Identity Children’s Books Text Set

“Red: A Crayon’s Story”

Written by Michael Hall

Illustrated by

Summary:

Narrated by the pencil, this short story is about a crayon with a red label that just can’t seem to draw in the color red. Though his friends and family would try to help him be more red, they were only shocked when he would only write in blue. Instead of turning his art into orange when mixed with yellow, he would make it into a green! The story ends with this crayon coming to the realization that he is NOT a red and he is, in fact, a blue. When his true identity is discovered, his talents also come to the surface. He was never made to draw strawberries or red lights; he was created to color the sky and seas.

Personal Reflection:

This short children’s book is largely about the character finding his identity. When the character’s friends and family were perplexed that he wasn’t turning out to be what they thought he should be, they tried to fix or change him. It wasn’t until someone came along and asked him to be what he has been all along that he was able to recognize his true identity.

This book can easily act as a mirror to children and think about if they are being their authentic selves or if they are trying to be something they think others expect them to be. It can also challenge students to think about how they’re treating their friends or loved ones. Are they doing their best to accept them for who they real are and recognize their true talents? Reading this selected book should inspire students to become more accepting of those around them.

The illustrations are very interesting to go along with the story. The crayons do not have faces or facial expressions. But the amazing thing is that the author is still able to show the reader the crayon’s emotion. In the beginning, when he is expected to be coloring in red strawberries, not only is he coloring in the “wrong” color, but he is also coloring in a very messy and chaotic way. Towards the end of the story, the reader can see after failing to color in a red light, the blue crayon color is smeared and dragged across the next page in utter frustration and loss. There is even a hard ‘X’ drawn over the traffic light. I would recommend that this story be read alongside your mid to upper-elementary class, perhaps even in an Art class. The reason I am thinking it should be read with a mid to upper elementary class is because there are some references the lower grades might not understand. For example, when reading the page about mixing the ‘red’ and yellow together to get orange and turn up green instead, students would first have to understand the art of mixing primary colors together. I also think that with mid to upper elementary grades, a dialog can be started after reading this. It can provoke discussions on topics about how the author portrays emotion in the story or about the main issue in the story.

About the Author:

Michael Hall is an award winning children’s book author and illustrator focused on creating colorful and imaginative works of art.

Awards for this Story:

Booklist Best Picture Books 2015

Cooperative Children’s Book Center Choice 2016

Cybils Awards nominee 2016

E.B. White Read-aloud Award finalist 2016

Goodreads Choice Award 2015

Irma Black Award finalist 2016

Midwest Booksellers’ Choice Award finalist 2015

Minnesota Book Award Finalist 2016

Minnesota Star of the North Award 2016

Rainbow List 2016

“Sparkle Boy”

Written by Lesley Newman

Illustrated by Maria Mola

Summary:

This short children’s book is about a young girl who does not understand why her younger brother is so intrigued by things that are deemed “for girls” in society. When her brother wants to wear a sparkly skirt or glittery nails, she is quick to reprimand him for it and explain that those things are not for boys. However, the elders in her family carefully corrected her each time and granted her brother, Casey, to dress how he wanted. At first, Jessie did not understand why Casey was breaking the rules of society that she has grown to understand or why her parents were being so accepting of it. That was until she went to the library with her brother where he was publicly laughed at for being a boy and wearing “girl” items. Finally seeing her brother for who he is, she stood up for him and how he was dressed.

Personal Reflection:

What I found really enjoyable about this story is how culturally appropriate and sensitive it is to the reader. Casey was presented as young boy who really enjoyed sparkly things, especially after he saw his older sister wear and enjoy those things first. In the story, Jessie was the one that challenged Casey. Because of this, their family members were able to provide the dialog that it is OKAY for Casey to wear those things and dress how he wants to because, like they said, “he isn’t hurting anyone,” (Hall, page 20). It was a very strategically planned book, especially at the end for Jessie to realize it for herself and take a stand for her brother. The author could have ended it on page 22, when her mother said, “I think Casey looks like Casey”. Instead, she allowed Jessie to not just accept what her family has been saying but to put it to action herself after seeing her brother’s emotions tested. The major theme in this story is about LGBTQ+, but in many ways, it is also largely about family and loving each other for who they are. Personally, a huge “awe” moment for me was when the father gave Casey the choice to paint his toes or his nails, respected the decision, and then carried on to paint Casey’s nails for him.

I think another brilliant thing the author did was very subtly create gender neutral names in the story. It is another way I think the author was being culturally respectful to the LGBTQ+ community.

When using this book in the classroom, I think one of the most important things to highlight is how and why Jessie grew as a person to become more accepting and understanding of those who are different. It was very clear in the story that Casey belonged to a very marginalized community by the way all of the characters in the story talked about and treated him. Jessie was one of the characters who was not understanding at first. But after she learned that this is just who her brother is and that it’s okay, she took ACTION to support him in a marginalized place. After reading the story with your class, you should open a discussion with your students about them ever feeling different or learning from someone who is different from them. After letting the class reflect and share their own experiences, the next step should be to plan action to support those in marginalized communities (Laminack & Kelly, 2017). Ask students what they can do to stick up for or help others.

About the Author:

Lesléa Newman is an American author who has already written over seventy books, many speaking on critical issues in society. She identifies as a lesbian and therefore represents a culturally authentic lens when she writes about LGBTQ+ in her books.

Book Awards:

Irma Simonton Black and James H. Black Award Honor Award 2018

Center for the Study of Multicultural Children’s Literature Best Books Selection 2017

Last Book about Identity:

“Perfectly Norman”

Written by Tom Percival

Summary

This book is about a young boy who thinks himself as normal but suddenly grows a pair of wings. He discovers that flying is one of the best feelings he’s experienced but when he lands back on the ground, he decides he is too shy to show his wings to others and puts a large coat on to hide them from everyone, including his family. Hiding them away under a large coat creates a lot of issues in his life because he is often too hot to play outside with others or do anything anymore. One day his family convinces him to leave behind his coat and show the world his wings.

Brief Reflection

I think this story goes along with the other two texts because it largely deals with the search for identity and close-knit family ties. Though this story is a little bit more lighthearted than “Sparkle Boy”, it should provoke thought in students when they are reading it. There are several spots in the story where the instructor can stop to look at the student and take predictions on what they think will happen next or stop and discuss what they’ve noticed in the story thus far. They should also be making connections to the other texts that they’ve read as a class and be able to discuss the similarities and differences. They should also be reflecting on the characters in the story, and relating it to their own life or of someone they know.

References

Hall, M., (2015). Red: A Crayon’s Story. Greenwillow Books.

Laminack, L., & Kelly, K., (2017) Reading to Make A Difference: Using Literature to Help Students Speak Freely, Think Deeply, and Take Action. Heinemann Publishers.

Percival, T., (2017). Perfectly Norman. Bloomsbury Publishers.

Newman, L., & Mola, M., (2017). Sparkle Boy. Lee & Low Books Incorporated.