War had changed his life, but not his love of art

I would use this book in grades 3-5 because fits well with units on biography, perseverance, art, and diverse historical figures. The book can spark discussions about resilience, creativity, and expressing emotions through art. I could also connect it to a simple art activity where students create artwork inspired by Pippin‘s style or use his story to model how people grow through practice.

This book is a biography published in 2023. This book shows students they can overcome obstacles. His story shows that with determination, self-expression, and resilience, you can overcome adversity and follow your passion. It widens children‘s views of what‘s possible in their own lives by presenting a non-traditional, underdog journey, one that doesn‘t rely on privilege but on creativity, grit, and heart.

“We couldn‘t stop. We couldn‘t turn back. We had to go, and we did.” — from the text, capturing the resolve of the riders.

I would use this book in upper elementary grades like 4th and 5th grade. I would use it to teach students about the Civil Rights Movement, focusing on the Freedom Rides as a key event. I would also use the book to show historical cause and effect, e.g., how segregation laws led to activism.

This is a Nonfiction book published in 2005. The narrative is clear and direct, tailored to a younger audience ages roughly 10–14. The book includes many archival photographs, captions, a map and chronology, which enhance the style by combining narrative and visual elements. The text balances personal stories of Lewis and Zwerg with historical context this dual focus helps make the abstract concept of civil rights movement more concrete and human.

“Even the smallest person can change the course of the future.“

I would use this book in a 3rd-5th grade classroom. As a teacher, I would use this book to teach themes like courage, forgiveness, and the battle between good and evil. I would also incorporate cross-curricular lessons by connecting the story to history (WWII context), geography (mapping Narnia), or writing (creative storytelling).

The genre of this book is speculative fiction. It was published in in 1950. My “what if“ question is “What if the wardrobe in the professor‘s house didn‘t lead to Narnia, how would the Pevensie children‘s lives have been different?“ C.S. Lewis explores “what if” questions about human nature and society by imagining a world where children face moral choices and battles between good and evil.

“The thing I realize is, that it‘s not what you take, it‘s what you leave.”

I would use this book to spark discussion about mental health, grief, and emotional well-being: the book deals honestly with depression, suicide, and the importance of being seen and heard. I would also use it to teach character development: students can compare how the two main characters (Violet and Finch) change over time. Lastly I would Use it to teach theme and symbolism: discuss motifs like “bright places,” meaning of moments vs. days.

This book is a realistic fiction book writen by Jennifer Niven. This book was published in 2015. The story explores themes of love, loss, mental health, and the lasting impact people have on one another. All the Bright Places portrays many real and challenging aspects of life for today‘s teens, including mental health struggles, grief, and the pressure to appear “okay” while coping with deep pain.

“You can stay stuck or go forward, but you can't go back. Don't let your fear of falling hold you back! You've got this!”

Forget Me Nat could be used in the classroom to teach social-emotional skills, empathy, and personal growth. You could use it to spark discussions about friendship, self-esteem, and handling challenges, helping students reflect on their own experiences. I could have students create their own short graphic stories to express personal experiences or lessons learned, reinforcing both creativity and literacy skills.

This book is a graphic novel published in 2020. Forget Me Nat makes mature themes like grief, family conflict, and personal growth accessible to younger readers by combining text and images. Cartoon-style, full-color illustrations show emotions and actions, while concise dialogue and narration guide readers through complex moments without overwhelming them. This visual storytelling makes the reading experience more engaging and accessible.

“‘Grandmother, what big eyes you have!‘ said Little Red Riding Hood.”

As a teacher, I would use this book to discuss story elements like characters, setting, problem, and solution. This is also such a fun book to do acticities with. You can expand creative writing assignments as well with this book.

This book was published in 1983 by Trina Schart Hyman. This book is also a Caldecott winner. This book is a fairy-tale. It comes from European folklore, features a magical, timeless setting (a girl traveling through the woods), talking animals (the wolf), and carries a moral lesson about listening to parents and being cautious with strangers—all classic elements of a fairy tale.

“This porridge is too hot!” said Goldilocks.

As a teacher, I would use this book to teach sequencing (beginning, middle, end), cause and effect, or comparing characters‘ perspectives. It also provides opportunities for discussing respect, responsibility, and making good choices. This is also just a fun book for children. I loved reading this book as a child, so I can't wait to read it to my future classes.

This book is published in 1988 by James Marshall. It is also a Caldecott winner. This book is a fairy-tale. Goldilocks and the Three Bears is a fairy tale because it is a traditional story that has been passed down through generations and takes place in a timeless, make-believe setting. It also includes talking animals and a clear moral lesson, which are common features of fairy tales.

“It‘s a pillar,” said the red mouse.

As a teacher, I will use this book to spark discussions about problem-solving, perspective-taking, and critical thinking. It also works well for introducing sequencing, colors, days of the week, and the idea that everyone‘s viewpoint contributes to understanding.

This book was published in 1922 by Ed young. This book is a fable but also a Caldecott winner. This book is a fable because it uses animals with human qualities to teach a moral lesson. The story shows that you must look at the whole picture to truly understand the truth.

“Hare was clever. Bear was lazy. But Bear would get what was coming to him.”

I would use this book in grades K–3. This book can be used to teach problem-solving, sequencing, and cause-and-effect. Students could brainstorm or act out their own clever solutions to a problem, or plant a “tops and bottoms” garden for a math or science connection.

This book is a picturebook. It was published in 1996. Janet Stevens uses pen, ink, and watercolor illustrations with bold lines and rich textures. The color of the pictures in this book are Warm earth tones with pops of brighter colors highlighting key actions and characters.

“He did ask his father if he might have a penguin… and to his surprise, his father said yes.”

I would use this book in grades K–3. This book is great for lessons on imagination, inferencing, and humor in storytelling. Students could write about or draw an “unexpected pet” of their own and explain how they would take care of it. This is good for creative writing.

This book is a picturebook. It was published in 2012. The illustrator uses loose, angular lines to give the characters lively expression and comedic exaggeration. The palette of this book is limited to black and white with a little bit of blue. This emphasizes the surprises in the book.

“He was born on an island far away where imaginary friends were created. But Beekle was different… he was born a little too strange.”

I would use this book in grades PreK–2, this book works well for lessons on friendship, courage, and imagination. I would use it to start discussions about making new friends, or have students design their own imaginary friend as a creative writing/art activity. I would talk about how we are all friends in the classroom.

This book is a picturebook. It was published in 2014. The lines in this book are Smooth, rounded lines make Beekle appear soft, approachable, and lovable. Bright, fantastical colors on the island contrast with muted grays and blues in the city. When Beekle finds friendship, the palette shifts to brighter tones, symbolizing hope and joy.

“He does a little soft-shoe shuffle and a song, and all the sadness falls away.”

I would use this in grades K–3. This book can be used to discuss family stories, traditions, and intergenerational learning. A classroom activity could be inviting students to share or act out a favorite story or talent from home, just as Grandpa does.

This book is a picturebook. It was published in 1988. The illustrator used colored pencils and watercolor washes, creating lively, textured illustrations. The lines in this book are loose and stretchy, capturing movement. The color of the illustrations are Warm yellows, reds, and blues brighten the attic scenes, symbolizing the joy and excitement Grandpa brings.

“But it turned out, her box of yarn was never empty.”

I would use this book in K–3rd grade. This book works well to discuss theme, symbolism, and the role of illustrations in storytelling. A classroom activity could be students drawing something ordinary (a tree, house, or pet) and then adding “extra yarn” (bright patterns/colors) to transform it, just like Annabelle does.

This book is a picturebook. It was published in 2012. The illustrator used ink and digital media, giving the illustrations a textured, hand-drawn feel. There are clean, minimal lines that create a structured, almost stark environment, emphasizing the contrast with the yarn. Muted grays and browns dominate the town, while the yarn is filled with bright, multicolored patterns.

“Poor Kitten! Still, there was the little bowl of milk, just waiting.”

This book works really well for PreK–1st grade. I would use it to model persistence, discuss how authors use repetition, or explore illustration styles black and white vs. color. A fun activity could be students drawing or painting their own “full moon adventures” with limited colors.

This book is a picturebook. It was published in 2004. The illustrator used colored pencil illustrations. The color pallete of this book is black, white and gray. The limited palette also emphasizes the moon‘s glow and the humor of Kitten‘s quest.

“You can be happy and sad at the same time, you know. It just happens that way sometimes.”

I would use this for Kindergarten–2nd grade. This book can be used to spark conversations about family traditions, special places, and how ordinary objects hold meaning. A classroom activity could be having students draw their own “hello, goodbye windows” (or doors, porches, or special spots) that connect them with loved ones.

This is a picturebook. It was published in 2005. The illustrator uses watercolor, pastel, and crayon-like strokes in a loose, expressive style. The lines are free and almost scribbly lines giving the art a spontaneous, playful energy. The palette is lively and expressive rather than realistic. Images often feel like snapshots of family life, with busy, overlapping shapes that capture the excitement of childhood moments.

“Creepy underwear were so creepy… they were horrifying.”

I would use this book for grades 1–3. This book can support lessons on character development, problem/solution, and theme, and what it really means to be brave. A fun classroom writing activity could be inventing students‘ own “Creepy” objects and illustrating them with contrasting colors. With 3rd graders, I could also pair Creepy Carrots and Creepy Pair of Underwear to compare how Peter Brown uses color (orange vs. green) to set mood.

This book is a picturebook. It was published in 2017 and illustrated by Peter Brown. The use of Line in this book is bold, angular lines add tension, while rounded, exaggerated shapes make Jasper expressive and funny. The palette is primarily black, gray, and muted tones, with the neon green glow of the underwear stealing the spotlight. This creates contrast and keeps the underwear central in every spread.

“They started creeping after him…”

I loved reading this book. Its greeat sense of humor is great for elementary students during read-alouds. I would use this book with 1-3 grade. This book works well for teaching mood, tone, and how illustrations support storytelling. It also opens discussion about problem-solving and how our imaginations can exaggerate fears. Writing Activity: Have students write or draw their own “Creepy _____” stories. Good for creative writing