The Tequila Worm

Canales, V. (2005). The tequila worm. New York: Wendy Lamb Books.



The Tequila Worm is an example of Latino literature, which I knew right away based on the title. Tequila is part of the Spanish culture. This story appealed to me because of the title and the illustration on the title page. I wondered what this story would actually be about. The age level for this book would be 12-15 years of age. American students would benefit greatly from reading this book because they would learn so much about Mexican culture. I loved the use of all the Spanish words as well. That also helps the reader get a sense of understanding of the Spanish language. The book is filled with various traditions that the Spanish people participate in.

There are quite a few important characters in this story, with Sofia being the main one, the narrator. The story is written in first-person point of view. When reading, I assumed that Viola Canales, the author of the story, is Sofia. Aside from Sofia, some of the other crucial characters are her mother and father, Lucy, Berta, and Clara. Toward the end Brooke and Marcos are other significant characters. The setting of this story is in McAllen, Texas and St. Luke's, the college that Sofia attends. The setting is integral. If this story was set in another place where the culture was different, it wouldn't make sense, and the meaning of the story would be lost.

The story begins with the the ritual of Dona Clara visiting Sofia's family for storytelling. Clara was Sofia's grandmother and was a great example of a comadre. The first few chapters of the book are dedicated to informing the reader of many rituals and traditions that Sofia's family have. One of these traditions was the creation of the "Easter cascarones." In this chapter, you learn how the family celebrates Easter. Do they decorate eggs and hide them the way we do in our culture? Another tradition common among this family is the nacimiento. They have a traditional way of decorating and celebrating Christmas.

The story really begins when she encounters a problem in the cafeteria at school. One of her mean classmates calls her "Taco head." At the beginning of the story, Sofia learns from her grandmother that, "kicking like a mule" means to be proud of who you are and to work hard in all you do. In other words, to "kick with your head/brain." When Sofia is called "Taco head," she decides that she will show that girl by "kicking her," as mentioned above. An example of a simile is found on page 3 when Grandmother Clara tells the children, "Yes, kicking and biting like mules runs deep in our blood." Because Sofia begins to work so hard in school, she is eventually asked to attend a special school miles away from home. Sofia's family wants her to have a quinceanera, but Sofia has dreams much bigger than this. The rest of this story tells the journey and struggles that Sofia goes through before she decides to take the offer on the school or not. For example, Sofia must come up with four hundred dollars! How will she do this? She also must have dresses for dinners, and she only has one dress. Will Sofia be able to find the dresses she needs? Sofia encounters and experiences so many things that help her become the best compadres that she can be.

I feel that the climax of the story came when Sofia chose to venture out on her own to St. Luke's. At this point, Sofia's independence grew incredibly. Although she was scared, she had set high goals for herself, and she really felt the urge to pursue her dreams. With the dead of a close family member toward the end of the story, Sofia's focus changes. She still wants to pursue her education, but what becomes even more important to her after this death?

Symbolism is used on page 62 when Papa compares his beans to themselves as people. "how the beans were better than meat, how they were like themselves as people: mestizo- the page part Spanish and the brown spots pure Indian." One of Papa's favorite things to do was clean and cook the beans; therefore, this symbolism is so important here in showing the reader how proud Papa is of his people. The theme in this story is so powerful. At the end of the story, Sofia learns from her mother as well as others who influenced her, that part of being a comadre means being someone who makes people into family and to stay strong even in life's struggles. Sofia is told at the beginning of the story that she would learn how to  "be a comadre" in time, and she definitely does as the book comes to an end.

BIG questions - Do you feel that you are a comadre or a compadre? How? What if you were offered a chance to go to a school like Sofia did? Would you accept and how would you feel?

The Golden Mare, the Firebird, and the Magic Ring

Sanderson, R. (2001). The golden mare, the firebird, and the magic ring. Singapore: Little, Brown and Company.


This book is a young adult book that also is an elaborately illustrated picture book. This book is also a type of folktale called a magic or fairy tale. The story begins with the words, "Once upon a time, in a place where magic beasts still roamed the earth..." The setting of this story is vague. We do know that the majority of the story takes place at the Tsar's palace. It is very common for palaces and castles to be present in folktales. The characters in the story include a young huntsman named Alexi, a mare, a firebird, the Tsar, Yelena, and other insignificant characters.

Alexi went out in search of fortune. The first animal he came upon was a beautiful mare. Alexi spared her life and the mare promised to be at Alexi's service. Because the huntsman desired work and adventure, the mare took him to the Tsar and said that the Tsar could use him as another huntsman. The Tsar hired him, but was not happy that the mare would not allow anyone else to ride her other than Alexi. Alexi did all he could to make the Tsar happy. He brought him a feather of a beautiful firebird, but the Tsar was instantly upset that it was merely a feather. Alexi was successful in bringing the firebird to the Tsar to make him content. The firebird became one of the Tsar's selfish possessions. The young huntsman could never do enough to satisfy his boss. Lastly, the Tsar wanted Alexi to bring him Yelena the Fair, a young lady that the Tsar desired to marry. Alexi was once again successful in luring her and bringing her back with him. Yelena was not informed that she was going back to marry the Tsar. "I will marry no man without my grandmother's wedding ring," were her words. With that being said, The Tsar ordered Alexi to find the ring at the bottom of the Lake of the Sun. Alexi was able to find the ring, of course. The young girl, Yelena has magical powers. What will happen with the ring? Will the ring allow Yelena to make her own decision?

The illustrations in this book are beautiful and look so realistic. Page bleed is used on almost every page. The media appears to be a painting, possibly gouache or tempera. Symbolism comes into effect at the end of the story, with the wedding ring and the Water of Youth. Both of these items bring great meaning to the story. Person-against-person conflict is used in the story. Alexi has conflict with the Tsar throughout the entire story. Alexi is constantly trying to make his boss happy, but he never succeeds. Typical of folktales, this story has many fantasy elements, or examples of personification. For example, toward the end of story, the mare talks to a crab and asks the crab to locate a ring at the bottom of a lake. The crab called all creatures that crawl on the bottom of the lake to help him find it. Animals talk to one another and also talk to humans throughout the story as well. An example of a simile is, "It was a golden feather, bright as a flame..." Another example of a simile is, "He sank below the surface once, twice, and after the third time he rose like a shot a leaped from the cauldron."

I chose this book because the title grabbed my attention as well as the colorful illustration on the title page. The appropriately grade level would be 4th grade and up.

BIG questions - How do you think Alexi feels after he is submerged into the Water of Youth? When the baby grows up, do you think he will end up being like the original Tsar? Why does the first Tsar not appreciate Alexi?

Rumpelstiltskin

Zelinsky, P. (1986). Rumpelstiltskin. New York: Penguin Books USA Inc.


Rumpelstiltskin is a wonder fale or fairy tale type of folktale. There is an element of magic in this story when the little man spins all the straw into gleaming gold. The main characters in the story are Ms. Miller and Rumpelstiltskin. The setting of the story is mainly at the king's castle. As mentioned in the text, settings of folktales are often vague, as with this story. The story begins with the words, "Once there was a poor miller who had a beautiful daughter." Once doesn't exactly tell us when; therefore, the setting is vague and unimportant. This book would be appropriate for grades K-3.

The miller desires for his daughter to meet a rich man, so he goes into town and tells the king that his daughter can spin straw into gold. The miller lies in hopes of his daughter finding a husband. This intrigued the king so he sent for her. The king gave the girl all the materials she needed, and told her that by morning, all of the straw should be turned into gold. The girl had no idea what to do! She couldn't turn this straw into gold! As she was sitting worrying how she was going to make this happen, a small man appeared and offered to do it for her if she would get him something of hers in return. When the king saw all the gold  the next morning, he became greedy, and gave her even more to spin. Once again, the little man appeared and did it for her after she gave him another one of her personal belongings. The next time the king gave her more to spin, he told her that he would marry her if she succeeded in turning the rest of the straw into gold. As always, the little man appeared again, but the girl was out of things to give the little man. The little man said he would spin the last of the straw if she would give him her firstborn child. She agreed because she didn't even know if she would have a child. The little man turned all the straw into gold. With that, the king married the girl. Sometime later, the queen had a son. The little man returned to take the child, but the queen pleaded. The little man said that if she could figure out what his name was, that she could keep her child. How will the queen find out the man's name? Will she have to give him her only son? These questions will be answered when you read Rumpelstiltskin.

The artistic style of this book would be folk art because the pictures show us that this story could be set in the distant past, when parents chose husbands for their daughters. The artistic media of the pictures is painting. The illustrator probably used media such as tempera or oils.

The author used dialogue and thought to help the reader understand personality in the story. There are parts where the daughter and the little man are conversing and there are quotations in the story that are the girl's thoughts. The character development in the story would be flat characters. The girl's character is undeveloped, but we do learn a small amount about her. I would still consider all the characters to be flat ones. Person-against-person would be the type of conflict found in this folktale. The miller's daughter and Rumpelstiltskin have the most conflict when they are compromising with one another. The following poem is stated by Rumpelstiltskin in the story where we see the use of rhyme:

I brew my beer, I bake my loaves,
And soon the queen's own son I'll claim.
O lucky me! For no one knows
That Rumpelstiltskin is my name!

There are many elements of fantasy in folktales. One example in this story is when Rumpelstiltskin jumps on his spoon and flies out the window. Onomatopoeia is used in the story with the use of "whir!" to imitate the sound of the spinning wheel.

BIG questions - Why do you think Rumpelstiltskin wanted the queen's baby so badly? What use do you think he'd have for a baby? How do you think the miller felt about lying to the king and putting his daughter through this suffering?

Babe The Gallant Pig

King-Smith, D. (1983). Babe the gallant pig. New York: Alfred A. Knopf, Inc.

Babe The Gallant Pig is an animal fantasy young adult book. The main setting of the story is on the Hogget family farm. The setting is integral because the events that occur in this story would not be the same if the story did not take place on the Hogget farm. The most important characters in the story are Mr. Hogget, the farmer, Fly, the dog, and Babe, the pig, although there are lots of other animal characters in the story. I feel that Babe is the only protagonist in the story because by the time the book is complete, his character has fully been described. This story begins with Mr. Hogget going to a nearby fair because he heard squealing far away. He comes to find out that the noise he heard was a pig. The pig didn't seem to like anyone until Mr. Hogget picked him up. The pig instantly liked the farmer. A bet was going on for everyone to guess the pig's weight. Whoever guessed the closet would win the pig. Mr. Hogget ended up winning the pig and brought him home to his farm. The pig, whose name was Babe, ended up getting really attached to Hogget's dog, Fly. Fly was a dog who had had many pups and did lots of jobs to help the farmer on his farm. Fly was known as a sheep-dog. Babe watched Fly train his pups and learned so much watching them. He ended up very well trained and could do as much and eventually more than any other animal on the farm. Babe ended up being a sheep-pig (that's what he considered himself to be).

Mr. Hogget ends up training Babe in hopes of eventually taking him to the Grand Challenge Sheepdog Trials. The farmer had never in his life had another animal who he felt had a chance in this challenge. He was confident that Babe had a great chance of winning this challenge. How would he explain to the judges that his competitor was a pig though? Would that work? Those are two very important questions that get answered in Babe The Gallant Pig. In order to find out what happens with Babe and Farmer Hogget, you have to read this fantastic animal fantasy. 

I would most definitely recommend this book to fluent young adult readers and of course to teachers. First of all, the sentences in the book flow very well, and there wasn't ever a time that I needed to re-read any parts. I chose this book because I knew it had been previously used in one of Dr. Gibson's class as a required book; therefore, I knew it had to be a great one. The conflict in this story would mainly be person-against-self because Babe desires to achieve a goal to be good enough to be considered a sheep-pig. He works really hard so that the farmer will let him do work on the farm and compete in the challenge at the end of the book. This story has a progressive plot where everything is told in order, the characters, setting, and conflict are established, a climax occurs, and lastly a happy conclusion occurs. Toward the end of the story, you find a short poem that includes rhyme. For example, pg. 97: "But on the hoof or on the hook, I bain't so stupid as I look." One type of figurative language that must be discussed in personification, which is typical among animal fantasy stories. The animal characters in Babe The Gallant Pig are given human qualities. For example, they communicate in English with one another, which we know is not possible. King-Smith chose to write this story in third-person-sympathetic point of view. The author tells us how some of the characters feel, but not all. Lastly, an afterword is concluded in this story where personal information is given about the author.

BIG questions - What if you had an animal like Babe? Would you have entered Babe into the challenge like Farmer Hogget did? Why did Fly seem happy that Babe was taking over his job on the farm? If you were getting old and someone took your place, how would you feel?

Hooway For Wodney Wat

Lester, H. (1999). Hooway for Wodney Wat. New York: Houghton Mifflin Company.

Rodney Rat is the main character in the book who calls himself "Wodney Wat." Wodney has a speech impediment and can't say his r's. Wodney is very insecure about his speech problem and is humiliated at school around all of his classmates. Wodney didn't like to speak at all. During lunch he ate alone and during recess he hid out in his jacket. Wodney was a very sad rodent. One day, a new student comes to school who intimidates ALL the other rats. What makes her so intimidating? For one, she is extremely smart and puts the other rodents to shame in class. Wodney became scared to death about what the new student would do when she heard him talk. He was afraid she would hurt him! During recess one day, Wodney is the leader of the game "Simon says." Wodney's life turns around in a split second during this game. Not only does he "come out of his shell," but he also becomes popular! How, you say? You have to read Hooway For Wodney Wat to see what happened with Wodney and the new student Camilla.

First of all, I really enjoyed reading this fantasy book. The "wats" in the story talk to each other, play games, and go to school; therefore we know that it is a fantasy story. Children have speech impediments all over the world, and this book is a great way for students to gain confidence in themselves and for them not to be ashamed about their speech problem. I would definitely recommend this book to any teacher, especially Speech Pathologists who work with speech students all day long. This book could be used in any grade level in elementary school, P-5.

The illustrations in this picture book were probably done in either colored pencils or watercolor, or a mix of both. Page bleed is used on several pages of the book as well. This is where the illustration looks as if it bleeds off the page.

The literary element that stands out to me the most in Hooway For Wodney Wat is conflict. I feel that Lester used two types of conflict. One being person-against-self and person-against-person. Wodney was very insecure during the majority of this story, so this would be an example of person-against-self. Wodney faced problems at school with his peers and they made fun of his because of the way he talked, therefore we see person-against-person. The climax is also a crucial element in this story because Wodney's life turns around at the climax of the story.

Lester used third-person-sympathetic point of view. As you read this story, you notice that the author tells the reader how a couple of the characters feel. Consonance is used several times in the story with names of characters. For example, Wodney Wat (Rodney Rat), Camilla Capybara, Hairy Hamster, Minifeet Mouse, and Grizzlefriz Guinea Pig, Some examples of onomatopoeia are seen in this story as well. Some of these include "whap," "nnnnrrrr," and "boo." Personification is used in the story with the rats talking, going to school, playing games, etc.

BIG questions - What if you had speech problem and were treated the way that Wodney was treated? How would you feel and what would you do? Why does Camilla not understand Wodney while playing "Simon Says?"

Cowboy and Octopus

Scieszka, J. (2007). Cowboy and octopus. New York: Penguin Young Readers Group.

Cowboy and Octopus is a very unique picture book about two very different friends. In the story, the two characters meet and become friends and then experience several things that real friends encounter with friendship. They learn quite a few lessons from one another. They learn that sometimes friends can be a lot of help, and other times friends mess up. They learn that sometimes it's important to be honest with each other and that you should appreciate things that others do for you. This book is a creative story about friendships. Students can learn by reading this story that two very different people can be great friends.

I found the illustrations in this story very different. The illustrator used a variety of surrealistic and cartoon art. Most of the pictures were cartoons such as the pictures of Cowboy and Octopus. Surrealistic pictures are found when the illustrator included a picture of an actual head of lettuce and actual bowls of beans. The beans were very realistic looking. It looks as if someone had taken several pictures of beans with their camera and inserted them onto the pages of this picture book. The juice is the beans is very apparent. Most pages of the book included headings. The headings are in block, colorful letters. The artistic media appears to be mainly collage with some photography, as I mentioned before. I noticed a few things that appeared to be torn paper which would be a type of collage. A doublespread is found on the last two pages of the book.

The character development in this book is pretty weak; therefore Cowboy and Octopus are both flat characters. After reading the book, I didn't know much about either character. In other words, they were both underdeveloped characters. After reading the book, I did notice that both characters had a sense of humor, but other than that, I couldn't describe them in any more detail. A good theme for this story would be, "True friends are there for one another, are honest to each other, and do fun things together." The theme most definitely conveyed truth and was based on high moral and ethical standards. The author included several types of figurative language. Onomatopoeia was used in this story with the use of the words "yee-haw," "bam," and "whoa." The author uses personification in this story by giving Octopus human qualities. The octopus seems to be a human because he talks to Cowboy, he dresses up for Halloween, he eats with a spoon, etc.

The genre of this story is obviously fantasy because of the personified character of Octopus. This fantasy story is an excellent book to use in the classroom to reiterate the importance of good qualities of friendship. This was not one of my favorite books to read, but I did enjoy the theme behind the story because students can learn that two very different people can be friends. "Opposites attract" can be talked about with students. This idea is more of an adult idea, but it could still be taught and explained to elementary students.

BIG questions - How were Octopus and Cowboy friends although they were so different? What made their friendship successful? Why did Octopus pretend to like Cowboy's beans?

Three Cheers for Catherine the Great!

Best, C. (1999). Three cheers for Catherine the great! New York: DK Publishing, Inc.

Three Cheers for Catherine the Great! is a wonderful book about the close relationship between a little girl and her Russian grandmother. This story's setting is at the main character, Sara's house. Sara has a Russian grandmother named Ekaterina. When Ekaterina's three children were young, they came to America. An American man named her Catherine. In this story, Catherine's birthday is approaching. All her family, friends, and neighbors are planning her a party. A party that consists of no presents, based on Catherine's request. Her family, friends, and neighbors are trying to come up with the very BEST "no presents" for her. Everyone comes up with their "no gift" so fast, but Sara has a hard time deciding what she should get her special grandmother. She finally makes her decision and is so excited for the arrival of the party. To find out what types of presents Catherine received and how she felt about the "no gifts," you'll have to read the book!

The illlustrations in this trade book compliment the story very well. The colors are very bright and vivid, which helps add to the happiness of the characters happy moods in the story. The media of the illustrations appear to be done in watercolor paint. The artistic style would be cartoon art. Best uses a lot of imagery in this book. Dancing, singing, eating, and cooking are some of the verbs that are present in this book. As these things occur, the reader can almost hear the singing and smell the food that is being made. This story is written in first person point of view. The narrator is part of the story and there is a use of the words we and I. Poetry is used a couple of times in this story and in both poems, the words rhyme. A couple lines in the poem are "If she invites you, Don't ever come late. You'll miss having blintzes with Catherine the Great!" Onomatopoeia is used once in the story with the use of the word "Woof!," when Nelly, the dog, barks.

This book would be a good way to introduce poetry to students. After reading Three Cheers for Catherine the Great! they would see that rhyme is used in the poems. Now that I've read this book, I would definitely recommend it to other teachers and students. It's a great book about the loyalty of family, and teaches students that gifts of love can mean more than materialistic gifts.

BIG questions - Why was Catherine the Great happy with "no presents?" How would you feel if you feel if someone gave you gifts of love rather than materialistic gifts? Have you ever received gifts like Catherine the Great received?

A Bad Case of STRIPES

Shannon, D. (1998). A bad case of stripes. New York: The Blue Sky Press.

A Bad Case of Stripes involves Camilla, the main character, and many other flat characters such as Dr. Bumble, Camilla's parents Mr. and Mrs. Cream, Mr. Harms, the school principal, Dr. Grop, Dr. Cricket, and quite a few others.The setting of this story is at Camilla's school and home Camilla Cream was a little girl who loved lima beans, but she wouldn't eat them because she wanted to fit in with friends at school, and other children did not like lima beans. As Camilla was deciding on an outfit for the first day of school, she discovered that she covered in stripes! The stripes did not cause Camilla to feel bad at all so she went on to school. School turned out to be a nightmare! As songs were sung and people said things, Camilla would turn into anything that was said. Someone yelled "Checkerboard!" and all of a sudden, she looked like a human game board! Many professionals and doctors tried to figure out how to cure Camilla of this crazy disease, but no one had any luck. The pills that were prescribed to her turned her into a human pill. At the end of the story, someone comes along who things she has a cure for this "stripes disease." I wonder who that is and what she thinks she can do to help Camilla?

The illustrations made the book even more enjoyable. The pictures show the reader exactly what Camilla looks like everytime her skin changes. The illustrator used an abstract style of art that was surrealistic. Many of the pictures are images of things that are not realistic. The pictures of Camilla with her skin all kinds of different colors and designs is an example, as well as the picture of Camilla becoming the walls of her bedroom.

A Bad Case of Stripes has two different types of conflict. Camilla experiences person-against-self when she is battling her feelings and her disease. Person-against-person is also seen in this story because Camilla faces problems with her friends and others in the community. In regard to prose, I feel that the sentences in this book flow very easily. I also saw many types of figurative language in this story such as alliteration. Alliteration is seen at the beginning of the book when the main character is introduced. Her name is "Camilla Cream," with the letter c repeated. Alliteration is used again when Camilla goes to school and gets called the name "Camilla Crayon," with the letter c being repeated again. A simile is used in the story in the line "She looked like a rainbow." Hyperboles are seen throughout the entire story. When Camilla changes in the story, everything is explained in a very exaggerated way. When the specialists work on her in the story, they "squeeze, jab, tap, and test her." Another example of this is when the students kept changing her skin. One child said, "Let's see some purple polka dots!" Her skin turned all purple polka-dotty. The author used a lot of imagery and figurative language.

The title and the illustration on the front cover of the book drew my attention. I really wanted to know what happened to make this little girl become striped.

BIG questions - Why did Camilla's body become striped? How would you feel and what would you do if you or a friend got "a bad case of stripes?"

Diary of a Fly

Cronin, D. (2007). Diary of a fly. New York: Joanna Cotler Books.

Diary of a Fly is an enjoyable book that is sure to entertain any elementary student. This book would be appropriate for K-5. The main character in the book is the fly and the other characters that interact with Fly are Worm and Spider. The setting of the story is mainly at Fly's school. It also takes place at Fly's home as well as outdoors.

At the beginning of the story, Fly is scared about going to school. He learns many exciting things about himself at school that makes him proud to be a fly. He learns about things such as the food chain. Fly tells his friends that he would make an excellent superhero because he can do so many great things such as flying really fast. In the end he learns something that makes him feel very special.

The illustrations in this book are very entertaining. Many silly things happen in the book that makes you laugh and the pictures make it even more enjoyable to read. Fly comes in contact with humans and the pictures are hilarious because the people look huge. (which is what a fly would explain humans looked like if they could talk) The writing style of Diary of a Fly is a diary. Each page includes a date, and tells about certain events that happen in Fly's life. I thought it was really creative for Cronin to use this writing style. Personification is used because the fly is given human qualities. The conflict in the story would be person-again-self because throughout the story, Fly feels like he should be a superhero, and he's trying to talk himself into believing that he can be successful at this. The plot is also episodic because each "diary entry" portrays a different episode and a different date. Diary of a Fly has a backdrop setting. The events in this story could occur anywhere because flies live everywhere.

This book appealed to me because the title seemed intriguing. The fact that it is written as a diary was very interesting and drew my attention to the book. This would be an excellent book to use when teaching students how to write diary entries. Students are able to see how diary entries include dates and include many feelings and thoughts.

BIG question - How can Fly be a special superhero? What types of things can he do to help humans and our Earth?

Knots on a Counting Rope

Martin Jr, B. (1987) Knots on a counting rope. New York: Henry Holt and Company, Inc.

"Tell me the story again, Grandfather" were important words that the little boy spoke in this story. The main characters in this multicultural book are Grandfather and the young boy named Strength-of-Blue-Horses. The setting of the story is at an Indian camp and occurs back in native times. The little boy wants his grandfather to repetitively tell him the story about his birth and parts of his life. The boy's mother was in labor with him and a huge storm came. The wind howled "Boy-eeeeeeee!" over and over again until the boy was born. The little boy was born sick, frail, and blind. Grandfather took the baby outside where they met great blue horses. The horses gave the little boy strength to live, and this is why he received the name "Strength-of-Blue-Horses."

The little boy was present when a colt, who was named named Circles, was born. The little boy rode Circles all the time and became a great rider, and he depended on Circles to lead him. At the end of the story, Strength-of-Blue-Horse" participated in a race against many other boys. Now, you should read the book to find out whether or not the boy won, and how this race changed his life forever.

At the end of the story, Grandfather talks about a counting rope that he uses everytime he retells the story of his grandson's life. The rope signifies a great thing. To find out about knots in the rope, you have to read this story. This was an excellent story about the relationship between a boy and his grandfather and teaches students that we should never give up, despite our personal circumstances that we're either born with or that happen to us as time goes by. Character development is so important in this story because the main character faces many challenges (both emotionally and socially).

Symbolism plays a huge role in this trade book. The counting rope is the object that gives this book incredible meaning. The counting rope would also be considered a motif. Knots on a Counting Rope has an integral setting because the story would be totally different if it would have been placed in a different setting. This book would be appropriate for students grades 2-5. This book could be used in class to teach students the importance of never giving up. It also is a great example of the value of family. I chose this book because the title intrigued me. I wanted to know all about the rope and the significance of it. The illustrations in the book were beautiful and made me feel a part of the story. The illustrations helped me understand a little about Indian culture.

BIG question - Why was the counting rope such an important item to Grandfather and "Strength-of-Blue-Horse?"

Hello!

My name is Morgan Hagedorn and I teach third grade at Bush Elementary in London, KY. I received my Bachelor's degree in Elementary Education in 2007 and subbed for almost three years before I got my job here at Bush. I am currently completing my third year as a teacher at this school. I plan to be done with my Masters classes by Christmas 2012. Along with this class this summer, I am also taking Research. I am newly married to my husband Chad and we have a 7 1/2 month old baby boy named Isaac who is definitely keeping us on our toes here lately!

When I am not completing school work or teaching, I spend all the time I can with my family. I also enjoy playing sports such as volleyball and tennis and enjoy lots of other physical activities. I plan to travel to the beach this summer and cannot wait for my little boy to get to experience the beach and ocean for the first time!

While attending Eastern Kentucky University, I had a children's literature class and loved it! I look forward to this class and getting the chance to read lots of books that hopefully I can use in my own classroom.