Genre Characteristics:

Artistic Elements:

Representation:
Within the text, animals are represented as the main characters within the story, taking on human characteristics. Females, not males, have the significant roles. However, they are depicted within gendered qualities and dress, such as always shown wearing dresses while the males wear pants. 

In the Classroom:
This book can be utilized in grades kindergarten to third grade to conduct a character analysis and explore how characters change from the beginning, middle, to end of a story.

Artistic Elements:

Representation:
Female characters have the main power and significance within the story. However, the grandmother and the granddaughter engage in gender stereotypical roles, such as taking care of the home and spending time in the kitchen cooking/baking.

In the classroom:
The book can be utilized in grades first through third during a science lesson to introduce weather concepts, such as thunderstorms. In addition, it can be used in a social studies lesson to explore family relationships and to explore different cultures and traditions of various cultural groups.

Artistic Elements:

Representation:
Within the novel, white students make up a majority of the students represented within the text. Only three students are of a minority group, with two who were African American and one of Asian decent. In addition, males are portrayed as significant characters while females are within the background with supporting roles. 

In the classroom: 
This book can be used to teach an SEL lesson to students within the grades of kindergarten to third grade.

Artistic Elements:

Representation:
Within the novel, the concept of colorism is explored. Characters that are of a lighter skin tone, such as Sulwe's sister and mother, are represented as having more opportunities for friendships and are more beautiful than someone of a darker skin tone. So, the character's self-concept is ruled by the idea that lightness and whiter skin tones are more beautiful and ideal. However, the story counteracts this idea of colorism and Sulwe's perception of her darker skin tone changes into more of a positive outlook.

In the Classroom: 

This story could be utilized in grades first through third. It can be used to teach character analysis or for exploring the traits, feelings, and emotions of a character from the beginning to end of a story.

Artistic Elements:

Representation:
In terms of representation, there is a prevalence of stereotypical gender roles, with the adult females in the story taking care of the home and preparing meals. In addition, most of the characters depicted with Carlitos look the same in the face, with limited variations that make finding Carlitos in the group challenging. In addition, they are engaging in common stereotypical activities, such as playing soccer or farming the land for corn and taking care of livestock. However, the author of this story is of Hispanic descent, so he may be basing the Carlitos off of his own experiences or may be adhering to expectations surrounding the culture to satisfy norms.

In the Classroom:
This book can be utilized for grades kindergarten to third. It can be used in a compare and contrast lesson.

Artistic Elements:

Representation:
Within the text, it is clear that gender roles are evident. For example, the women within the story, such as the mother, take care of the children, including their emotional needs, and harvest crops, while the men do the heavy lifting and support the family. In addition, the women all wear skirts while the men wear pants. However, Ana does have a significant role and creates a book of her own at the end, which gives her power and accomplishment despite the fact that she lives within a gendered society. 

In the classroom:
This book can be utilized in grades first through third. It can be used to teach students how to identify the main idea and provide key details from the story to support the idea. 

Artistic Elements:

Representation:
In terms of representation, the male figures within the story hold more of the significant roles. For example, Tomas's grandfather is depicted as the wise storyteller while the Library Lady is, in a sense, only serving and supporting Tomas and his family since she is supplying the new books for Tomas to read and later tell to his grandfather. So, one can say that the women in the story are acting under traditional gender roles of supporting men and taking care of their needs. 

In the class:
This book can be used in grades first through fourth. It can be used in a social studies unit to explore the topic of Immigration and introduce students to a new culture by way of the translanguaging within the book.

Artistic Elements:

Representation:
Within the story, the main character and his grandmother both have significant roles in the story. However, it is evident that the grandmother carries out the stereotypical female role of taking care of the home and cooking for others in the household, typically the male character.

In the class: 
This book is suitable for grades first through third. It can be utilized to teach plot analysis, helping students define plot details such as the exposition, rising action, climax, falling action, and resolution. 

Artistic Elements:

Representation:
In terms of representation, there is a female and male presence within the novel. The girl is stepping a bit out of gender norms by taking on traits such as being adventurous and brave that are typically geared towards males. Both characters have equal significance. 

In the classroom:
This book can be utilized in all grade levels. It can help teach the skills of making inferences and predictions. It can also allow for a creative writing activity to let students tell their own interpretation. 

Artistic Elements:

Representation:
In terms of representation, the only character within the story is a young boy, whose race is unknown to the reader. So, the book lacks female representation. In addition, the boy is depicted as brave and adventurous, which are common traits given to males in society.

In the classroom: 
This book could be used with all grade levels. It can be used to teach the skill of making inferences and predictions. In addition, it can allow for a creative writing opportunity in the classroom. Also, it may be utilized in a science class as a gateway to talking about animals and their habitats.

Artistic Elements:

Representation:
In terms of representation, the one human character in the text is a white male, thus meaning no female or minority representation. In addition, the character is engaging in adventurous, typical boyish behaviors or getting into a problem or causing a ruckus which may lend itself to gendered roles within the story.  

In the class: 
This book can be utilized by all grades. It can be used to teach students how to make inferences and can be used during a creative writing activity in which they can share their own interpretations. In addition, it may be a great introduction for a science lesson on fossils. 

Artistic Elements:

Representation:
Within the book, the amount of characters is limited to the boy with the boat and an adult male, most likely his father. So, it lacks female representation. However, because of this, it appears that the father has taken on both stereotypical masculine and feminine roles with makes it seem that this is a one parent household in which the father takes cares of the home, cooks meals, and provides support to his son. 

In the class:
This book can be used in grade levels. It can be used to develop the skill of making inferences and could be used during a creative writing activity to allow students to write their own interpretation of the story. 

Artistic Elements:

Representation:
The book has both female and male representation within the plot line. However, the fate of the woman depends upon the men, as they are the ones who are given power and the role of protecting and caring for the family. The women, such as the main character Adelita, engages in common female tasks of cooking and cleaning and is only rescued from this fate after gaining attention from a male suitor.

In the class: 
This book can be utilized in grades first through third grade. It can be used to understand the concept of plot and identify the various plot elements. In addition, if used in conjunction with another cinderella story, it can help teach students how to compare and contrast texts.

Artistic Elements:

Representation:
Within the text, the stereotypical idea that a woman's worth comes from her beauty is portrayed. For example, no one in the village would acknowledge the rough face girl because she was poor and did not have the highest of fashions or the best hygiene. In addition, the authors of the story are not writing on a topic that is representative of their own culture. But, it seems that author Rafe Martin has experience with reworking folk tales into modern literature and his representation was not negative towards the culture. 

Use in the classroom:

This story could be utilized in grades first through third. It can teach figurative language, since it was ever present in the text. It can also be used in a compare and contrast lesson with another cinderella story. 

Artistic Elements: 

Representation:
Within the story, all of the characters are male animals, meaning that people of varying cultural groups or woman are not represented within the text. This means that students will not necessarily utilize this book as a window into another experience or culture, but instead appreciate the comedy of the book.

Use in the classroom:
This book can be utilized in first to fifth grade. It can be used to teach perspectives as well as understanding the elements of a plot. The teacher could go further and use this book in combination with the original story of the Three Little Pigs to teach students how to compare and contrast. 

Artistic Elements:

Representation:
In terms of representation, the story equally includes representation of women and men within the plot line. From the images and text, it did not seem as though one gender had specific roles in society. But, the story resembled Adam and Eve, since the female character, Odesi, was the one who was tempted to take more from the sky and did not respect its gifts. So, it would seem that the stereotypical female representation of always wanting more things and never being satisfied is present. In addition, it makes it seem, much like the story of Adam and Eve, that when things go wrong it is usually because of a woman. 

In the classroom: 
This story can be utilized in grades first through third. It can be used in a social studies lesson to explore different cultures and the folk tales that come along with them. It can also be used to teach main idea and ow to gather key details from a text.

Artistic Elements: 

Representation:
Within the story, the main characters are farm animals so children cannot necessarily use this book as a window to access a representation different than themselves.  But, the main characters are Wilbur, a male pig, and Charlotte, the female spider. In typical stereotypical gender norms, Charlotte spends most of her time and short life attempting to save Wilbur, thus giving all of herself to him and his needs. However the book does teach the importance of friendships and how to be a good friend.

In the classroom:
This book can be used by grades third to fifth. It can be used to teach students how to identify themes and the main idea of a novel, being sure to provide key details from the text to provide support.

Artistic Elements: 
- No images included in the text to analyze

Representation:
Within the story, the men have the most significant and powerful roles, given the fact that Eragon is the one who goes out on a quest of revenge. Female characters only have supporting roles within the story.

In the class:
This book is appropriate for grades sixth to eighth. It can be used in the classroom to conduct a character analysis and pinpoint elements of plot development.

Artistic Elements:

Representation:
Within the story, both men and women were represented. However, there was the presence of gender roles and norms, given the fact that Jesse was upset by the fact that he lost a race to a girl, Leslie. Throughout the novel she challenged typical female roles with her bravery and imagination, something that Jesse began to become amazed by as the book progressed.

In the class: 
This book is appropriate for students in grades third to seventh. It can be used to explore setting, plot, and elements of foreshadowing.

Artistic Elements: 

Representation:
Within the text, the characters of the story are white, with no other cultural representations. In addition, most characters appeared to be men, with some supporting roles by the women. 

In the class: 
This book can be utilized for grades kindergarten to third. It can be used as a way to introduce a weather unit in a science lesson. 

Artistic Elements: 

Representation:
Within the novel, the men have the most significant roles, with women being more supportive and adhering more so to the gendered roles of taking care of the needs of the family. In addition, although this is a topic that the author has no experience with or can relate to himself, he gathered accounts and experiences from immigrants that had similar experiences as his main character to ensure an accuracy of emotions and representation.

In the class:
This book is appropriate from grades third to seventh. It can be utilized in a social studies lesson to teach the topic of immigration, allowing the students a window into a culture and world that is different from their own as they learn about the topic. It can also be utilized to teach elements of plot.

Artistic Elements:

Representation:
The story focuses on the events around the main character, who is a black male. Within the story there are a few other characters of African American descent, however most are of white majority. The character races a culture shock and microagressions, such as misnaming by the teacher, that draw attention to the fact that Jordan and the other black students are a minority at the school. However, the plotline seems intentional to provide readers into what it may feel like to be an outsider. In addition, the author is also of a black ethnicity, which means that the viewpoints and experiences of Jordan are not exaggerated by someone who is not of the race.

In the class: 
This book is appropriate for grades third through seventh. It can be used to discuss elements of plot and understand how the feelings or motivations of a character may change throughout a story.

Artistic Elements:

Representation:
In the novel, white women are the predominant characters in the story that focuses on the struggles of friendships that children may face as they transition to new stages of life. Members of minority groups are not represented within the story. With the text, it adheres the idea that girls are social butterflies and more dramatic when it comes to friendships and emotions that may be involved in comparison to male counterparts. 

In the class: 
This book is appropriate for grades third through seventh. It can be utilized in class to analyze how a character may change throughout the book and to identify elements of a plot. 

Artistic Elements: 

Representation:
The novel presents a character that wants to challenge gender norms in his community. Rather than adhering to the masculine role of becoming a shapeshifter, he would rather take on the feminine role of witchcraft. So, one can say that the novel makes an attempt to remove these barriers. In addition, the men have more significant roles while the women are more supporting.

In the class:
This book is appropriate for grades third through seventh. In the classroom, it can be used to teach the elements of plot to the students.

Artistic Elements:

Representation:
Within the story, there is both female and male representation; however the roles are very defined and clear since their roles are stereotypical of their gender. For example, after moving to California Esperanza must learn to cook, clean, and look after the younger children as the rest of her family and other migrant workers go out for the day for work. In addition, although she and her family are depicted as living in migrant living camp conditions, the reasons behind it are explained and the family is working to begin to make a new life for themselves in the new world that was similar to success they once enjoyed in Mexico.

In the class:
This story is appropriate for grades fifth to seventh grade. It can be used to teach the elements of plot and can be used when exploring topics such as the Great Depression or immigration.

Artistic Elements: 
No images included to analyze

Representation:
Within the text, there is both female and male representation. In terms of roles, both the men and women take on the role of protecting the family and acting with bravery during a dark time. In addition, although the author does not have personal experience with the plot, she based the story upon the experiences of a close friend who lived in Denmark in the 1940s when the country was invaded by Nazis. So, the experiences of the main character and time period were factual in nature. 

In the class:
This book is appropriate for sixth to eighth grade students. It can be used in social studies class when learning about the topic of WWII and the Holocaust as a way for students to explore the topic through a story rather than strict facts from a textbook.

Artistic Elements:

Representation:
In the story, an African American family is given the main role as the plot explores their journey from Flint, Michigan to Birmingham, Alabama. Within the story, the common gender role of the woman acting as a housewife and taking care of the needs of the children is present and joked about between the wife and husband. In addition, the family is portrayed as a successful, middle class family that goes through hardships and faces racism as they journey across the country. So, they are not portrayed in a stereotypical way according to their ethnicity. 

In the Class:
This book is appropriate for grades third through sixth. It can be used during a social studies lesson to introduce and teach about the topic of the Civil Rights Movement. 

Artistic Elements:

Representation:
Within the text, their is a predominant female representation given the fact that the book is based on the life of a successful female scientist. Although she is portrayed in a positive light, she is represented as breaking through the gendered idea that women should not be in STEM fields. This, in turn, encourages a positive self-concept for young girls who read the text since it may encourage them to pursue their dreams, letting nothing, such as sexism, prevent them from achieving their goals. 

In the class: 
the text is appropriate for students in grades first through fourth. This book can be used in a science class when students are learning about the ocean and the accompanying marine life to introduce an individual who is responsible for some of the research and facts they may learn about. 

Artistic Elements:

Representation:
Within the text, there is more of a male significance and representation than there is female representation. Women within the text have supporting roles, such as Buzz's sister and mother. Men are the ones who are presented as powerful, successful, and capable at defending the country during war. So, the book presents a narrative of a more gendered outlook. 

In the class:
This book is appropriate for first through fourth grade. It can be used in a science class when students are learning about space. This book can provide a look into a historical character in space exploration.

Artistic Elements:

Representation:
Within the story, gender norms are clearly represented. For example, at a young age Philo's father appointed him as the "man" of the house since he was the eldest sibling. In addition, he would carry out tasks around the home that were more laborious. Female and minority representation was sparse within the text, and focused more so on a white male significance.

In the class:
This book is appropriate for grades first through fourth grade. It can be used during a social studies unit in which students may be exploring historical events and technological advances. It may also be utilized during a science lesson in which students learn about electricity. Lastly, it could be utilized to develop skills of sequencing main events or researching a particular topic and picking out key details that are important to the topic.

Artistic Elements:

Representation:
Within the book, the story is able to depict LeBron James, an African American basketball player, in a positive way throughout the text. Although at first glance one may think that the book portrays LeBron in a stereotypical fashion, such as making it seem that the only way for a minority individual to excel was through having a special talent at sports. In addition, his life story of he and his single parent working to get by may seem stereotypical at first as well. But, since it is an autobiography these events truly happened
and are of one particular case, the life of Lebron James. So, although the book may carry these stereotypes, they can be discounted by the fact that these are true events for one person, rather than events of a made up character. 

In the class:
This book is appropriate for students in grades first through third grade. It can be used to teacher character analysis skills and sequencing major events.

Artistic Elements:

Representation:
Within the text, the authors are able to provide accurate and factual information for the readers to explore. One of the authors has a background in zoology and the other is a freelance writer, meaning that they came together to accurately represent the topic. Because it is solely focused on exploring ocean life, there is not much human representation that would either encourage or discourage a reader's self-concept or worth.

In the class:
This book is appropriate for fourth through sixth grade. It can be used during science as the students explore the topic of the ocean and marine life. It may be used to help the students further their understanding and encourage them to dive deeper into the topic.

Artistic Elements:

Representation:
Within the book, the images and text that are included focus on presenting factual information, rather than providing a window for students to gain access to another culture or representation different from their own. Most pictures present real life images of major weather events and natural disasters. It is clear that the author did extensive research on the topic to provide this factual information.

In the class:
This book is appropriate for grades third through sixth. It can be used in the classroom as a resource when students are learning about weather and natural disasters. In addition, the classroom teacher can utilize the activities presented in the book to complete with the whole class for application of the content and to further understanding.

Artistic Elements:

Representation:
In the book, there is minimal human representation besides the occasional person in an astronaut suit. However, these astronauts are commonly white males, with limited female or minority group representation. In terms of the book, it is clear that the author completed a vast amount of research to provide an accurate representation of the topic. 

In the class:
This book is appropriate for fourth through seventh grade. It can be used during a space unit in science class to allow students to explore the content on their own and further their understanding of space and the universe. 

Artistic Elements:

Representation:
Within the text, there no characters or human representation in the images. Instead, it focuses solely on exploring facts on the topic of rocks and minerals. So, the text provides accurate representation on the topic area given that it is clear the author has done research on the topic to provide information with accuracy.

In the class:
This book is appropriate for grades first through fourth. It can be utilized in a science lesson to help students explore the topic of rocks and minerals.

Artistic Elements:

Representation:
Within the text, various cultural groups are represented as the droplet of water travels to different countries. Female representation, however, is lesser in comparison to male representation. In terms of the portrayal of the cultural groups, most were depicted engaging in traditional activities or wearing traditional dress of the culture, such as individuals from the Middle East, Japan, and Spain. With this, all of the people of the varying cultures are depicted with genuine facial features that look different from each other.

In the class:
This book is appropriate for students in grades first through fourth. It can be used in a science lesson to introduce the water cycle. It can also be used to discuss elements of rhyme and poetry. 

Artistic Elements:

Representation:
Within the text, there is an absence of human representation since letters are personified and given human qualities. With this, the story did not stick to stereotypical gender norms and instead included all family members in a caring role, such as the aunts, uncles, moms, and dads, after the children fell from the coconut tree. So, the book included an extended family in its representation and did not give the females the sole role of taking care of the emotional and physical needs of the child.

In the class:
This book is appropriate for Pre-K through first grade. It can be utilized to explore elements of rhyming and to introduce students to the English alphabet.

Artistic Elements:

Representation:
In the book, it is evident that white students are not the majority, but instead the main characters and supporting characters appear to be of a minority group. Each of these students are depicted as genuine individuals with distinctive features. In addition, the main character, who appears to be of a minority group, does not have a special talent or skill that gives her significance, but instead is a normal girl who is smart and caring.

In the class:
The text is appropriate for students in grades first through third. This book can be used to explore elements of rhyming and poetry within the classroom. For example, while studying poetry, students could pretend to write their own Haiku to the birch just like Slyvia did in the story as an extended classroom activity.

Artistic Elements:
No images are presented within the text.

Representation:
Within the text, both female and male representation is included as the plot follows along the life of a young girl from Syria and her journey to the United States. Her character is depicted more so with feminine qualities, such as wishing for peace and staying out of the topic of war. The male characters, such as her father and brother Issa, are given more masculine qualities such as becoming advocates and fighters for justice while staying in Syria and the appear to be the backbone and providers of the family that make important choices. So, one could argue that gender norms are depicted within the text. However, the book is able to explore the plot line and the life of the character positively and gives her qualities of strength and resilience, despite all of the hardships they face along the way. So, a student who sees themselves in the character may have an increased self-concept.

In the class: 
This book is appropriate for students in sixth to eighth grade. It can be utilized in a social studies class as a way for students to have a window into the topic of immigration. In addition, it could be utilized in an English class to explore elements of poetry and could allow students to practice writing free verse.