Schroer 1 Annotated Bibliography By: Cassie Schroer May 2016 Schroer 2 Contents The Little Mouse, The Red Ripe Strawberry, and The Big Hungry Bear……. …4 If You Give a Moose a Muffin……………………………………………..........5 No, David!.............................................................................................................6 Goldilocks and the Three Bears………………………………………………….7 Owen……………………………………………….……………………….……8 Don’t’ Let the Pigeon Drive the Bus! ………………………………………………......9 Knuffle Bunny………………………………………………………………………….10 If You Give a Mouse a Cookie…………………………………………………………11 Stregna Nona……………………………………………………………………...........12 Where the Wild Things Are………………………………………………………..…..13 The Very Hungry Caterpillar…………………………………………………………..14 This is not my Hat………………………………………………………….…….……15 The Three Pigs……………………………………………………….………………..16 The Napping House…………………………………………..………………….……17 A Sick Day for Amos McGee………………………………………………….……..18 Alexander and the Terrible, Horrible, No Good, Very Bad Day…………..................19 Giggle, Giggle, Quack……………………………………………………….……… 20 Grandfather’s Journey…………………………………………………………21 Jumanji………………………………………………………………………...22 Locomotive……………………………………………………………………23 Sacagawea…………………………………………………………………….24 Show Way……………………………………………………………………..25 Schroer 3 Do You Want to Play with my Balls?................................................................26 Aesop’s Fables………………………………………………………………….27 One Hundred Favorite Folktales…………………………………………………..28 Myths………………………………………………………………………………29 Children’s Treasury of Lyrical Poetry……………………………………………..30 To Kill a Mockingbird……………..………………………………………………31 Stone Fox…………………………………………………………………………..32 A Long Way from Chicago………………………………………………………..33 The Giver…………………………………………………………………………..34 Number the Stars…………………………………………………………………..35 The Adventures of Tom Sawyer…………………………………………………..36 Betsy-Tacy…………………………………………………………………………37 Fault in Our Stars………………………………………………………………….38 Because of Winn-Dixie……………………………………………………………39 Charlotte’s Web……………………………………………………………………40 Esperanza Rising…………………………………………………………………...41 Maus………………………………………………………………………………..42 Pippi Longstocking…………………………………………………………………43 Schroer 4 Schroer 5 Title: The Little Mouse, The Red Ripe Strawberry, and The ​ Big Hungry Bear Author: Don and Audrey Wood ​ Illustrator: Don Wood ​ Copyright date: 2010 ​ Identify the kind(s) of picture book: Colored pencil and ink ​ Author’s style: Easy read for young children ​ Description of the art/visual detail: Big pictures that cover all ​ of the page Synopsis of the story/content: The story is about a mouse that has just picked a strawberry but a ​ big hungry bear is going to come and take the strawberry. The mouse goes all around hiding the strawberry and guarding what he has. The mouse then ends up eating the strawberry and the bear never shows up. What tone(s) does the illustrator create? Why? The pictures are very big and tell the story. ​ They are also colorful and fun to look at. To what extent is it good for reading aloud? This would be good to read to young children ​ because it is short and easy to follow. Describe any controversial messages conveyed in the pictures or the text. Are there any stereotypes? A stereotype could be that bears come and steal other people’s food. ​ Personal opinion: I like reading this book for a quick little enjoyment. Does not take long to ​ read and can be funny. Classroom connections: How and for what could a teacher use this book? A teacher could ​ use this book to talk about sharing and helping others when it comes to getting different things in life. Schroer 6 Title: If You Give a Moose a Muffin ​ Author: Laura Joffe Numeroff ​ Illustrator: Felicia Bond ​ Copyright date: 1991 ​ Identify the kind(s) of picture book: Water color paint ​ Author’s style: Continuous. If this happens, this will ​ happen. Description of the art/visual detail: Picture showing what ​ is happening in the text. Synopsis of the story/content: This story is about a boy and a moose. The boy gives the moose ​ a muffin then since he got the muffin he will want something else. He gets the next things and wants something more. The story keeps going on and eventually leads the reader back to getting a muffin. What tone(s) does the illustrator create? Why? The illustrations are funny to look at and go ​ along with what is being read. You wouldn’t always need to words or a young child could read the story by looking at the pictures. To what extent is it good for reading aloud? This is very good to read aloud because students can help read by knowing what comes next. Young children would also know what is being said by looking at the pictures. Personal opinion: I like this story because it’s in a circle and leads the reader back to the muffin ​ that was in the beginning. Classroom connections: How and for what could a teacher use this book? Teachers could ​ use this when talking about moose or learning about different foods like muffins. Schroer 7 Title: No, David! ​ Author: David Shannon ​ Illustrator: David Shannon ​ Copyright date: 2000 ​ Identify the kind(s) of picture book: Pencil and water color ​ Author’s style: Showing what might be bad for children to do. ​ Not many words. Description of the art/visual detail: Big pictures that cover the ​ entire page. Synopsis of the story/content: This story is about a boy named David that is doing things he ​ should not be doing. His mom is always telling him no or to stop what he is doing. At the end she tells him that she loves him. ​ What tone(s) does the illustrator create? Why? Funny illustrations that show what David is ​ doing wrong. To what extent is it good for reading aloud? This would be an easy book to read a loud and ​ you could have students read pages because there are not many words and the words are ones most students would know in kindergarten. Describe any controversial messages conveyed in the pictures or the text. Are there any stereotypes? This could show students what is bad and they could want to try some of the ​ activities. Personal opinion: This would be an easy book for a young student to read on their own because ​ there are not many words and the words are all easy. Classroom connections: How and for what could a teacher use this book? A teacher could ​ use this book when talking about obeying parents and other adults. How the adult wants the best for the child and is trying to protect them and keep them safe. Schroer 8 Title: Goldilocks and the Three Bears ​ Author: James Marshall ​ Illustrator: James Marshall ​ Copyright date: 1988 ​ Identify the kind(s) of picture book: ink and watercolor ​ painting Author’s style: Story telling ​ Description of the art/visual detail: Large illustrations ​ that cover the entire page. Cartoon look to the photos. Synopsis of the story/content: This story is about a young girl going into the woods and coming ​ across a house. The house belongs to three bears that happen to be out on a bike ride. The young girl goes into the house and helps herself to what she finds. She first tries the porridge. Then the three chairs. Then finally the three beds, she eventually finds one she likes and falls asleep. The three bears then come home to find their items touched and moved. The bears make their way upstairs and find the young girl. She wake up and gets scared so she jumps out of the window. The three bears never saw the young girl again. What tone(s) does the illustrator create? Why? The illustrator creates detailed illustrations of ​ what is happening in the story. You are able to know what is going on even without the words. To what extent is it good for reading aloud? This would be good to read aloud because you ​ could have students make predictions as to what might happen next. Describe any controversial messages conveyed in the pictures or the text. Are there any stereotypes? You could discuss just going into other people’s homes and taking their things. ​ Personal opinion: I enjoy this story because it is a classic that has been passed down. ​ Classroom connections: How and for what could a teacher use this book? A teacher could ​ use this when talking about making predictions and also for students to learn to retell a story. Schroer 9 Title: Owen ​ Author: Kevin Henkes ​ Illustrator: Kevin Henkes ​ Copyright date: 1993 ​ Identify the kind(s) of picture book: watercolor paints and ​ black pen Author’s style: Storytelling ​ Description of the art/visual detail: Illustrations are medium ​ sized with white in the background. The illustrations are in different sized boxes on each page. Synopsis of the story/content: This story is about a young mouse named Owen. Owen has a ​ yellow blanket that he carries with him everywhere. His parents attempt to get Owen to give up the blanket but it did not work. Owen eventually has to start school but he cannot take his blanket to school so his mom came up with the idea to make the blanket into a handkerchief. Now Owen is able to carry his handkerchief around instead of the blanket. What tone(s) does the illustrator create? Why? The illustrations show what is happening ​ throughout the story. On some pages there are multiple illustrations to show the progression of the story. To what extent is it good for reading aloud? This story would be good to read aloud because ​ students could predict what will happen next. Describe any controversial messages conveyed in the pictures or the text. Are there any stereotypes? Allowing students to have blankets in school and to what age can they carry a ​ blanket around with them. Personal opinion: I enjoyed this story. ​ Classroom connections: How and for what could a teacher use this book? A teacher could ​ use this story when talking about having to let certain items go in life and how that could be hard. Schroer 10 Title: Don’t Let the Pigeon Drive the Bus! ​ Author: Mo Willems ​ Illustrator: Mo Willems ​ Copyright date: 2003 ​ Identify the kind(s) of picture book: Pastel drawings, ​ crayon texture Author’s style: Large pictures with central image, not much ​ text Description of the art/visual detail: cartoon like, simple colors to look at ​ Synopsis of the story/content: A pigeon is trying to convince the reader to let him drive the bus ​ while the bus driver is not around.