Failure IS an Option; A Really Funny One

Timmy Failure: Mistakes Were Made by Pearls Before Swine strip creator Stephan Pastis is a hilarious new title guaranteed to win big with fans of Diary of a Wimpy Kid and Dear Dumb Diary.

I read it with much amusement and delight, but thought that perhaps my own immaturity and snarkiness prevented me from qualifying as an unbiased judge of its greatness. I therefore turned to an expert on books of this type: my third grade daughter Mackenzie.

I decided Mackenzie could serve as an impartial judge due to the following qualifications:

1. Timmy Failure is aimed at her demographic, 
2. She's a voracious reader of this genre,
3. She regularly discusses and swaps books with her third grade posse, and 
4. She stole the advance review copy the day it arrived at our house before I even had the chance to open the cover.

I also felt I owed it to her after she scoured the shelves of our public library looking for Number Two in the series. I believe Mackenzie suffered intense emotional damage upon learning that the follow-up wouldn't be available for quite some time. Nonetheless, she graciously agreed to be interviewed.

Me:  So what's Timmy Failure all about?

Kenzie:  It's about this boy who's really bad in school that decides to open up a detective agency. The problem is, he's really bad at being a detective and he misses lots of obvious clues. And he owns a fifteen hundred pound polar bear named Total.

Me:  Is the polar bear real, or stuffed?

Kenzie:  It's real! (She shrugs her shoulders and lifts her hands up, palms to the ceiling  as if to say. "Duh!").

Me:  You're sure it's real?

Kenzie:  What does it matter?

Me:  Good point. So apart from this polar bear, does Timmy have any friends?

Kenzie:  He has one friend name Rollo, but Timmy thinks he's not that smart, which is crazy, because Rollo studies all the time and gets really good grades, and Timmy doesn't.

Me:  Any other friends?

Kenzie:  Well, he has an archenemy (speaking with increased enthusiasm now) and her name is Corinna Corinna, and what's funny is that at first he won't name her or even let you see her face. She has her own detective agency and Timmy thinks she's reeeeeally annoying.

Me:  Any favorite parts?

Kenzie:  I like when he tries to solve cases, because he always ignores really obvious clues. This one time a boy named Gunnar hires him to find out who ate all his candy. On Timmy's way out, he peeks in the room and sees Gabe, Gunnar's brother, his face all covered with chocolate, sitting on his bed surrounded by candy wrappers. You think he's solved the crime, but all Timmy does is write in his notebook, "Gabe: Not tidy."

Me:  Any other favorite parts?

Kenzie:  Well, I think it's funny that the librarian is really, really tough, and he has "Dewey" on a tattoo...

Me:  You mean like, the Dewey decimal system?

Kenzie:  Yeah. You don't really expect a librarian to look like that.

Me:  (picking up the book) I noticed some pretty hard words in here. Did you understand them all?

Kenzie: Yeah. If you read the book, you can tell what the words mean.

Me:  Really? All of them?

Kenzie:  Well, most of them. But you don't have to understand every word to get the story. Plus, I think that sometimes even Timmy doesn't know what the words mean. He names his detective agency Total Failure, Inc. because the polar bear's name is Total, but he doesn't even get why that's a really bad name for a company.

Me:  So who would enjoy this book?

Kenzie:  Anyone who likes funny stories. Every day I show funny parts to my friend, so she wants to borrow it next. And then her friend wants to borrow it... yeah. You might not get it back.

Me:  So is Timmy a failure?

Kenzie: Yes. Actually, no. He's not a failure. He's just clueless. Are we done yet?

# # #

There you have it: the insightful and thought provoking reflections of a third grader.

One point on which we both agree is the vocabulary. Stephan Pastis intersperses fantastic vocabulary throughout the book, purposefully heavier at times to indicate moments of importance. Check out how in the following short excerpt he combines specific vocabulary, repetition, sentence variety, and even sentence fragments, in a wonderful way:

But that greatness did not prepare me for what I would see at the Weber residence.

For today it is the scene of total devastation. All marred by the remnants of someone inhumane. Someone determined. Someone whose weapon of choice comes in packs of six, twelve, and twenty. If you are squeamish, look away.

Toilet paper. It is everywhere.

And this isn't one isolated and out-of-the-ordinary passage; this is how he writes the entire book. For that reason, I would definitely recommend this book for middle schoolers, and certainly reluctant and struggling readers. I could even see myself using several portions as mentor texts to teach sentence and paragraph structure, understatement, satire, and word choice.

So pick up a copy of Timmy Failure for yourself, or visit the official Timmy Failure site for fun extras such as wallpapers, interviews, and videos.

Five Ways to Share Picture Books More Effectively

In my workshops, teachers often express the desire to use picture books in their classroom but wonder how to do it most effectively. The answer to that question depends entirely upon what we want to accomplish.

Below I've provided a few thoughts on this topic, as well as some recommendations.

1) Teacher to Class Sharing

This strategy is probably as old as reading itself, and most closely mimics the read-together experiences shared by many children at home with family. The close proximity, the intimacy of this approach, explains why reading picture books online or on a tablet feels so much less satisfying. I would recommend this approach the majority of the time, no matter what the age group. When I read a picture book to my sixth graders, I still ask them to "come join me on the rug."

Before you choose this method, however, you might want to define your purpose. Why this picture book, and why now? Below are some thoughts which might help you clarify or find a purpose for sharing a picture book aloud.

• Picture books activate not only prior knowledge, but also attitudes, beliefs, and misconceptions. Picture books create a bridge between the student’s prior knowledge and newly introduced learning. In a Social Studies lesson, for example, you might read aloud the picture book The Honest to Goodness Truth (see summary and lesson suggestions). After reading, you say, “I thought we all agreed yesterday in our discussion about elections that ‘Honesty is the best policy.’ Yet this book seems to say almost the exact opposite! So who’s right? Is there a time when honesty isn't the best policy?”

• Pictures books construct schema. A teacher wishing to introduce a fantasy genre might share a picture book which exemplifies six traits of that genre. Upon completion of the reading, the teacher asks her students to list the traits they noticed. How best to confirm or disqualify these traits? Have the students read additional fairy tales in small groups or stations (see below). Discovering the critical attributes of any genre could be done in this same way (see ideas on exploring Fables)

• Picture books create common ground. Before reading a novel set in the Depression, you might read aloud or show images from several picture books which deal with that topic. One might be illustrated with photographs and eyewitness reports, one with period art works sponsored by the WPA, and one with illustrations and a narrative by a contemporary author. In just a few minutes time, students would construct a shared set of images, feelings, and understandings on a single topic. Recently, my own students were challenged to address the topic "Is Winning Everything?" in an argumentative essay. In addition to a number of videos and discussions, our principal visited as a guest reader and shared :Let Them Play by Margot Theis Raven and Chris Ellison (see summary). When finished, he asked, "What would these boys have to say about winning? Was that all they wanted?" (See the video prompts at my How to Teach a Novel blog).

• Picture books can make abstract concepts (such as life skills) concrete. As teachers we are often expected to teach “fuzzy” character concepts such as cooperation, responsibility, and integrity. Where are those lessons in our textbooks? Here is where picture books can play a large role. Through picture books, universal themes such as patience, empathy, teamwork, cooperation, forgiveness, fairness, and responsibility are captured in just sixteen or twenty-four pages, creating a memorable model for children who still think and generalize in very concrete terms. An idea such as integrity becomes very real to students through a shared reading and discussion of a book such as Demi's The Empty Pot.

2) Paired Readings

This type of reading usually occurs with a specific outcome in mind. In lower grades, paired readings allow readers to practice fluency and clarity. It also demands that readers are “attentive” at least 50% of the time. However, many students suffer in comprehension when required to read aloud. They are so concerned with the demands of meeting the needs of an audience that they “check out” from comprehending. It’s not uncommon for a student to read aloud an entire paragraph or page, and then have no clue what was read. 

Possible solutions? You might provide students with assigned portions and require that they silently read their selections first, seek help with unknown words, and then read aloud only after they've previewed the text in this way. You might also create “checkpoints” for discussion, which require reading pairs to stop and discuss what they've read, and only continue if they've understood the text.

 

3) Group Readings or Station Readings

In this format, students are grouped in threes or fours, and rotate to various stations. At each station is a single title (perhaps multiple copies of that title), and students read together with a set purpose. One purpose, for example, might be to establish common knowledge about a topic through its presentation in a number of diverse picture books. Students might read from a number of baseball picture books, for example, and then report back to the group on the author's purpose in each. Then, the teacher might read a newer title from that same topic, such as Matt Tavares' Becoming Babe Ruth, and ask students to discuss how this author's purpose may compare and contrast with those of other authors they had experienced. (See the cover image at the top of the post, and see an inside image here).

In order to ensure attentiveness to specific ideas from books within a theme, teachers might provide handouts with questions for each title. An essential question might be repeatedly asked of each and every book in the stations to gauge awareness of the "big idea," with a more title-specific question included to assess reading comprehension of each text. I've done this in the past with Holocaust Picture Books such as Irena's Jars of Secrets with great success; key to the success of this experience, however, is having many diverse titles and plenty of copies, since some picture books are much longer than others. Students might also read a number of picture books containing the same print content (The Midnight Ride of Paul Revere) with different visual interpretations by the various illustrators.

4) Independent Reading

Students read independently for a number of reasons, pleasure being the foremost. But as students mature, they should also read picture books as models for their own writing. This makes perfect sense, as picture books are typically the length of student stories in the upper elementary and middle grades, and the length of writing tasks expected on standardized tests. Sixth grade students such as my own might be seeking creative ways to include opposing viewpoints in their argumentative writing. A book like George Bellows: Painter with a Punch does that masterfully. 

Students may also read picture books as sources of reference. A student seeking background on the Sioux tribe, for example, might express reluctance to wade through a difficult nonfiction text, encyclopedia entry, or web site meant for more mature readers. This same student, however, could access similar information through three or four picture books whose illustrations would aid in deciphering and extending difficult terms and concepts. Now armed with a general understanding of the topic, he might now be more willing to check out that difficult nonfiction text, encyclopedia entry, or web site which seemed so onerous earlier. 

When my students were researching predators for their HOWL Museum essays, many chose to use trade books versus the Internet to gather facts and supporting details to prove that their creature was a predator worthy of the Hunters of the Wild Lands Museum (see Peerless Predators at my Animal Attraction post).

5. Independent Choice Reading

This one I can't emphasize enough. Having a library full of enticing titles, attractively displayed, is one of the best methods for getting students to read. And I'm not asking you to break the bank and spend all of your personal money on books! 

When I started out as a teacher a million years ago, I tried to build my classroom library as quickly as possible through garage sales, thrift shops, and Scholastic Book Club bonus points. But additionally, I would visit my public library and sign out twenty-five to fifty different picture books each week. These rotating titles offered my students plenty of variety and in turn encouraged them to visit the public library as well (our small private school didn't have a library). I continued to do this even when I began teaching at a public school, and in 25 years of teaching, only two books ever went missing. A small price to pay for encouraging the love of reading!

How do you share picture books in your classroom? We'd love to hear from you in the Comments section below.

Transitional Books: The Best of Both Worlds

It's not a bad place to be: stuck between the vast and varied worlds of the picture books and the complex and conflicting worlds of the novel. That's where many children find themselves at age eight (give or take), when they're trying to make the independent reading leap from picture books to more difficult chapter books. Is the language in chapter books that much more complex? Not necessarily. But gone are the beautiful contextual clues provided by picture books' illustrations. Fortunately for these readers, we have what can be called transitional books.

Transitional books may, in fact, be chapter books, but chapter books which are liberally illustrated. One of the finest examples I've seen in recent days is Rosemary Wells' Lincoln and His Boys. Historically factual yet unswervingly human, the short and easy to follow chapters are punctuated by detailed full-color paintings (by P.J. Lynch, the talented artist behind The Christmas Miracle of Jonathan Toomey). The life of Lincoln and the terrible costs of the Civil War are skillfully interwoven as the years of Lincoln's election and presidency are viewed through the eyes of his sons (read an excerpt here). This is a apt choice for any classroom study of our 16th president, the Civil War, or the universal theme of perspectives (see a recent post on universal themes at my How to Teach a Novel blog).

Be sure to visit Candlewick for additional print and video resources and activities on some of your students' favorite books. My favorite: popular authors such as Kate DiCamillo discussing and reading from their upcoming books.

A Novel Approach to Teaching Novels

Since many of this blog's readers are upper elementary and middle school teachers (with a special shout out to my homeschoolers), I thought you'd like to know that I've launched a new blog.

How to Teach a Novel is aimed at teachers in grades 3-12 who are using this authentic literature in their classrooms. This blog will attempt to bring you the related web sites, effective and efficient practices, and most current and relevant articles related to the art and science of teaching the novel.

Now, if you haven't already checked it out, you might want to visit my older, static site over at Squidoo which bears the same name. The How to Teach a Novel "lens" (Squidoo's unique name for personal sites) presents a step-by-step approach for the teacher who holds a novel in hand but lacks the resources to teach it. It's the online companion to a popular workshop which I've presented several times over the past couple years. (As for the presumptuous titles? They make it much easier to find the sites when searching Google).

I'm a huge fan of novels, I love teaching them, and I feel that there's a right and a wrong way to go about it. I'd love to hear about your experiences as well. Drop me a line and share your favorite sites, favorite books, best practices, and your success and horror stories. After all, we're in this thing together!

The Rationale for Picture Books

A first-time visitor emailed me to say that she loved the site, but couldn't see how she could sell the idea of picture books to her administrators. "Times are tight, and it seems they're only interested in putting money into textbooks and the rare set of novels. Any advice?"

Before advice, I offer sympathy. I know how you feel, trust me. But since you're seeking suggestions, the best I can give you is this: enlighten your principal (or whoever holds the purse strings in your school). Some principals were not teachers, and those who were may never have set foot into a classroom below the middle or high school level. Some administrators are also unfamiliar with the scope and diversity of picture books available today. You mention picture books to them, and they're thinking Clifford the Big Red Dog. (Not that I'm knocking Clifford; he is old school cool).

What administrators most need help understanding, however, is the role picture books can play in the upper grades. Are they simply an add-on, or will they truly enrich and advance the curriculum we're presently teaching?

The best answer to the question, "Why Picture Books?" is a resource I created called Picture Books Across the Curriculum. There you'll find fifteen reasons for using picture books, complete with citations and additional reference sites. You and your colleagues may be able to brainstorm even more.

I would recommend that you invite administrators to your room when using picture books; show them that nothing beats a picture book for establishing a common literary culture. Prior to reading the novel Number the Stars, for example, I share several picture books about World War II, the Holocaust, and Denmark's resistance to the Nazis to provide my students with sufficient age-appropriate background knowledge. Otherwise, they simply could not understand, nor fully appreciate, the novel's events and themes. See my Holocaust Picture Books post for more titles and teaching ideas.