10 Reasons You Need It's Not Jack and the Beanstalk

The students at my school--and their teachers, too--have been waiting anxiously for a new picture book that publishes today.

Today is the release day for It's Not Jack and the Beanstalk, a hilarious new take on a traditional fairytale, written by Josh Funk and illustrated by Edwardian Taylor, published by Two Lions.

In June, the students at Oxford Elementary School were lucky to be visited by author Josh Funk. While here to celebrate the sequel to his well-known Lady Pancake & Sir French Toast, Josh treated the students to an early look at It's Not Jack and the Beanstalk. With a little help from a few other "characters," Josh brought his story to life for our students, projecting a digital version and sharing the reading readers theater style. It's Not Jack and the Beanstalk brought smiles to students faces and--most certainly--laughter.

Oxford Elementary students got a sneak peek of It's Not Jack
and the Beanstalk when Josh Funk visited in June.

The students' warm feelings about Josh Funk's new release stayed with them, and when I pulled It's Not Jack and the Beanstalk off the shelf for a quick reread last week there were immediate cheers and comments from the students about how much they love this book. And then came the begging.

"Can we please read it again?"

So we did.

And then, they responded. I asked them to help me think of reasons why teachers need It's Not Jack and the Beanstalk for their classroom. Here's our compiled list:

10 Reasons Why Teachers Need It's Not Jack and the Beanstalk

10. It's written by Josh Funk. (Daeson)
9.  The characters' voices and personalities make this book a lot of fun to read aloud. (Ms. Guerrette)
8.  For kids who are learning to read, it can be a play. (Kenadie)
7.  If you are having a bad day, you need to read (It's Not) Jack and the Beanstalk. (Gracie)
6.  The narrator is a part of the story and interacts with the characters. (Brady)
5.  The illustrations are playful and bright, adding to the larger-than-life personality of the characters. (Ms. Guerrette)
4.  It's a happily ever after story. (Kaedence)
3.  You get to like it really easily because it is so funny! (Logan)
2.  Even the title is funny! (Cecile)
1.  You will laugh. (Lauren)

And after all, isn't that really what's most important?

My students and I are happy to celebrate the book birthday of It's Not Jack and the Beanstalk and we're already looking forward to It's Not Hansel and Gretel coming in the spring of 2019. We wish you and your classes many happy reads (and rereads)!

10 for 10: Books that Inspire Conversation About Creating

The August 10 for 10 Picture Book event has happened annually for several years now, and you can find more information at the hosts' sites: Cathy Mere at Reflect & Refine and Mandy Robek at Enjoy and Embrace Learning.

Ten Picture Books to Inspire Conversation About Creating 

(in no particular order)

1. What Do You Do with an Idea?, by Kobi Yamada, illustrated by Mae Besom
Often the initial question of the creator: what do you do? This story encourages readers to consider how to act upon ideas that nudge them, acknowledging their ideas, following them, allowing them to grow. 

2. The Dot, by Peter Reynolds
No list of picture books about creating would be complete without The Dot, though it may arguably be the most well-known and oft used title on the list. Vashti is the student-artist and the creators in our classroom, too: apprehensive, uncertain, without confidence. But with encouragement to begin and celebrations of progress, our students can see that the definition of art encompasses all attempts to create. (Bonus book: Ish is a companion book that is equally wonderful for broadening readers' interpretation of what "counts," too.)

3. Louise Loves Art, by Kelly Light
Louise's passion for art and creating resonate off the pages of this book, both in words and illustration. Louise is a character who gives readers permission to be entirely absorbed in creating, and her brother, Art, helps to open conversations about sharing our art (and collaborating, too!) and what happens when we do.

4. My Pen, by Christopher Myers
The black and white ink illustrations give proof to the power of a pen to be a limitless tool for creating. Anything you can imagine can come to be when you view your pen (or tool of choice) for bringing what is in your mind to life.

5. Daniel Finds a Poem, by Micha Archer
Daniel hopes to find out what poetry is. Each creature he asks gives him a different poetic response that fits their own perspective. In the end, Daniel's poem is a culmination of ordinary--yet magical--things. Daniel reminds us creating with words can be similarly ordinary...and magical.

6. Swatch, by Julia Denos
Julia Denos' character, Swatch, is a role model for playing inside your passion and encourages a wild play with your "art." This book breathes with permission to treat creating like an open adventure.

7. The Most Magnificent Thing, by Ashley Spires
Revising our plans and our thinking can be a most difficult challenge, especially when in pursuit of a perfect creation. This picture book illustrates how making adjustments and responding to repeated trials can move a creator closer to a masterpiece.

8. Ideas Are All Around, by Philip Stead
The art alone is inspiring in this book, a mix of photography and painted pages. The author invites readers to walk alongside him and we take note of the potential for inspiration that resides within ordinary, every day parts of the world we live in.

9. Maybe Something Beautiful, by F. Isabel Campoy, Theresa Howell, illustrated by Rafael Lopez
With bright and vivid illustrations, this team brings to life the true story of the Urban Art Trail of San Diego and how a neighborhood created art together that changed the face of their community.

10. Ada's Violin, by Susan Hood, illustrated by Sally Wren Comport
This true story of the Recycled Orchestra of Paraguay showcases the beauty and influence of creating music, both for a musician and the audience, but it also represents how recycled items can become art themselves.

I continue to read, and I expect to continue discovering books that will open the doors to conversation that supports and inspires CREATING with my students. 

What titles do you like to use to inspire your students to create?

Imani's Moon: Author/Illustrator Interview and Giveaway

Imani’s Moon, 

by JaNay Brown-Wood, illustrated by Hazel Mitchell

Charlesbridge Publishing, October 14, 2014

"A challenge is only impossible until someone accomplishes it...it is only you who must believe."

Young Imani wants to be something great. She wants to do something memorable. Yet day to day, she is faced with the teasing and taunting of the village children who pick on her because she is small. Inspired by stories her Mama tells of Olapa, the moon goddess, and Anansi, the clever spider, Imani makes several attempts at reaching the moon, however she is unsuccessful. At last Imani is energized by the adumu, a cultural celebration of the Maasai, and she strengthens herself with a mindset that she can jump to the moon. Once she has accomplished this mission, Imani owns her mother’s advice that she can do anything if she believes it possible.

With remarkable, vibrant illustrations to match the tale of Imani’s repeated attempts and eventual success at feeling accomplished, JaNay Brown-Wood and Hazel Mitchell have teamed up to create a new, diverse picture book about empowerment and the importance of believing in yourself and your ambition. Imani’s story can be shared with readers again and again, similar to the tales of Olapa and Anansi shared with Imani as instances of perseverance and commitment. 

In addition to hosting this book as part of the Imani's Moon Blog Tour, I had the opportunity to pose questions of JaNay and Hazel about the significance of storytelling and what they did to tell Imani’s story so beautifully in Imani’s Moon.

MG: The role of storytelling is highlighted twofold in Imani's Moon, both as Mama shares stories with Imani, and also in JaNay's styling of her story as a tale to be told. Did you (or do you) have storytellers in your life? Who, and what memories of their storytelling can you share?

JaNay Brown-Wood, Author

JBW: I really love this question. I did have storytellers in my life and I was surrounded by very creative people. For one, Dr. Seuss was a MAJOR storyteller in my life, and his work would always come to life through the voice of my father as he read me Seussical stories, as well as many others (Shel Silverstein and A.A. Milne were two other favorites of ours). I can still remember the inflection and cadence of my father's voice as he read. These early stories often prompted my own stories to pop into my head and play out on the page as I wrote them down, or acted them out with dolls and bears. Also, I have a cousin who is a fantastic saxophonist, and I always felt like she told stories with her horn when she played. I grew up listening to her play at jazz events and concerts all around Fresno, and I'd sometimes make up lyrics to her wordless melodies in my head. So although these two examples may not be traditional instances of storytelling, they are certainly experiences that resonate with me.

HM: My mother used to read to me when I was a child, and I remember her silly voices, especially in Beatrix Potter stories. She also used to draw little cartoons of bunnies and Victorian ladies that I loved. I don't really remember anyone else as a significant storyteller. I know that my best friend and I made up excellent stories from the age of 6 into our teenage

Hazel Mitchell, Illustrator

years. Probably we believed a lot of them were true!

MG: What stories were significant to you as a child? In your adult life? What stories have shaped who you are?

JBW: Many of my memories of stories and books being read to me as a child include Dr. Seuss, Shel Silverstein, A.A. Milne as well as the Mercer Meyer stories. As I got older, I got hooked on the Harry Potter series. I was intrigued by how JK Rowling so seemingly effortlessly created this complete world that captivated readers, and made a massive impact on our culture in general. Her creativity stays with me, and I strive to capture some imaginary and impactful elements in the stories I write, too.

HM: As a horse mad child I loved any horse or pony story and I devoured them. As a British child, I adored Enid Blyton, as did most children of that time. As I grew older I loved Alan Garner, a British fantasy author and then C.S. Lewis and Tolkein. I also loved classics like Jane Austen, the Brontes, Dickens and read every Agatha Christie, Sherlock Holmes and Dick Francis going! My reading became more wide ranging as I reached young adulthood. Douglas Adams influenced me as a teenager for sure and I read a lot of science fiction! In older years I like biography and non-fiction. But mostly I read picture books and middle grade now!

MG: I imagine that representing the Maasai story in the telling of Imani's Moon must have required research. What did the process of engaging in (or with) the Maasai culture look like for each of you?

JBW: I did a fair amount of internet research as I looked up and read about elements of the Maasai cutlure. I also looked at different books in libraries to help paint a mental picture of the regal Maasai. Additionally, I watched some videos, such as them participating in the adumu, and other elements of their lives, and allowed those details to morph into pieces that colored Imani's world. Additionally, in high school, I took a mythology class and I remember learning about different African stories like the Boshongo creation myth. Later I was introduced to Ananasi, and then much later Olapa. I think those stories from high school stuck with me. As a matter of fact, I wrote a whole manuscript out inspired by the Boshongo creation myth when I was in college, but I'm not sure if it is one I'll try to publish.

HM: I did a lot of research for Imani. Of course I knew of the Maasai and their culture. But I needed to absorb the dress, jewelry, the traditions, the structure of the people-which is very particular. I also spent time researching Africa and the trees and creatures that Imani encounters. Most of this was done online...search engines and photo sites like Pinterest, Flickr, etc. I did find some great books about the Maasai and read a lot about their tribal life. I watched videos of the Maasai on YouTube, especially of the jumping dance. I even got to wear a Maasai blanket and hold a spear as my friend's son spent time in a Maasai tribe. To help me with Imani, I had the help of a young model for poses and gestures. That helped a lot!

MG: We know that the beauty of picture books is the thoughtfulness of the illustrators in conveying the story through their illustrations, and Imani's Moon is certainly no exception. What were some of the choices you faced when creating the artwork for Imani's Moon? Can you share a particular spread in which you were really selective about your design or creation?

HM: I did spend a lot of time thinking about the composition of the spreads. I have to give credit to my Art Director, Susan Sherman, at Charlesbridge Publishing, who guided me in directions that really helped some of the illustrations be more insightful. When illustrating, there is always a choice of what to show and what to leave out. The illustrations must bring something else to the words, and not just be a direct replica of what has been said. Emotion, setting, angle, close up or distance, mood-this can all affect the story and the way the viewer regards the scene. Continuity is very important. One of the spreads I thought about a lot was the "adumu" ritual. I wanted this to be dramatic...it's Imani's "ah-ha!" moment. I spent a lot of time working out the composition, with Imani in the front and then finally I have her in the background coming upon her tribe. I hope this scene captures the vibrancy of the Maasai people.

MG: Imani is a young girl of the Maasai tribe. Did her culture shape her story or did the story shape her culture? What, if any, connection is there between the theme of storytelling and the Maasai culture?

JBW: I think that there were elements of the Maasai cutlure shaping her story and her story shaping pieces of her imaginary world. I had the idea of a child jumping to the moon before I added in the Maasai, thanks to a thought shared by my older sister, Erin. But as I massaged the Maasai culture into the initial drafts, it seemed to flow seamlessly. Of course, the story is inspired by the Maasai and aspects of the story couldn't/wouldn't actually happen in real life, but I feel that Imani comes through authentically and the hope to accomplish something major in one's life is a sentiment that everyone everywhere can relate to. Also, I understand that the oral tradition of storytelling is historically an important component of many African cultures, and I wanted this to show through Mama as she shared the inspirational tales, and then Imani at the end who then shares her own inspirational story. I liked the idea of the story coming full circle in regards to the oral tradition, concluding with Imani's Tale of the Girl who Touched the Moon story. It felt like the perfect "bow on top" to an inspiring adventure.

MG: It's conceivable that Imani's Moon will become a mentor text in many classrooms where students are writing their own stories of perseverance and believing in oneself. What would you, or Imani, say to writers who are trying their hand at storytelling on paper every day?

JBW: Wow, that would be so wonderful if Imani's Moon became a classroom text. I would be beyond thrilled.

As for words I'd share with children, I'd tell them anything that is worth having takes hard work, so don't let challenges keep you down! When writing, let the words flow and remember that writing is a process that ALWAYS includes editing, revising, and fine-tuning. It's just like sculpting, you start off with a block of clay or stone, but you know the finished masterpiece is in there. You just have to keep at it and work your magic. Patience and perseverance is key. And lastly, I'd tell them believe and you will get there!

Thank you, JaNay and Hazel, for taking the time to respond to these questions and for bringing us Imani's Moon.

YOU can WIN your own copy of Imani’s Moon through a generous giveaway by Charlesbridge Publishing!

To be entered into the random drawing, complete this quick and private form. The winner will be drawn using a random number generator and notified on Friday, November 14!

Congratulations to Emily Wayne, winner of her own copy of Imani’s Moon!

For more information about Imani’s Moon, visit CharlesbridgePublishing.

Learn more about JaNay Brown-Wood at her author site or connect with her on Facebook.

Learn more about Hazel Mitchell at her author site, and follow her on Twitter at @hazelgmitchell.

August 10 for 10 Picture Book Event

The August 10 for 10 Picture Book event has happened annually for several years now, and you can find more information at the hosts' sites: Cathy Mere at Reflect & Refine and Mandy Robek at Enjoy and Embrace Learning.

This year, I narrowed my focus a little, thinking specifically of picture books I will share in the first few weeks of school. All the books I selected are favorites for opening the door to conversation and establishing group norms for how we will function as a community in the coming school year. Some are tried and true, but others are (or will be) new. Take a look, and consider this an invitation to share with me other suggestions for community building pictures books, too!

Ten Picture Books for Building Classroom Community

(in no particular order)

1. Zero, Kathryn Otoshi
Among all the numbers, Zero struggles to find her place and feel value. When she and the other numbers start to work together, they uncover the value of using each others' strengths. (For that matter, I also like to use One, also by Otoshi.)

2. Bluebird, Bob Staake
Not only does this book lend itself as an introduction (or reintroduction) to wordless picture books, but it will let students bring the story and it's messages to life in their conversation. 

3. Stone Soup, Marcia Brown
I'm always amazed how many students don't know this story when I share it. Yet, I love the conversations that emerge when the students voice opinions about why the villagers were hiding away what they had to offer and how the soup came together when they were not so selfish.

4. The Story of Fish and Snail, Deborah Freedman
Soft illustrations and a light story of friendship, highlighting conflict between friends and how it is handled.

5. Mr. Tiger Goes Wild, Peter Brown
Mr. Tiger has to deal with feeling stifled, and he challenges the expectation to conform. He opts for honoring his own style, his own "roar" if you will. Mr. Tiger encourages students to honor their wild side, their roar.

6. The Lion and the Mouse, Jerry Pinkney
Another wordless picture book and another choice from traditional literature, but this one tends to be more familiar for my students. It spurs conversations about judgments and everyone having something to offer.

7. Swimmy, Leo Lionni
Swimmy will be a new addition to my early in the year picture book read alouds, but this fable's attention to using teamwork, even when we are not all alike strikes and important reminder and fits with my "fish" theme.

8. Each Kindness, Jacqueline Woodson
Woodson's story will resonate with kids, whether they have felt bullied, been a bully, or witnessed bullying in action. The wise words of the teacher--to consider how their actions ripple outward--creates an image I hope will stay with students from the very start. Additionally, I want to encourage them to make changes/self-improvements for "today," and not put off "better" until tomorrow.

9. Peanut Butter and Jellyfish, Jarrett Krosoczka
The eponymous friends have a crabby neighbor, Crabby, who is not very kind. But when he needs help, the two put aside their reluctance and offer a second chance. Kids are quick to recognize the implication that two wrongs don't make a right, and we need to lend each other a hand, even when it might not be the first idea we think of.

10. Unicorn Thinks He's Pretty Great, Bob Shea
This book is a reminder, I think, that it's natural for most of us to feel a twinge of jealousy when we perceive others as better or more important than we are. Goat and Unicorn show that mutual admiration can happen and teamwork is even better. 

And...as hard as it is to leave that list at TEN...those are books that will earn a spot in my first few weeks of community building!

What about you?