Extra Yarn

Title:  Extra Yarn

Author:  Mac Barnett

Illustrator: Jon Klassen

Publisher: Balzr + Bray

Publication Date: 2012

ISBN: 9780061953385

Audience: 4-8 years

Summary: One cold afternoon in a colorless town covered with white snow and black soot a little girl named Annabelle found a box full of colorful yarn.  Annabelle went home and knit herself a sweater; extra yarn was left.  So she knit a sweater for Mars, her dog and still there was extra yarn. She knit a sweater for a boy who made fun of her and for his dog.  Again extra yarn. She knit sweaters for all of her school class and the teacher so they wouldn’t be distracted by the bright colors she wore.  Soon all the animals in town wore sweaters as well as the buildings, the mailboxes, and a truck.  The town was changed.  Word of Annabelle and her endless supply of yarn spread and reached an archduke who was very fond of clothes.  He tried to buy the box of yarn and when Annabelle refused, he stole it.  When he opened it at home, he found it empty so he threw the box into the sea uttering his family curse on Annabelle, “You will never be happy again.”  But the box floated home to Annabelle, full of yarn once more, and she was.

Literary elements at work in the story: The wonder of this story is not the words but the pictures as Annabelle’s knitting clothes the town with color.  The brief text is just enough.  The book has the feel of an uncomplicated fairy story.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? These perspectives intrude very little in a story of magic.  Annabelle is a girl and the dominant figure.  One man stands in the snow with few clothes and will only accept a hat so some difference is celebrated.  The villainous duke is rich, casting a shadow on wealth. There is no ethnic diversity.

Theological Conversation Partners: This is a book to read for fun; don’t immediately try to extract a moral from it. Any adult will recognize in this story unexpected bounty, a generous spirit, the effect of beauty and the sterility of greed, all important topics in the Christian life. This book will be read many times and some of these observations may emerge in discussion.  Annabelle is a model of good stewardship as she shares the gift that has come her way and makes her surroundings beautiful. John the Baptists reminds us of what to do with extra gifts in Luke 3:10.  Selfish greed cannot receive such a gift. We are, of course, recipients of such bounty every day, not by magic but by God’s providence. Psalm 104 and Matthew 6:26-30, Genesis 1 may help readers to name some of these gifts. Beyond material gifts we have spiritual gifts.  John 14:2-27; Galatians 5:22.  The story of Elijah and the widow of Zarephath is a similar story in the Bible. I Kings 17:8-18.

Faith Talk Questions:

1. How did Annabelle get the box of yarn.  Where did it come from?
2. How did Annabelle’s knitting help the town?
3. Why did the Duke want the yarn?
4. Why was the yarn gone when the Duke opened the box?
5. Have you ever received an unexpected gift? What did you do with it?
6. What gift or gifts have you received that you can share without having any less?

This review was written by graduate and regular contributor Virginia Thomas.

Happy

Title of Book: Happy

Author: Mies Van Hout

Illustrator: Mies Van Hout

Publisher: Lemniscaat USA

ISBN: 9781935954149

Audience: Ages 2 and up

Summary: Happy is a picture book that illustrates various emotions.  The story takes you through various emotions such as happy, sad, curious and nervous.  The emotions are expressed by colorful fish.

Literary elements at work in the story: This is a picture book therefore, the illustrations are essential to the telling of the story.  The end pages are bright yellow, presenting an uplifting feeling at the beginning and end.  The fish illustrations are drawn with chalk on a black background, making the emotion central to the viewer.  The illustrations bring out the emotion written on the joining page, which pairs well with highlighting the emotion.  Finally, the illustrations are very colorful and inviting for the reader.

Perspective on gender/race/culture/abilities/disabilities/economic:  This book is  inclusive of all races, gender, cultures, abilities, disabilities, and economic status.  People of all walks of life can relate to experiencing the emotions highlighted in this book.

Theological Conversation Parnters:  Ecclesiastes 3; Philippians 4:6-20.  God is concerned with our emotional wellbeing. As we seek God in prayer with every concern God will “guard our hearts and minds” and provide peace in every situation.

Faith Talk Questions:

1. Which fish do you like the most? Why?
2. What time or situation does this fish remind you of?
3. What happened?
4. How did this make you feel?
5. Which fish do you dislike the most? Why?
6. What time or situation does this fish remind you of?
7. What happened?
8. How did this make you feel?
9. Did you know God is concerned with your feelings?
10. How do you tell God how you feel?

This review was written by Union Presbyterian Seminary student Phanta Lansden.

Green

Title:  Green

Author/Illustrator:  Laura Vacarro Seeger

Publisher: Roaring Brook Press

Publication Date: 2012

ISBN: 9781596433977

Audience: 2-6 years

Summary: This is a book showing seventeen shades of green.  That’s accurate but inadequate.  Enter the world of green-a tree, a turtle, a lime, a pea, a firefly, a fern, a lizard.  There is more. Die cut pages surprise and lead from one shade of green to the next.  A section of lime becomes a spoon of pea soup; two of the peas become a tiger’s eyes.  One double page includes all the shades of green in the book, inviting children to find matches.  There is one page with a bright red stop sign, one page of a snow covered world for contrast.  A young boy plants a seedling, a page with no words; the next page shows a large tree with adult and child beneath, “Forever green.”

Literary elements at work in the story: This is a concept book, one of several that have won Seeger Caldecott Honor awards. One color, many hues.   The double pages give a sense of the vast world in which these greens are seen. The rhyming text makes the shades easy to remember.  The intense colors and thickly painted pages are almost textured, inviting touch.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Not applicable.

Theological Conversation Partners: Look. See. Consider. Observe.  These are some of the words used to translate Matthew 6: 26, 28 as Jesus invites us to learn from God’s world. We are so frequently blind, indifferent, too busy to “hear” what God is saying to us.  One of the greatest gifts we can give to children or adults is to help them focus, to pay attention to the world around them. Green is the perfect guide for practicing this. The boy planting the seedling is a gentle reminder about our care for God’s world.  The symbol of the good, the righteous life in the Bible is a tree. Ps. 1, Ps. 92:12-15. This could be mentioned in connection with the last two pages. God could have created a monotone world.  Psalm 104:24 is an apt prayer of praise.  Add “color” after the word “creatures.”  For the adult: Chlorophyll, which gives plants their green color, is essential for photosynthesis, which is, in turn,   essential for our lives.  Plants change sunlight into energy and nutrients and release oxygen. Black is a more efficient color for photosynthesis but green does the job and colors our world.  Miraculous!

Faith Talk Questions and actions.

1.  Examining a box of crayons with several shades of green can assure that children understand “shades” or “hues.”
2.  Examine crayons of different shades.  Not all greens are alike. This can involve noticing clothes, hair ribbons, lunch boxes, etc.
3. Count the shades of green in the book.
4. Children will enjoy using the shapes as clues to the next page.
5. Green sometimes helps animals hide.  This is called camouflage. Find some animals that green helps to hide.
6. Some greens are found in places other than plants.  Find these.
7. Go for a looking walk.  Note where you see green.
8. Pick leaves, plants, (if possible), other objects and make a green display. Compare shades of green.
9. Plant a tree, a shrub, or a flower.

This review was written by Union Presbyterian Seminary graduate and regular contributor Virginia Thomas.

Am I Making God Smile?

Name of Book:  Am I Making God Smile?

Author:  Jeannie St. John Taylor

Illustrator:  Jeannie St. John Taylor

Publisher:  Kregel Kidzone

ISBN: 9780825437250

Audience:  Ages 4-8

Summary: Nothing is going right for Erik.  His breakfast milk is spoiled; he loses his perfectly polished rock for show-and-tell; and he has to be partners with the class dork, Chuck, for a class project.  But instead of getting mad, Erik learns how to make bad things good by keeping a good attitude and being kind to others.  He knows that his positive response to each difficult circumstance makes God smile.

Literary elements at work in the story (Genre/setting/characterization/plot/theme/point of view/style): The brightly colored quirky illustrations invite children to want to read this book.  Written from little Erik’s point of view, the reader can get inside his head and understand his thoughts and feelings throughout his day.  The reader can relate to the conflicts that this boy faces and can appreciate the good, even though difficult, decisions he makes along the way.

Theological conversation partners: Through the innocence of a child, the author demonstrates how God can permeate our lives, so everything we say and do can be done with intention to bring joy to God and others.  The book is about seeing the blessings in all of life’s situations.  What brings joy to God brings joy to the boy as he seeks to make God smile in everything he does.  The author concludes the book with a note for parents and references Zephaniah 3:17b, “He will rejoice over you with great gladness.  With his love, he calm all your fears.”

Faith Talk Questions

1. Think about a time when something didn’t go your way, maybe your breakfast milk was spoiled or you lost your favorite stone.  What happened and how did it make you feel?  How could you have handled the situation to make God smile?  If you didn’t handle the situation in this way, then know that God does forgive you and helps you learn from your mistakes.
2. God wants to be a part of our everyday lives.  God delights in every good decision we make, and loves us even when we stumble.  Make a list of things that delight God.

This review was written by Union Presbyterian Seminary graduate Amanda North.

hello! hello!

Title: hello! hello!

Author: Matthew Cordell

Illustrator: Matthew Cordell

Publisher: Hyperion Books

ISBN: 9781423159063

Audience: Ages 2-6

Summary: Young Lydia is completely surrounded by electronic devices as this story opens.  One by one, though, her hand-held game, computer, telephone, and television fail.  Her family members are too busy with their own electronics to even look up as they perfunctorily answer her “Hello’s.”  Drawn outside by a colorful leaf, Lydia discovers the beautiful full-color world, and she says “hello” to them all – leaf, flower, bug, horse, buffalo, gorilla, blue whale, tyrannosaurus rex, and on and on.  Eventually, Lydia convinces her family to put down their plugged-in devices and join her in the marvelous world.

Literary elements at work in the story: This story consists of seventy-four words, forty-five of which are “Hello.”  Cordell’s watercolor and ink illustrations speak volumes, however, and rarely are such exuberance and joy to be found in a children’s book.  The setting of the natural world actually serves as a protagonist, transforming Lydia and, in time, her family.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Lydia has a mother, father, and a younger brother, but the cartoon drawings of these relatives and their electronics appear on stark two-page spreads, showing only the distance between them and Lydia.  The abundance of electronics probably points to a middle-class family.

Theological Conversation Partners: Joy in God’s created world and our place in it is the most obvious conversation partner in hello! hello!  Genesis 1:20-25 is practically reenacted in front of the reader’s eyes.  As Lydia greets leaf, bug, and flower, she grows visibly happier, culminating in the overwhelming joy of “Hello, world!”  The even deeper joy of two-way conversation comes when Horse responds by calling Lydia’s name.  Here one is reminded of God’s intimate knowledge of each of us.  The Lord tells Jeremiah, “Before I formed you in the womb I knew you, before you were born I set you apart…” (Jeremiah 1:4)  We also claim that gift of being a chosen child of God during the sacrament of baptism.

Faith Talk Questions:

1. Why do you think that Lydia’s family didn’t talk much to her in the beginning of the book?
2. Look at the page where Lydia says “Hello” to her mom.  Now look at the page where Lydia says “Hello” to the world. What are some of the differences you see?
3. Why do you think that Lydia is so happy when she is with all the flowers and animals?
4. How do you feel when you see all the things God has made in the world?
5. Horse knew Lydia’s name and said, “Hello, Lydia.”  God knows your name, too!  Imagine what it might be like to hear God say, “Hello!” to you.

This review was written by Union Presbyterian Seminary graduate Beth Lyon-Suhring.

The One, the Only Magnificent Me!

Title of the Book:  The One, the Only Magnificent Me!

Author: Dan Haseltine

Illustrator:  Joel Schoon Tanis

Publisher/Date: Mackinac Island Press, 2007

ISBN: 978-1-934133-21-7

Audience:  The intended audience is ages 2 and up.  Young children who are unable to read will be drawn in by the bright colors.  Adolescents may associate with the story’s theme.  Even adults can be actively engaged by this wonderful story.

Summary: This is the story of a little boy who feels a little left out because he is not as big or as fast as the other children.  He thinks that this means he should be different, and that would make it all better.  With the aid of his imagination, he imagines wonderful changes that would make him better, and he goes about making the necessary changes.  By the end of the story, with a little help, he comes to see that he already is magnificent, just the way he is.

Literary elements at work in the story:  The way the story is told, in the voice of the boy that the story is about, allows the reader to see him in a way the illustrations don’t fully show.  This does not in any way take away from the illustrations, which are very well done.  As the book begins, our central character is illustrated in muted pastels.  This continues throughout the book, except, as his imagination takes over, the products of his imagining are created in bright, bold colors that take over the page(s).  He seems to become discouraged as real life falls short of his imagination and the muted pastels return.  The story and characterization is told as much through the illustrations as it is through the words.

Theological Conversation Partners:  The scripture that could be used to partner with this story easily is Psalms 139.14 “I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well.”  Just as the Psalmist is expressing that God has made him as a wonderful creation, the little boy in the story learns that he, too, is wonderful, no, that he is magnificent, just the way he is.

Faith Talk Questions:

1. Have you ever wished for any of the things the little boy in our story wished for?  Have you ever wished for something different that altered your appearance?  Why?
2. From whose perspective is the story told?  How is this displayed in the illustrations?
3. Have you ever prayed for something and then tried to “help” it happen?  What were your results?
4. Why do you think the little boy failed in his attempts to change his appearance?
5. The author and illustrator do not give us any clues on who the person is who comes into the little boy’s room at the end of the book.  Who do you think this person is that helps him see how magnificent he is just the way he is?
6. Think about those who have been the major influences in your life.  Do you think your experiences impacted who you chose in question #5?  If so, why?

This review was written by Union Presbyterian Seminary student LaDonna Harrison.

This Moose Belongs To Me

Title:  This Moose Belongs to Me

Author/Illustrator:  Oliver Jeffers

Publisher: Philomel Books

Publication Date: 2012

ISBN: 9780399161032

Audience: Kindergarten-2^nd grade

Summary: A moose appears in Wilfred’s yard and Wilfred is sure that it is meant to be his.  He tags the moose with the name Marcel and then begins to explain the rules to his oblivious pet.  Marcel obeys only the rules that fit his plans. One day Wilbur is marking the trail with string as he follows Marcel.  A woman appears to claim the moose as her own, calling him Rodrigo.  “This moose belongs to me,“  says Wilfred but Marcel is more interested in the lady and her apples.  Wilfred runs away in anger, trips, is entangled in his string, and lies there helplessly until Marcel comes along and performs Rule #73 brilliantly: Rescue your owner from perilous situations.  Wilfred has to admit that he has never really owned the moose anyway and so he and Marcel (he thinks) work out a compromise about rules and ownership.

Literary elements at work in the story: Wilbur is a small, cartoon-like figure set in a large, realistic outdoor setting.  Pictures are essential for the slight story about a boy and a moose with different viewpoints about ownership and rules. When Wilbur, for example, is making plans for activities with Marcel there are bubble-encased pictures of the moose riding waves with the boy on his back.  Children will laugh at the situations depicted and ask for additional readings.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Not applicable.

Theological Conversation Partners: Some books are meant to be read for fun; this is one of them.   We should encourage children to give thanks to God for authors and illustrators who give us pleasure. It is best to mention Oliver Jeffers by name. That said, This Moose Belongs to Me can furnish conversation subjects but don’t think you’ve wasted time if you never get to these. You have simply enjoyed one of God’s good gifts.   God gave human beings responsibility for the world and the animals in it.  We have emphasized domination and so face a world with declining species. (Genesis 1,2; Psalm 8)  Like Wilfred, we are inclined to emphasize our control of animals, their service to us, rather than our stewardship. “Mine” is a word that Christians should use carefully since the world and everything in it belongs to God. ( Ps 24). For young children ownership is significant and the fact that Wilbur may actually “belong” to three different people will be worth discussing.  Rules are an important part of life. Rules and law, in the biblical sense, however, are not quite the same thing. Thinking about the difference can be valuable.

Faith Talk Questions:

1. Do you have a pet? How do you care for your pet?
2. Does your pet have rules to follow?  Do you have rules to follow in caring for your pet?
3. How did Wilbur know the moose was his?
4. Did Wilbur seem to have any responsibility for Marcel?
5. Did Wilbur himself have any rules to follow?
6. In what sense do you “own” your pet?
7. In Genesis 2:28 God says to Adam and Eve…”have dominion over fish, birds, and over every living thing that moves on the earth.” Another translation says, “be in charge of.”  What does this mean for us?
8. Does your city have rules about where animals can be? About animals getting vaccinated?  Does it have a place for keeping stray animals? A plan for adopting stray animals?

This review was written by regular contributor Virginia Thomas.

Don’t Let the Pigeon Drive the Bus!

Title:  Don’t Let the Pigeon Drive the Bus

Author: Mo Willems

Illustrator: Mo Willems

Publisher: Hyperion Books for Children

Publication date: 2003

ISBN number: 978-078681988-1

Audience:  Ages 2 – 6

Summary of book:    The bus driver has left the reader in charge to make sure that the Pigeon doesn’t drive the bus.  No matter what excuses the pigeon comes up with, it is our job to tell the Pigeon, “No!”  When the Pigeon’s plan is foiled he comes up with a new dream, driving an 18 wheeler.

Central literary elements at work in the book (genre, characters, plot, language, illustrations, dialogue, repetitions, etc.):  The pigeon is a simple character that engages the kids.  The reader response in this book is a beautiful thing.  Kids can’t help, but yelling, “No” at the pigeon. Mo Willems creative illustrations and use of dialogue makes use of the entire book from the front inside cover to the back inside cover.  Be sure to start at the very beginning and go to the very end.

How the book presents gender, race, culture, economic status, abilities/disabilities, age, etc.: The bus driver is the only human character.  He is a middle age, Caucasian male.

Theological Conversation Partners: The Ten Commandments, and the Two Greatest Commandments, Golden Rule

Faith Talk Questions:

1. Why shouldn’t we let the Pigeon drive the bus?
2. Are there things we should or shouldn’t do?  Why do those rules exist?
3. What are some of the rules given to us by God?
4. Why should we try to follow those rules?

This review was written by Union Presbyterian Seminary student Jessie Smith.

A Leaf Can Be…

Title: A Leaf Can Be…

Author: Laura Purdie Salas

Illustrator: Violeta Dabija

Publisher: Millbrook Press

ISBN: 978-0-7613-6; 51795

Audience:  Ages 5 – 8

Summary: A leaf is a simple part of the plant but it offers an unlimited number of possibilities.  In this story, it can go from being a water ladle, water taker and food maker to shelter and rain stopper. A leaf can make medicine and beauty ingredients as well as air cleaner and help make the earth green. Finally, a leaf rides in the air when it is dead. The leaf benefits the environment, humans, and animals.

Central Literary elements at work in the story:  Poetically written, the rhymes of the personified leaf describe different attributes where the leaf as subject plays several roles. For example, instead of saying that a leaf can be an animal’s food, the author puts it this way: a leaf can be “food maker”, or “nest former”. The leaf is presented in anactive role rather than undergoing the action passively.  In certain roles, a leaf protects the prey from predator: “snake concealer”.

Perspective on gender/race/culture/abilities/disabilities/economic status:  Although the leaf plays various roles, the gender element is unthinkable; economic and social statuses are positively described as possible roles of the leaf but are not used in the discriminatory way.

Theological Conversation Partners:  A leaf is characterized with vulnerability and flexibility. Sometimes the vulnerability of the leaf makes ond think of the fragility of our life. The leaf’s flexibility makes one think of how God endows our life with different gifts for different uses.  In the Bible the leaf symbolizes prosperity or spiritual blessing (Ezekiel 47:12; Psalms 1:3) as well as moral decay (Isaiah 64:6).

Faith Talk Questions:

1. How do you make use of the leaf?
2. Consider the time when there are no leaves on the trees, how does it make you feel?
3. In what way our life might be as flexible as the leaf?
4. Think of human conditions and the leaves on the tree.  What lessons can we learn?

This review was written by Union Presbyterian Seminary student Bahekelwa Imatha.

A Story for Hippo

Title of Book: A Story for Hippo

Author: Simon Puttock

Illustrator: Alison Bartlett

Publisher: Scholastic Press (September 1, 2001)

ISBN:  978-0439262194

Audience: Ages 4 – 9

Summary of Book: This book is a story of two friends, Hippo and Monkey.  Hippo and Monkey share in daily storytelling.  Hippo tells Monkey that she is getting old and that she will die.  When this time is upon them, it leaves Monkey grieving and wondering who would tell him stories and laugh at his jokes.

Central Literary Elements: The text of this book presents itself in a simple format.  A Story for Hippo answers difficult questions in a way that children of all ages can understand and shows us how to keep the spirit of a person alive forever.The illustrations are bold and colorful although they have a chalky feel.  They effectively communicate the emotions of the story.

Perspective on gender/race/culture/economics/abilities: This book does not raise any concerns in respect to any type of status.

Theologica Conversation Partners:  Psalms 30:5, Jeremiah 31:13, 1 Thessalonians 3:7

Faith Talk Questions:

1. How does our faith help fill the void created by a loss?
2. Hippo tried to prepare Monkey for her death.  Hhow do we as humans prepare ourselves for the loss of loved one?
3. Is an unexpected death of a loved one less difficult emotionally? Why or why not?
4. What memories do you cherish of loved ones that have died?