Books to Blog about:      **Chapter book

2 Pura Belpre:

**Esparanza Rising

Martina the Beautiful Cockroach

2 Coretta Scott King:

**Bud, Not Buddy

The Bat Boy and the Violin

4 Blue Bonnett:

**Mudshark

Pale Male

Cook-A-Doodle-Doo!

**The Strange Case of Origami Yoda

4 Caldecott:

Owl Moon

Sylvester and the Magic Pebble

The Hello Goodbye Window

The Relatives Came

4 Newberry:

**Because of Winn-Dixie

**The Whipping Boy

**Knee-Knock Rise

**Island of the Blue Dolphins

3 Notable Books:

Tops and Bottoms

Click Clack Moo Cows that Type

Knuffle Bunny

3 New York Times Best Sellers:

**Harry Potter and the Deathly Hallows

Oh the Places You’ll Go

Olivia

**Twilight

**The Hunger Games

5 Challenged Books

**Bridge to Terabithia

**The Great Gilly Hopkins

**Harry Potter and The Sorcerer’s Stone

**The Witches

**The Giver

Meyer, S. (2005). Twilight. [New York]: Little Brown.

Bella moves to dreary, small town Forks, Washington to be with her father, and she soon meets the mysterious Edward Cullen, whose family has a dark secret. After several strange encounters, Bella and Edward begin spending time together, despite the warning from her friends and Edward’s reluctance to do so. Soon Bella discovers that Edward has reason to be cautious, and she too should be afraid because he is a vampire. As Bella learns more about Edward’s family of peaceful vampires, she is soon in danger from other vampires who are after her. As the Cullen family work to protect Bella, they all face many threats and soon must battle with violent vampires. Bella struggles to stay alive and on good terms with her father, but as true love wins out, her biggest struggle is just to be with Edward.

I was very reluctant to read some weird book about vampires, and I was sure I would hate it. However, as soon as I began reading I was hooked by the compelling story and vivid details. Even the strange idea of vampires was believable because of the depth of description and plausible storyline (besides the whole immortal vampire stuff!) Although I didn’t think I would like it, I found myself engrossed in the books, and ended up reading the entire series. I feel this is a great book series for adults and perhaps teenagers, but it is far too mature for those tweens that are still in elementary school. I wouldn’t recommend it for my students because of the content, but it is great for older readers.

Juster, N. (2001). The Hello Goodbye Window. [New York]: Scholastic.

This cute story shows a young child’s perspective of a visit to a grandparent’s house. The special window in the kitchen is the first and last place they see each other. It is also a fun backdrop for many activities from star gazing to glimpses from imaginary visitors.

I loved this adorable tale that reminded me vividly of my own grandmother’s kitchen window. I enjoyed the way the illustrations complemented the story adding details (like the “tiger” that is really a house cat) and the visiting T-Rex, which is just an eye as large as the window.  The illustrator, Chris Raschka also did a wonderful job creating the characters with features that add emotion, but also seem to fit almost any reader (the character could be a boy or girl of many different racial backgrounds.)  Over all, this was a very enjoyable story that I will love sharing with students and other children often.

Ryan, P.M. (2000). Esperanza Rising. [New York]: Scholastic.

For Esperanza, everything is wonderful in her happy home in Aguascalientes, Mexico until a terrible tragedy changes her life forever. As they begin to build a new future in America, Esperanza and her mother face hardships as they begin the difficult life of migrant farmer workers. At first Esperanza doesn’t understand that she is now considered a peasant and she struggles with the daily chores needed. Soon she learns what to do, and she has to take care of Mama when she gets desperately ill. With the backdrop of the Dust Bowl and migrant worker’s rights, this story has many layers of meaning.

This touching story broke my heart again and again as Esperanza and her mother struggle to survive in their new land. Their troubles helped me to understand the hardships and difficulties that face immigrant workers, even though this is far from my own reality. I loved how Pam Muñoz  Ryan used the harvesting season to mark the chapters in her book, as this is how many migrant farmers describe time. This book is exactly what I think great multicultural literature should be – a wonderful story that transports the reader into another culture with rich description, deep, dynamic characters, and unique experiences that define the many ways of life for the people of that culture.

Collins, S. (2008). The Hunger Games. [New York]. Scholastic.

In a future world, the remnants of North America are part of a new nation, Panem. The Capitol rules over the other twelve districts with force and cruelty, especially during The Hunger Games, where two teenagers from each district are forced fight to the death while everyone watches. Katniss, Peeta, and the other “tributes” must find a way to survive, knowing that only one of them will make it out alive.

While reading this story, I was really struck by the callousness of the Games, and I found it difficult to image the brutality. However, the story was so well written, that I found myself wrapped up in the emotional tug-o-war that Katniss faces throughout the story. It was really difficult to put the book down once I started reading, and I couldn’t wait to turn the page to find out what would happen next. The pace of the story was great, and the author’s descriptions really helped me feel the pain, loneliness, anxiety, fear, and anger of the characters. I can’t wait to read the second and third books in the series next.

Stephens, J. and Stephens, S.S. (2005). Cook-A-Doodle-Doo!. [New York]. Voyager.

This twist on the classic fairy tale, The Little Red Hen, Rooster is tired of chicken feed, so he enlists the help of his friends to make strawberry shortcake. The animals aren’t much help with the baking, so Rooster must teach them what many of the steps in the recipe actually mean. This makes for many fun mistakes, as they try to finish the treat.

I chuckled out loud several times while reading this fun book. The well paced story has just the right amount of predictability and humor, and the illustrations add much to the plot. It is great for young children who, like Iguana, often visualize literal translations of common puns like beating an egg or a cup of milk. I love the idea of including the actual recipe with the story, and the detailed instructions that are included in the margin are a great compliment to both the story and the recipe. Overall, I found this to be a very enjoyable book.

Seuss, Dr. (1990). Oh, the Places You’ll Go!. [New York]: Random House.

Another magical rhyming tale from Dr. Seuss helps children see the wonder and hardships the future will bring. I love the way the silly nonsense words blend with a deep meaningful message to show the good times and bad times that we all face. It is both a sing-song story and a book of sound advice from a wise mentor. From the promises of “Fame! You’ll be famous” to the warnings of “Bang-ups and Hang-ups” this book helps children from four to ninety-four feel hope for the future.

This is my number one all time favorite book. I cry each time I read it because I hope those I read it to will get as much from the story as I do. I made it a tradition to read it on the last day of school to my students, and then I tell them my hopes for their futures. It is my “go-to” story for a bad day, and it gives me hope when I begin a new adventure (like going back to school!) Oh, the Places You’ll Go! is the ultimate “pick-me-up!”

O’Dell, S. (1960). Island of the Blue Dolphins. [New York]: Yearling.

On a small island, a young girl is left behind when all the other people of her island sail away to find a new land. She must learn to find food, build shelters, and protect herself from the dangers on the island. As she becomes lonely, she makes friends with many of the animals, and even a young girl whose people come to the island to hunt occasionally. For many years she lives alone, facing hardship, danger, and loneliness while relying on her resourcefulness and instincts to survive.

Although I struggled to complete the first few pages, once I got started reading this book I couldn’t put it down. I was drawn into the detailed setting and felt a strong connection to the emotions described throughout the story. The idea of being completely alone for years is fascinating, and Scott O’Dell describes it with such rich details and suspense. I especially appreciated the way he described the actions and emotions before clarifying things like the earthquake so that you could experience the fear and uncertainty with the character. Overall, I found this to be a fascinating story, and I cannot believe I have never picked it up before today.

Falconer, I. (2000). Olivia. [New York]: Scholastic.

Olivia is a busy little girl with many different interests. She is good at many things, from building sand castles to dancing ballet. Although she sometimes gets into trouble, Olivia is charming and lovable.

This wonderful story is a fun read for anyone that has ever known a precocious child. I laughed out loud at some of the adventures Olivia gets into. The illustrations are especially delightful, and they add wonderful details to an entertaining story.

Rowling, J.K. (1997). Harry Potter and the Sorcerer’s Stone. [New York]: Scholastic.

This first book of the series introduces readers to Harry Potter, and along with him we discover the magical world of wizards. Along the way, Harry makes new friends, discovers a hidden talent for flying, and learns about his mysterious past. Throughout the book, Harry and his friends must work together to solve the mystery hidden at Hogwarts and show courage and cleverness to overcome evil plotters out to get them.

I always enjoy rereading the Harry Potter books, and each time I pick up the book I seem to find new things to love. It is hard for me to imagine that I had a hard time reading the beginning back when I first picked up this book. I love the way J.K. Rowling weaves details into every nook and cranny of the story. It is especially true when you read the entire series and find out that a casual mention of some person or object holds the key to something important later on. I loved going back and reading this first book after viewing the last in the series movie, Harry Potter and the Deathly Hallows Part 2. My passion for this series began with this book, and I preach the value of reading versus watching the movies to everyone that will listen (and even those that don’t want to listen…) I have loved sharing the series with my own children, and hope that others will enjoy Harry Potter as much as my family has over the past decade. Thank you J.K. Rowling!

Lowry, L. (1993). The Giver. [Boston]: Houghton Mifflin.

In the Utopian world of Jonah, “sameness” means no pain or suffering, but also no love or true happiness.  When he is selected as the next “Receiver” in his twelfth year, he soon learns many of the truths hidden by his community.  When Jonah finally discovers a terrible fate will affect someone he cares about, he must take drastic measures to help his community make the changes that he believes must occur.

Like many other post-apocalyptic young adult fiction, The Giver creates a highly controlled society with limited knowledge or enlightenment. I was quickly drawn into this story, and soon discovered why “the stirrings” and other events caused this story to be frequently challenged. As the story began to close, I kept waiting for a satisfying conclusion, but it never came. I was shocked by the ambiguous ending, and closed the book with my jaws dropped and more questions than answers.  My initial frustration was quickly replaced with an avalanche of possibilities and theories as to what Lois Lowry meant.  I was also pleased to discover there are two other books related to The Giver, which I can’t wait to read!

Patterson, K. (1977). Bridge to Tarabithia. [New York]: Scholastic.

Jess isn’t sure what to think when Leslie moves in down the road, but they soon become friends. Together, they create a secret imaginary world in the woods across the creek from their homes. Together they share many adventures and build a strong friendship. One day when Jess goes away for the day, he returns to find his world upside down and he must find courage from his friendship with Leslie to deal with the tragedy.

I loved this simple story of school, life, and friendship right from the first page. It was a warm tale about growing up that reminded me so much of my own childhood. Some of my most memorable experiences from my youth were exploring the woods and creating “secret forts” with my best friend Mark. As the story went on, you could just feel that something important was about to happen, and I was heartbroken right along with Jess as he walked in that solemn kitchen. I don’t know why I never read this book before now, as it has been on my shelves for years. However, now  that I have discovered its magical story, I am certain it will be a frequent recommendation for my students.

Curtis, C.P. (1999). Bud, Not Buddy. [New York]: Scholastic.

Bud Caldwell is a clever young boy on the run searching for his long lost father.  Years ago his mother died leaving Bud with a few precious objects that convince Bud that his father is a famous musician named Herman E. Calloway. As Bud goes along his journey, he uses his wit and experience to survive and find the man who could be his dad. Although there are disappointments along the way, Bud finally finds where he belongs, and discovers not only his past, but also a future.

This book grabs you from the very beginning. I found I was emotionally attached to Bud, and wanted so badly for him to find happiness, but I was also laughing out loud at some of the events. This story blends just the right amount of mystery and humor to make the emotional journey riveting for the reader. We are taken through the experience of searching for answers, but Christopher Paul Curtis slowly allows the reader to discover the truth right along with Bud. I love this book, and the blending of historical facts and information with a great story show how historical fiction can be such a powerful experience for readers.

Dahl, R. (1983). The Witches. [New York]: Scholastic.

This story about “real witches” tells about a young orphan boy and his grandmother as they encounter a group of witches. The boy is turned into a mouse, and they work together to help destroy the witches who did it. After several harrowing escapes, they return to their home in Norway and decide to live together working to destroy all the witches in the world.

I have to admit that I was not very impressed by this story overall. It was funny in parts, but the humor and events were choppy and not very developed. There were some amazing word choices, and parts of the story could be used to teach many things, but overall it was not enjoyable. Even though it was a quick read, I found myself struggling just to finish it. I am sure others will disagree, but this book was just not my personal taste.

Patterson, K. (1978). The Great Gilly Hopkins. [New York]: Scholastic.

 Long time foster kid Gilly Hopkins is tough, even when others are trying to help her. She likes, steals, and scams to look out for herself, which ends up backfiring when she finally finds a home she loves. Gilly is an emotional roller coaster that has the reader feeling a wide range of emotions right along with her.

I was surprised by my strong emotional connection to Gilly, because she didn’t really remind me of anyone in particular I know personally. At times I wanted to take her over my knee and spank her, but what I was aching to do was just hug her. Although I hoped for the typical happy ending, I appreciated the lesson students could learn about their actions having consequences. It was a difficult moment, but I know that Gilly made her choices. I closed the book with a melancholy hope that children who read it will learn from her mistakes.

Cronin, D. (2000). Click, Clack, Moo Cows That Type. [New York]: Simon and Schuster.

Exposition:

Farmer Brown’s cows have a typewriter that they used to ask for electric blankets.

Conflict:

The cows refuse to give milk until the farmer gives them the blankets.

Rising Action:

The cows type a note to ask for blankets for the chickens, so no eggs either.

Climax:

The cows agree trade the typewriter in exchange for electric blankets.

Falling Action:

The Farmer agrees, and he gives the cows and chickens the blankets.

Resolution:

The cows and chickens are happy, but the ducks end up with the typewriter and ask for a diving board.

Illustrations:

The joyful illustrations from Betsy Lewin add to the fun mood of the story. I especially enjoy the pictures of the typed notes. The fun animals helped show the action and emotions of the characters.

Schulman, J. (2008). Pale Male: Citizen Hawk of New York City. [New York]: Knopf.

Exposition:

A red tailed hawk made its way to New York’s Central Park, and eventually a female hawk joined him there.

Conflict:

The hawks had trouble building a nest in trees, and when they built a nest on a building, the people who lived there removed it.

Rising Action:

The hawks came back the next year, hatched three young hawks, and became a popular site for bird watchers and other locals. For years, the hawks continued to live and breed in the nest.

Climax:

The building residents found a way to legally remove the nest, which drew massive protests.

Falling Action:

The nesting area was rebuilt, and Pale Male and his mate continued to raise hawks there for many years.

Resolution:

Several other hawk families have been spotted around Central Park, and many believe they may be the offspring of Pale Male.

Illustrations:

The beautiful water color illustrations from Meilo So add details to the story and setting. The pictures also add to the gentle mood of the story, as well as add a frustrating tone to the conflict. These illustrations help show the unusual beauty in the story of Pale Male.

Rowling, J.K. (2007). Harry Potter and the Deathly Hallows. [New York]: Scholastic.

Exposition:

Harry Potter, along with his friends Ron and Hermoine, must escape the Deatheater’s attempts to kill them.

Conflict:

Lord Voldemort has pursued Harry since he was a baby, and now Harry has learned of the secrets to help end the terror upon the entire Wizard community.

Rising Action:

While constantly evading Deatheaters, Harry and his friends fight loneliness, fear, and uncertainty as they search for horcruxes and try to unravel the mystery of Dumbledore and Lord Voldemort’s pasts.

Climax:

As Lord Voldemort discovers that Harry has begun destroying his tools of immortality, he wages a battle at Hogwarts to finally kill his enemy.

Falling Action:

Harry destroys the last horcrux, and sacrifices his own life to end Lord Voldemort’s reign of terror, but neither is killed at first, and they continue to battle.

Resolution:

Harry’s sacrifice offers protection to his friends, and they are soon winning the battle. Harry and Lord Voldemort duel again and finally Harry is able to fully destroy his enemy, leading to a peaceful future for the Wizard world.

Literary Qualities:

1)      J.K. Rowling is a master of foreshadowing, throughout all of her books. As you read the series, seemingly minute details resurface importantly years later through the carefully woven tale.

2)      The character development is extremely detailed and complex.

Stevens, J. (1995). Tops and Bottoms. [New York]: Harcourt.

Exposition:

Bear owned lots of land and was very wealthy, but also extremely lazy. Hare is poor, and he is looking for a way to support his family.

Conflict:

Hare makes a deal with Bear to do all of the work to farm Bear’s land and promises to split the crops, but his has to pick Top or Bottoms. Bear picks tops.

Rising Action:

First, Hare planted, watered, weeded, and harvested the crops while Bear slept. They gave him the unusable tops of the carrots, radishes, and beets.

Climax:

Next, Bear picks bottoms, but is still unhappy when Hare keeps the tops of the lettuce, broccoli, and celery.

Falling Action:

Finally, Bear decides to take the tops and bottoms, but is still upset when Hare keeps the middles of the corn.

Resolution:

Hare bought his land back, and Bear planted his own crops and decided to never bargain with Hare again.

Illustrations:

Janet Stevens has incredible illustrations to help readers understand the plot twists involving the various crops. Having a visual to see how the tops or bottoms were edible helped reinforce the text. The setting and character traits were also enhanced by the artistic details.

Angleberger, T. (2010). The Strange Case of Origami Yoda. [New York]: Amulet.

Exposition:

A group of friends compile a notebook to “scientifically” determine if Origami Yoda has magical prediction powers.

Conflict:

Tommy wants to believe in the power of Origami Yoda, even though the guy who made it and keeps him on his finger, Dwight, is a bit of a loser. Harvey doesn’t believe a bit of it.

Rising Action:

After creating his own folded origami sculpture of Yoda, Dwight randomly begins giving advice to others in school, which frequently seems to be accurate and helpful.

Climax:

When Tommy insults Dwight, he gets mad and throws Origami Yoda away. So ever doubting Harvey decides to make his own version and gives out advice. Dwight recreates his original, and Tommy must ask Sara to dance in order to find out which Origami Yoda is right.

Falling Action:

When he looks at the notebook of evidence, Tommy is still nervous to ask Sara to dance until he notices that many of his friends are dancing too.

Resolution:

Tommy finally dances with Sara, and everyone has a great time.

Literary Qualities:

1)      Great use of a notebook or journal format that even has some illustrations to help tell the story.

2)      The use of various characters’ points of view helps gain more perspectives about the events in the story. Even the pictures give additional opinions and humor.

Deedy, C. (2009). Martina the Beautiful Cockroach. [New York]: Scholastic.

Exposition:

Martina, the Beautiful Cockroach, is ready to get married, and all the women in her family offer things to help make her more beautiful.

Conflict:

Abuela suggests she pour coffee on each suitor’s shoes to help Martina choose a good husband, but Martina is unsure about it.

Rising Action:

As the suitors arrive, Martina follows Abuela’s advice, and she is shocked by the poor reactions of each potential husband.

Climax:

Just when Martina is about to give up on finding a suitable husband, she sees a very handsome mouse under her street lamp home.

Falling Action:

Although she is instantly smitten, Martina takes the cup of coffee to test Abuela’s advice.

Resolution:

When the mouse spills the coffee on Martina’s shoes they realize they are made for each other.

Illustrations:

The beautiful illustrations add much to the development of the story. Each character is developed both by the text, but even more through the detailed pictures of each one. Many details of the setting are also enhanced through the illustrations and backgrounds.

Babbit, N. (1970). Kneeknock Rise. [New York]: Scholastic.

Exposition:

Egan goes to visit his aunt in a town called Instep that is just below a mysterious mountain.

Conflict:

When he arrives in town, Egan learns about the terrible Megrimum that howls during storms and comes down to terrorize the village.

Rising Action:

Egan is awoken by a strange sound, which everyone believes is the Megrimum. This experience begins to haunt Egan’s dreams, and when Ada dares him to climb the mountain to see the beast, he decided to do it.

Climax:

Egan climbs to the top of the Kneeknock Rise to slay the Megrimum, but discovers Uncle Ott, who explains that the sounds are caused by a hot spring whistling through a cave.

Falling Action:

When Egan climbs down the mountain and explains that there is no Megrimum, only a hot spring in a cave, he is frustrated that no one wants to accept his explanation.

Resolution:

As Egan talks with the others, he begins to realize that perhaps the mystery of the Megrimum is more important than the truth.

Literary Qualities:

1)      The setting descriptions are very vibrant and distinct. Babbitt creates a mysterious mountain and an exciting fair atmosphere to propel the action.

2)      The author’s use of dialogue to add depth and perspective to the action is very useful in this story. By sharing different character’s reactions through dialogue, we learn their motivation, but overall the story is told from Egan’s perspective.

Rylant, C. (1985). The Relatives Came. [New York]: Aladdin.

Exposition:

The Relatives pack up the car and drive away from their Virginia home.

Conflict:

The Relatives travel a long way, arrive, and soon everyone deals with the extra people and limited space.

Rising Action:

There are lots of hugs, laughter, eating, and crowded sleeping for everyone.

Climax:

The Relatives enjoy their visit, but after a few weeks must pack the car and return home.

Falling Action:

The Relatives get back home, and they soon miss the family and fun.

Resolution:

They look forward to the next summer when they will go off and visit again.

Illustrations:

Stephen Gammell’s colorful drawings set the joyful mood of the story. The characters are unique, and the backgrounds are very vibrant colorful. Overall, the pictures add much action and emotion to this beautiful story.

Fleischman, S. (1986). The Whipping Boy. [New York]: Troll.

Exposition:

Jemmy, royal whipping boy for the spoiled “Prince Brat,” is frequently beaten when the prince misbehaves .

Conflict:

 One night, the prince makes Jemmy run away with him off into the wild woods.

Rising Action:

During their runaway adventure, the boys are captured by two thugs who discover that one of them is a prince.

Climax:

During a daring escape, Jemmy and Prince encounter a girl with a dancing bear, a potato salesman, and a sewer dwelling rat catcher who help them evade the would-be kidnappers.

Falling Action:

 After their escape, Prince requests that Jemmy go back to the castle with him even though there is a bounty on Jemmy’s head.

Resolution:

After consulting with the King, Jemmy is not punished, and he becomes true friends with the reformed Prince.

Literary Qualities:

1)      Great study of historical fiction characteristics.

2)      Many opportunities to consider point of view (Jemmy’s versus Prince’s Brat’s perspective.)

Williams, M. (2005). Knuffle Bunny A Cautionary Tale. [New York]: Scholastic.

Exposition:

Trixie, Knuffle Bunny and her dad go walking through town to the Laundromat.

Conflict:

After leaving the Laundromat, Trixie, who is too young to talk, begins to cry, squirm, scream, and other wise get fussy.

Rising Action:

As Trixie and her dad get home, Mom realizes that Knuffle Bunny is gone, and they search everywhere for the toy.

Climax:

When they get to Laundromat, they search everywhere.  Knuffle Bunny is finally found in the back of the dryer.

Falling Action:

When Dad find her toy, Trixie is excited to get Knuffle Bunny back.

Resolution:

Trixie yells out “Knuffle Bunny,” which are her first words.

Illustrations:

Mo Williams uses simple color illustrations on black and white photographic backgrounds. The photos show dramatic details of the setting, a city streetscape. I especially like the use of speech bubbles to show Trixie’s babbling and frustrated screams.

Yolen, J. (1987). Owl Moon. [New York]: Scholastic.

Exposition:

The main character tells about going out in the snowy night with her father to look for owls.

Conflict:

It was difficult to stay quiet during the long walk in the cold dark forest.

Rising Action:

As they reach the deep woods, Pa begins to hoot to call the owls, but none appear.

Climax:

As they reach a clearing deep in the woods, they finally hear an owl hoot in return. The owl comes closer, and the girl and her Pa shine a flashlight and see the owl in a tree.

Falling Action:

The girl and Pa start to head home, and they are finally able to talk, but they choose not to.

Resolution:

 As they walk home, the girl thinks about the special night, and what it means to go owling.

Illustrations:

John Schoenherr’s beautifully simple illustrations show the simple setting of a winter forest. The relaxed and simple text is enhanced by the details included in the pictures. Particularly special in the illustrations are the simple plants and animals that we glimpse in many of the pictures.

Steig, W. (1969). Sylvester and the Magic Pebble. [New York]: Scholastic.

Exposition:

Sylvester had a happy life with his father and mother, and loved collecting unusual pebbles.

Conflict:

While exploring one day, Sylvester finds a particularly unusual pebble that seems to grant wishes.

Rising Action:

On his way home with the magic pebble, Sylvester runs into a lion. In his panic, Sylvester wishes to be a rock, and magically, the pebble turns him into one.

Climax:

After the lion leaves, Sylvester realizes he cannot change back.  His family looks for him, but over months they cannot find their son, and Sylvester cannot change from a rock.

Falling Action:

One day, Sylvester’s parents picnic on the rock that is Sylvester. They find the magic pebble, and after placing it on the rock, Sylvester is able to change back to himself.

Resolution:

Sylvester and his family return home together, and he realizes that he doesn’t need a magic pebble, because he had everything he needed with only his family.

Illustrations:

William Steig creates simple illustrations that match what was typical for the time which the book was published. The pictures are very basic and childish, but do add to the general mood of the story. They are not elaborate or complex, and they do not distract from the story.