Module 2: Smoky Night

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Book Summary

Smoky Night looks at a night of rioting in Los Angeles from the perspective of a child. The riots are happening on the street below Daniel’s window. The story follows David as he tries to make sense of the looting as well as his family’s relationship with their neighbor Mrs. Kim. After having to evacuate their building due to fire, Daniel’s family and Mrs. Kim are able to overcome their differences.

Written by Eve Bunting and illustrated by David Diaz

APA Reference of Book

 Bunting, E. (1994). Smoky night. San Diego, CA : Harcourt Brace.

Impressions

I was blown away by both the story and pictures of this book. I read this book shortly after the recent unrest in Baltimore and I was struck by the applicability of this book to events of today.  The story makes you feel like you are experiencing the riots right along with Daniel and his family. I found the pictures stunning, with the images of the characters reminiscent of paintings of jazz musicians. I loved the textures of the pictures and the way that the story was woven into each one. Together the bold images with the complex textures help reinforce the tension of the events unfolding in the story.

Professional Review

Ages 5-9. Bunting says she wrote this story after the Los Angeles riots made her wonder about what riots mean to the children who live through them. A boy and his cat look down from the window at people rioting in the streets below. His mother explains that rioting can happen when people get angry: "They want to smash and destroy. They don't care anymore what's right and wrong." The boy says that they look angry, but they look happy too. He sees them looting Mrs. Kim's grocery store across the street; his mother never building burns, and everyone has to rush out to the shelter. The boy's cat is gone, and so is Mrs. Kim's cat, but a kind fire fighter finds both animals; they were hiding together. Then Bunting overstates her message: maybe the people, like the cats, need to get to know each other, so the boy's mother and Mrs. Kim agree to visit. Diaz's art is powerful - pulsating and crowded; part street mural, part urban collage. In each double-page spread, the background is a photograph of found objects and debris in a variety of textures and jagged shapes. On the right-hand page is an acrylic painting like a view through a heavy window, with thick lines and bright neon colors showing a multicultural cast. In fine contrast, the story is told quietly from the child's point of view, safe with his mother despite the fear, reaching out to the neighborhood community within the chaos.

Rochman, H. (1994, Mar. 1). Smoky night. Booklist, 90(13), 1267.

Library Uses

Smoky Night can be used to help students understand the racial tensions in our country and the importance of accepting others from different cultures. After reading the story, ask students how this book relates to their experiences or things that they have seen on TV. Work with students to complete a Venn diagram comparing themselves with a picture of a person from a different culture. Discuss with students the value in getting along with people of different cultures.

Module 2: The Man Who Walked Between the Towers

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Book Summary

In this non-fiction picture book, readers follow the story of Philippe Petit, a street performer, who was always looking for a challenge. Upon coming to New York City, during the construction of the World Trade Center, he set his sights on walking on a tightrope between the Twin Towers. The story follows Philippe as he and friends set up the tightrope. Then readers will get to walk across the wire and back again.

Written and illustrated by Mordicai Gerstein.

APA Reference of Book

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

Impressions

I was mesmerized by the high-wire antics of Philippe. I didn’t believe that it would be possible when he held up a wire and imagined walking between the Twin Towers. Since younger students might not be able to visualize the distance between two buildings that are no longer standing, Gerstein used pull-out pages that allow readers to see both the distance between the towers and the height above the ground. The colorful illustrations have an almost mythical quality that allow readers to connect emotionally to the story. I am captivated by one image in particular: the scene with the crowd, including a police officer, pointing up to the top of the towers. I cannot look at the picture without thinking back to September 11.

Professional Review

A spare recounting of Philippe Petit's daring 1974 wire walk between the Twin Towers depicts him as a street performer who defies authority to risk his feat, is arrested, and then sentenced to perform for the children of New York. At the conclusion, on the only non-illustrated page are the stark words, "Now the towers are gone," followed by the changed skyline and finally by a skyline on which are etched the ghost-like shapes of the towers as memory of the buildings and of Petit's exploit. At the heart are the spreads of Petit on the narrow wire, so far above the city that Earth's curve is visible. Two ingenious gatefolds draw readers' eyes into the vertiginous sweep of wirewalker--sky and city below. Unparalleled use of perspective and line--architectural verticals opposed to the curve of wires and earth--underscore disequilibrium and freedom. In a story that's all about balance, the illustrations display it exquisitely in composition. Readers of all ages will return to this again and again for its history, adventure, humor, and breathtaking homage to extraordinary buildings and a remarkable man. (Picture book/nonfiction. 5+)

The man who walked between the towers. (2003, August 1). Kirkus Reviews, (15). Retrieved from https://www.kirkusreviews.com/book-reviews/mordicai-gerstein/the-man-who-walked-between-the-towers/

Library Uses

This is a good book to introduce discussions about the events on September 11. There are also math connections that can be made. The first page of the book tells readers how tall the towers were. Students could first translate the text into numerals. Then students could research the height of other tall buildings around the world. Depending on the age of the students, the buildings could be put in order from shortest to tallest, pairs of building heights could be written using inequality symbols or subtraction could be used to find the differences in building heights. 

Module 1: Alexander and the Terrible, Horrible, No Good, Very Bad Day

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Book Summary

Alexander wakes up knowing that today is not going to be a good day. Nothing seems to go his way, not at home, not at school and not at his dad’s office. Everywhere he looks, something horrible is happening to him.

Written by Judith Viorst and illustrated by Ray Cruz.

APA Reference of Book

Viorst, J. (1972). Alexander and the terrible, horrible, no good, very bad day. New York, NY: Atheneum.

Impressions

I enjoy this book because it describes how many kids feel at one time or another. Sometimes it feels like nothing is going their way, but as Alexander’s mom says, “some days are like that.” I like that this is not a feel good story, but instead is a book to which many kids can relate. It is hard being a kid after all. Although the illustrations are black and white drawings, the use of lines creates depth and dimension of the characters. It creates a different feel than merely shading.

Professional Review

Of all the books out there that deal with schadenfreude, none do it quite so well as Alexander.  Now there’s a kid who just cannot win.  He’s the Charlie Brown of picture books.  If he isn’t losing his cash in Alexander, Who Used to Be Rich Last Sunday then he’s protesting a new living situation (not in Australia) in Alexander, Who’s Not (Do You Hear Me? I Mean It!) Going to Move. Of course he started life in this book where everything that could possibly go wrong does.  The perfect antidote to any adult that claims that childhood is one sweet, blissful, stress free ride of innocence and carefree days.

Bird, E. (2012, June 18). Top 100 picture books #8: Alexander and the terrible, horrible, no good, very bad day by Judith Viorst, illustrated by Ray Cruz. Retrieved from http://blogs.slj.com/afuse8production/2012/06/18/top-100-picture-books-8-alexander-and-the-terrible-horrible-no-good-very-bad-day-by-judith-viorst-illustrated-by-ray-cruz/

Library Uses

This book could be used as a lead-in to writing apology letters. It is important for students to look at how their actions can affect others. Writing apology letters allows students to learn how to apologize to someone, as well as letter writing format. 

Module 1: We Are in a Book

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Book Summary

Gerald and Piggie are at it again. Gerald is nervous when Piggie discovers that they are being watched. As usual, Piggie is able to convince Gerald that there is no need to be scared. Then the two have fun when they realize that by being in the book, they have control over the readers.

Written and illustrated by Mo Willems.

APA Reference of Book

Willems, M. (2010). We are in a book! New York, NY: Hyperion.

Impressions

I enjoyed this book and the simple, yet funny concept that it shared. The illustrations conveyed a variety of emotions, including those on the flyleaf. The simple illustrations allow kids to quickly move through the pages without fear of missing little details, which is great because they will want to read as fast as they can to find out what happens next. Elephant and Piggie encourage kids to look at someone from a new perspective: What would it feel like to be inside a book and realize that you are being watched? The use of simple words in silly ways will have both adults and kids laughing. I was happy to agree when my children wanted to Gerald’s last page request.  

Professional Review

In their latest pairing, Elephant and Piggie are finally ready to get meta. Realizing that their trademark blank background is, in fact, a page, the duo has a blast convincing the reader to say funny things out loud--until Piggie mentions that the book will soon end. Cue Elephant's existential crisis: "WHEN WILL THE BOOK END!?!" From there on, it's a cute--but never too heady--play on the physical object that the reader is holding, including a bit where Piggie appears to flip the pages forward to get a sense of how much time they have left. Willems' satisfying (if self-serving) solution? Read it again!

Kraus, D. (2010, September 15). We are in a book! Booklist, 107(2), 71.

Library Uses

This book can be used to talk with young students about the features of a fiction book. It can also be used to discuss the climax and conclusion of a story. It would be interesting to pair up students and ask them to write from a perspective that they may not have considered before. For instance, what would it be like if the fish in the aquarium think when they are being looked at by people outside the glass?