Zero collapses, Stanley carries him up the mountain to the rock formation and he finds water.  Stanley's luck changes, because Zero (Hector Zeroni) is a descendent of Madam Zeroni and Stanley fulfilled the promise.

Falling Action:
Stanley and Zero rest and get stronger in the mountain.  Zero confesses that he stole the shoes that Stanley was in trouble for stealing.  Stanley decides to find Kate's treasure and leave Camp Green Lake.  They go back at night and dig in the area where he found the lipstick tube.  He finds a suitcase, but the warden catches them.  Poisonous yellow spotted lizards cover the two boys, so the warden can't take the suitcase from them.  She decides to wait until the lizards bite them and they die, but the lizards never bite.  Then, a lawyer arrives and says she is Stanley's lawyer.  He has been found innocent and he is to be released immediately.  The warden says that he and Zero tried to steal her suitcase, but the suitcase has Stanley Yelnats printed on it.  It belonged to his great grandfather. 

Resolution:
Stanley and Zero get to leave Camp Green Lake.  The suitcase's contents were worth almost $1 million each for Stanley and Zero.  The curse was lifted and life improved for both boys.  The state shut down Camp Green Lake.

Literary Elements:
The story uses flashbacks interspersed throughout the plot to give the reader information about Stanley's ancestors and also Kate and Green Lake.  The novel is also full of irony.  It is ironic that so many coincidences come together to put the person who stole the shoes in the same place as Stanley, and Stanley in the same place where his great grandfather was robbed.

How to Steal a Dog

O'Connor, B. (2008).  How to Steal a Dog.  New York:  Scholastic Inc.

How to Steal a Dog is a  2008-2009 Bluebonnet Award Nominee about a little girl who is dealing with being homeless. 

Exposition:
The story is told from the first person point of view by Georgina Hayes.  The exposition introduces Georgina's mother and her brother Toby.  It also explains that Georgina's father has left the family and they are living in their car.

Conflict:
Georgina and her family are living in their car.  She needs to get enough money so that they can find a place to live.

Rising Action:
Georgina comes up with a plan to get money.  She decides that she will steal a dog, wait for the owner to put up a reward, and then collect the reward.  She looks for the perfect dog and decides to steal a little dog named Willy  because his owner Carmella seems to love him and she lives in a big house.  Georgina hides Willy at an abandoned house.  A homeless man named Mookie starts living there and finds Willy.  Meanwhile, Georgina and Toby start helping Carmella in her search for Willy.  They pretend to look for Willy and suggests that Carmella offer a reward.  Carmella puts up posters, but she does not have any money for a reward.  She decides she will have to borrow money from someone.  Mookie begins to get suspicious about Willy.  Georgina's car breaks down.  Her mother will have to fix the car with the money she has saved to get a place to live.  This just pushes Georgina to continue with her plan to get the reward for Willy, eventhough she has begun to feel guilty for taking him from Carmella.  Fortunately, the car is fixed, and Georgina realizes that Mookie fixed it for them. 

Climax:
Georgina goes to feed Willy and discovers that he is missing.  She thinks that Mookie stole him.

Falling Action:
Mookie comes back with Willy and says that the dog followed him.  Mookie tells them that he is moving on to someplace else.  Georgina makes the decision to return Willy to Carmella.  She brings him back the next day and confesses that she stole Willy. 

Resolutions:
After Georgina tells Carmella the entire story, she forgives Georgina for stealing Willy.  Two days later, Georgina's mom is able to find them a place to live.

Literary Elements:
Foreshadowing is used throughout the novel to allow the reader to have an idea of how things will turn out for Georgina and her family.  The author also uses similes and metaphors to enhance the story. 

Love That Dog

Creech, S. (2001).  Love That Dog.  New York:  Harper Collins Publishing.

Love That Dog is a unique 2002 Notable Books for Children novel, because the entire book is written in poetry.  The story revolves around a young boy who is trying to learn to write poetry in class.

Exposition:

The story is told from a first person point of view.  Jack introduces himself by saying that he doesn't want to write poetry because he's a boy.

Conflict:

Jack believes that he can't write poetry, but he must write poetry for his class.  He struggles with putting his emotions down on paper.

Rising Action:

He begins writing everything in short lines to make it look like poetry.  He writes about his reaction to many poems they read in class.  He slowly begins to open up about his dog, who he loved.  He writes a poem about how his dog, Sky was killed when a car hit him.  After reading a poem in class by Walter Dean Myers, he writes one similar about his dog.  He also writes a letter to Walter Dean Myers and invites him to visit his class. 

Climax:

Walter Dean Myers visits Jack's class.

Falling Action:

Jack writes a letter to Walter Dean Myers after his visit to Jack's school.

Resolution:

Jack shares the poem he wrote about his dog that was inspired by the poem by Walter Dean Myers.

Literary Elements:

The book uses a great deal of imagery as Jack begins to expand his writing and starts to put his emotions into words.  Allusion is also used frequently in the story since Jack alludes to many different poems by many different poets.  As he learns about these different poets and their writing styles, he starts to change his own writing style.

The Polar Express

Van Allsburg, C. (1985). The Polar Express . Boston: Houghton Mifflin.

The Polar Express, a 1986 Caldecott Winner, is a well-known story that has been turned into a movie.  Many children see the movie and read the book each Christmas.

Exposition:
The story is told from the first person point of view.  The setting is established as being in the narrator's room on Christmas Eve. 

Conflict:
The narrator, a little boy, has been told by his friend that there is no Santa Claus.  He decides to sit up and listen for Santa to arrive, to prove his friend wrong.

Rising Action:
Instead of Santa, a train arrives.  The boy rides the Polar Express to the North Pole with other children.  He meets Santa and is given the first Christmas present of the year.  The boy chooses a bell from Santa's sleigh as his gift.  The children all board the train to go home.

Climax:
The children all ask to see the boy's bell, but when he reaches in his pocket to show them, he discovers that he has lost it.

Falling Action:
The boy is brought back home.  He wakes up on Christmas morning and opens gifts with his sister Sarah.  She finds one last gift for him behind the tree.

Resolution:
The final gift is the bell he lost with a note from Santa.  Only those who still believe in Santa Claus, can hear the bell ring.

Illustrations:
This book is beautifully illustrated.  The story itself only covers a small section of the margin on one page, while the illustration reaches across the rest of the page and completely fills the opposite page.  The pictures are drawn in great detail with beautiful colors and shadows.

The Wall: Growing Up Behind the Iron Curtain



Sís, P. (2007). The wall: growing up behind the Iron Curtain. New York: Farrar, Straus and Giroux.

The Wall: Growing Up Behind the Iron Curtain appears on the 2008 Notable Books for Children list. It is also a 2008 Caldecott Winner. (On my Notable Books for Children list)  It is an impressive history of one man's life, as well as the history of his country during his lifetime.

This book doesn't really follow the traditional plot line.  Although it does have a clear beginning and end, it doesn't really have a climax.  The main purpose of the book is to give a historical account of life in Prague as the author grew up there. He does this through illustrations, actual journal entries, historical facts, and personal accounts.  Through these techniques, he manages to give a biographical account of his life, while also presenting a timeline of events.  In the beginning, he introduces himself and explains that he has always loved to draw.  He also begins the timeline in 1948 when the Soviets took control of Czechoslavakia.  He illustrates many things that were compulsory during this time period and explains the hardships of living under Soviet rule.  During the late sixties, things became easier and censorship and many restrictions were lifted when Dubcek gained power.  The author and many of his friends became fascinated with Western culture, especially the music of these "decadent" capitlistic societies.  The author was even allowed to leave his country to travel.  However, August 21, 1968, Soviet troops invaded and removed the progressive government.  Things became difficult for the author again.  In 1984, he was allowed to leave the country for work, and he decided not to return.  Then in 1989, the Berlin Wall fell and The Cold War ended.  In the Afterword, the author explains that it is difficult to put into words what life was like for him in his country, so he decided to draw it to help his family understand the hardships of growing up under Soviet rule.

Illustrations:

This book is richly illustrated.  The use of color represents the atmosphere of his life.  During times when life was easier and more open, the author/illustrator uses vibrant colors.  During times when his life was greatly restricted due to Soviet rule, he uses black, grey, and red. 

Casey at the Bat: A Ballad of the Republic Sung in the Year 1888

Thayer, E. L., & Bing, C. H. (2000). Ernest L. Thayer's Casey at the bat: a ballad of the Republic sung in the year 1888. Brooklyn, NY: Handprint Books.

Casey at the bat is a well-known story that has been updated and re-illustrated.  This 2001 Caldecott Honor Book, is the story of an arrogant ball player who lets his team down. It also appeared on the 2001 Notable Children's Book List.  (listed as one of my Caldecott books)

Exposition:

The exposition sets up the story for what is to come later on.  At the beginning of the story, the Mudville nine, a baseball team, is introduced. 

Conflict:

The conflict of the story is that the team is losing the baseball game 4-2, with only one inning left in the game.  The spectators are afraid that Casey won't make it up to bat, and they feel that he is their only hope of winning.

Rising Action:

In the last inning, two players got out on 1st base, and there were still two batters to go before Casey got his turn.  When both players made it on base, the crowd was excited that Casey would get to bat.  When Casey goes up to bat, he does not even swing at the first two pitches, so he has two strikes against him.

Climax:

Casey prepares to hit the third pitch after letting the first two pitches go by.

Falling Action:

The story gives a description of things that are going on elsewhere in the land.  For instance, "the sun is shining bright; the band is playing somewhere, and somewhere hearts are light;" (Thayer). 

Resolution:

Casey strikes out and loses the game.

Illustrations:

Although very little color is used to illustrate this book, the pictures are drawn in spectacular detail.  They are drawn to create the effect that it is all part of a scrapbook of newspaper clippings and other souveneirs.  It is easy to see why the front of the book says that it is "copiously and faithfully illustrated by Christopher Bing."  The illustrations add a great deal to the story.

Click, Clack, Moo: Cows That Type

Cronin, D. (2000). Click, Clack, Moo: Cows that Type.  New York: Simon & Schuster Books.

Click, Clack, Moo: Cows that Type is a very humorous 2001 Caldecott book, as well as a 2001 Notable Children's Book (on my Caldecott list).  The story revolves around a strike led by the cows at Farmer Brown's farm. 

Exposition:
Farmer Brown and the cows are introduced on the first page of the story. 

Conflict: 
Farmer Brown's conflict is also introduced on the first page.  "Farmer Brown has a problem.  His Cows like to type" (1).  However, his biggest problem isn't that they like to type, but that they like to type out a list of demands that they want Farmer Brown to meet.

Rising Action:
The cows demand electric blankets for themselves and the hens.  Farmer Brown refuses their demands and the animals stop producing milk and eggs.

Climax:
After Farmer Brown demands milk and eggs from them, the animals hold an emergency meeting.  They offer to give up their typewriter if Farmer Brown provides electric blankets for the animals.

Falling Action:
Duck delivers the message to Farmer Brown and he agrees to the deal.

Resolution:
The cows send the typewriter back with Duck, who decides to keep it.  The next morning, Farmer Brown gets a note from the ducks asking for a diving board for the pond. 

Illustrations:
The illustrations are colorful and add to the story.  The animals are well-drawn and interesting.  A lot of action is shown in the illustrations of the story.  For instance, the very last page does not contain text, but shows a duck diving off of a diving board.  Therefore, the reader can tell that Farmer Brown gave in to the ducks' demand.

Bartholomew and the Oobleck



Geisel, T. (1976).  Bartholomew and the oobleck. New York:  Random House.


Bartholomew and the Oobleck is an entertaining 1950 Caldecott Book about a King who becomes angry at the sky.  He is tired of only rain, sunshine, snow, and fog coming from the sky above his kingdom.  Therefore, he asks his magicians to create something new. 

Exposition:
The exposition introduces the characters of King Derwin and Bartholomew Cubbins, as well as the setting, which is the Kingdom of Didd.

Conflict:
King Derwin is angry at the sky for only producing four things, so he makes his magicians create something new.  The new creation, oobleck, causes the main conflict of the story.

Rising Action:
The story shows how the king is tired of rain, sunshine, fog, and snow, leading up to the demands he makes of the kingdom's magicians.  The rising action also includes the night leading up to when the oobleck falls.  When the oobleck begins falling, everything seems okay at first, but that begins to change when everyone gets stuck in the oobleck.  Bartholomew rushes around the kingdom trying to warn everyone, but soon he is the only one who is not stuck in the oobleck.

Climax:
Bartholomew realizes that he has forgotten about the king and goes back to find that he is also stuck in the oobleck. 

Falling Action:
The king tries to think of magic words to stop the oobleck.  Bartholomew shouts at the king and blames him for the mess the oobleck has created.

Resolution:
King Derwin apologizes for causing the mess with the oobleck, and the oobleck melts away.  Finally things are back to normal, and King Derwin declares a holiday in honor of rain, fog, sunshine, and snow.

Illustrations:
The illustrations are interesting and creative.  However, very little color is used in the illustrations.  The pictures are all in black and white, until the oobleck begins falling.  Then, the only color that it shown is green, the color of oobleck.