Joseph Had a Little Overcoat by Simms Taback

Bibliography
Taback, S.  (2000).  Joseph Had a Little Overcoat. New York, NY. Penguin Books.  ISBN 0670878553

Plot Summary
Joseph was a Jewish farmer who had made himself a little overcoat that began to become worn. He didn't want to throw it away so he made it in to other things.  Each article of clothing became smaller and smaller.  Each facing page has a cut out the shape of the item he is going to make.  Finally there's nothing left, not even enough to remake the button he made and lost. So he drew pictures and wrote about his coat to show that you can make something out of nothing!
As children turn the pages of this book, they can use the die-cut holes to guess what Joseph will be making next from his amazing overcoat--while they laugh at the bold, cheerful artwork and learn that you can always make something, even out of nothing.

Critical Analysis
This is a wonderful picture book. It has all of the elements which make it a Caldecott Award book: vivid and descriptive illustrations beautifully done. What makes this an interesting text are the cut-outs on each section that grow smaller and smaller as the piece of cloth grows smaller and smaller. Children can visualize the cloth shrinking with wear. Because the story was adapted from folk songs, it captures and holds the attention and its repetition engages children of all ages.

Review Excerpts

Children's Literature - Childrens Literature

What do you do with an overcoat that is torn and worn but that is so dear that you can't toss it out? Cut it down, trim it and turn it into something else. That's just what Simms Taback does in his Caldecott Medal book Joseph Had a Little Overcoat. Taback has clothed this well-known tale with comic characters, bold colors and a die-cut on each page to highlight the journey from coat to button to memory. The only thing left is to tell the story. Each page is enriched with details appreciated more by adults than children--for example, a newspaper headline reads "Fiddler On Roof Falls Off Roof" or "Chelm Rabbi Knows Why the Ocean is Salty" (It's due to the herring)! Family pictures adorn the walls and peer out of apartment windows, Yiddish newspapers lying on the floor, books with authors such as Sholom Aleichem and I.L. Peretz all vie for attention and inspire adults to share this book with their children and grandchildren. The music is included at the end of the book. 1999, Viking.

PUBLISHERS WEEKLY
 “Taback’s inventive use of die-cut pages shows off his signature artwork. It’s the bustling mixed-media artwork, highlighted by the strategically placed die-cuts, that steal the show.”

Connections

Use this text to tie into a unit on recycling and have students write paragraphs about the original use of the item and the new use of the item.

Use this text to tie into recycled art projects.

Other books by Simms Taback, especially to show how he reworks fairy tales or incorporates morals for children:
THERE WAS AN OLD LADY WHO SWALLLOWED A FLY, illustrated by Pam Adams
THIS IS THE HOUSE THAT JACK BUILT

For discussion, you could ask students if they have a favorite article of clothing. They could even make their own book about their article of clothing and what they might make out of it when it wears out.

The book could also be used for a lesson about inferences. Have students predict what Joseph will make next. You could also have them try to finish sentences in the book that rhyme.

The book could be used as a moral lesson for older students. Joseph shows them that even when things are bleak, you have to turn it around and try to make the best of your situation. Don’t dwell on what is negative in your life,
For art, you could show students how to make a collage, and then let them make their own. They could even create a collage of the article of clothing from their own personal book.
The book could also be used with other books showcasing the Jewish culture. Students could learn about Jewish celebrations, holidays, and customs. If there are any Jewish children in your school, you could have them come and talk to students. You could also try and have a Jewish adult come and talk to your students. Most students in my school have not been exposed to Jewish culture.

"The First Strawberries" Retold by Joseph Bruchac

The First Strawberries A Cherokee Story
Retold by   Joseph Bruchac

Bibliography
Bruchac, J. (1998).  The First Strawberries: A Cherokee Story. Ill. by Anna Vojtech.  New York, N.Y : Penguin Group.  ISBN 0-14-056409-8

Plot Summary
This retelling of a Cherokee legend is about an argument between the first man and woman that result in the woman leaving. The man follows the woman but she is too fast and he is not able to catch up with her. The sun, seeing the man’s sadness, tries to help stop the woman by shining his bright light on the lush fields causing a variety of berries to grow. The woman in her anger does not see the berries until she almost walks upon a patch of strawberries. She stops and tastes the strawberries and realizes she misses her husband and wants to share the fruit with him. Today, the Cherokee use the strawberry as a reminder to be kind to others. 

Critical Analysis

Bruchac based this story on a legend told to him many years ago by a Cherokee friend. The legend is one about showing respect and kindness to others and especially the love between husband and wife. Also, to value the gifts we receive from the earth.   

Review Excerpts:


Kirkus Reviews  A gentle story of the Sun's healing of marital discord by a gift of ripe strawberries that magically grow at the feet of an angry woman as she flees her husband's harsh words, thus halting her departure long enough for him to catch up and make amends. Thereafter, the story concludes, whenever the Cherokee eat strawberries, they are reminded to be kind to one another. Quietly luminous watercolors capture details of dress, dwelling, implements, flora, and fauna against an open landscape of rolling hills. Small touches dramatize the story's moods: a bouquet of brown-eyed Susans flung to the ground in anger; an empty nest in a pine tree as the woman disappears behind the western hills; the glimmer of a single firefly as man and wife are reconciled. Complete harmony of text and pictures: altogether lovely. 

Horn Book
“The brief, readable story, accompanied by strong and spare illustrations, carries a valuable message about friendship and respect.”Publisher Weekly
Connections: Other picture books by Joseph Bruchac
A Boy Called Slow ISBN  069811616X
Between Earth and Sky ISBN 0152020624
Buffalo Song ISBN 1584302801
Crazy Horse's Vision ISBN 1591129117
The Earth Under Sky Bear’s Feet ISBN 069811647X
The Great Ball Game ISBN 0803715404
How Chipmunk Got His Stripes ISBN 0142500216
Many Nations: An Alphabet of Native America ISBN 043963590X
Raccoon's Last Race ISBN 0803729774
Squanto's Journey ISBN 0152060448
13 Moons on Turtle’s Back ISBN 0698115848
Turtle's Race with Beaver ISBN 0142404667 Joseph Bruchac’s website: http://www.josephbruchac

Websites with Activities, Games and Lesson Plans:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec3/k2/unit1/u1Kl2.html

http://edsitement.neh.gov/view_lesson_plan.asp?id=378

A Sick Day for Amos McGee written by Philip Stead Illustrated by Erin Stead

A Sick Day for Amos McGee

Stead, P. (2010).  A sick day for aos mcgee.  New York. A Neal Porer Book Roaring Brook Press.

Summary
 A story about a man who works at the zoo who spends every day with his animal friends entertaining them. He becomes sick one day and can not go to his job. All of the animals hitch a ride on the bus and go to his house to cheer him up.

Reviews

American Library Association

According to ALA,  the illustrator is the "artist of the most distinguished American picture book for children."

The story is about a man who spends time with different animals at the zoo every day. When he is sick one day and can't make it, the animals decide to pay him a visit.

School Library Journal

Sometimes children’s book reviewers bandy about the term “classic” like it was some kind of verbal shuttlecock. There’s nothing that raises the savvy readers’ eyebrows faster than to see some wordsmith drooling profusely over “a new classic” or a book merely “destined to become a classic”. Even worse is when they start calling a book “old-fashioned”. Nine times out of then what they’re talking about is the fact that the book parrots some picture book title of the past. That’s the crazy thing about A Sick Day for Amos McGee. It doesn’t parrot anyone, and when you read it you feel like you’ve know the book your whole life. Could have been written last year, ten years ago, or fifty. Doesn’t matter because the word “timeless” may as well be stamped all over each and every doggone page. If you want to give a child a book that will remain with them always (and lead to decades of folks growing up and desperately trying to relocate it with the children’s librarians of the future) this is the one that you want. Marvelous

It’s strange to think that author Philip Stead wrote both this and last year’s Creamed Tuna Fish and Peas on Toast. Not that the latter was a bad book or anything, mind you, but that was a case where the protagonist had to be a perpetual crankypants. The character of Amos simply couldn’t be more different. He’s like a cross between your favorite grandpa and Mr. Rogers. I read through this book several times to get down the cadence of Mr. Stead’s wordplay too. He’s prone to terms like “amble”. He parallels Amos’s activities in the first half with similar activities with the animals are taking care of him in the second. He knows when to leave sections wordless. And at the end, the “goodnight” section sort of makes this an ideal bedtime book for small fry. Practically invokes Goodnight Moon it does.

The New York Times Book Review

Observant readers will notice tiny surprises hidden in plain sight: a red balloon, a tiny mouse and sparrow popping up here and there in the story. Erin E. Stead, the illustrator, overlays her pencil sketches with gentle tones of pink, peach, blue and green, and bright red spots that belie the deceptive ordinariness of the text."

Washington Post

“Thick, creamy paper and a muted palette add to the gentle resonance of a story that ends with everyone tucked in at last for a sweet night's sleep.”

Time Out New York Kids

“It's hard to believe that this is Erin Stead's first children's book-her woodcut and oil-ink artwork is so warmly appealing that she seems like an old pro.”

BookPage

“Here is a book that exemplifies that happy combination where words and pictures carry equal weight and yet somehow create a whole that defies arithmetic.”

Publishers Weekly, STARRED review

“Newcomer Erin Stead's elegant woodblock prints, breathtaking in their delicacy, contribute to the story's tranquility and draw subtle elements to viewers' attention.”

 Kirkus Reviews, STARRED review"Erin E. Stead’s beautifully wrought woodblock prints and pencil work create almost painfully expressive characters...This gentle, ultimately warm story acknowledges the care and reciprocity behind all good friendships."

Horn Book Magazine

"Erin Stead's attentively detailed pencil and woodblock illustrations reveal character and enhance the cozy mood of Philip Stead's gentle text."

School Library Journal

“Whether read individually or shared, this gentle story will resonate with youngsters.”

Booklist

"Like the story, the quiet pictures, rendered in pencil and woodblock color prints, are both tender and hilarious… The extension of the familiar pet-bonding theme will have great appeal, especially in the final images of the wild creatures snuggled up with Amos in his cozy home.”

Activities

Accelerated Reader Quiz

Visual Motifs. After reading A Sick Day for Amos McGee, read Goodnight Moon and Goodnight Gorilla aloud to your class. Many may be familiar with these books, but many may not. Ask students to compare the illustrations in these books. They will be likely to notice the red balloon, rabbit, clock, mouse, striped pajamas, and other similar details. Ask students to speculate why the present day authors might have chosen to incorporate images from the classic Goodnight Moon. To extend their understanding of intertextuality, you might choose to read aloud a book that features references to other stories, such as Each Peach Pear Plum by Janet and Allan Ahlberg or Interrupting Chicken by David Ezra Stein (a 2011 Caldecott Honor book)

Grown Up Sick Days. What happens when the teacher is sick? Or Mom? Or Dad? After reading aloud A Sick Day for Amos McGee, share with students either Miss Bindergarten Stays Home from Kindergarten or Taking Care of Mama. How do the characters in each book feel? What do they do? How do they help the adult who is sick? Have children create a “How To” book for how to act when a teacher is absent or a parent or caregiver is sick.

Caring for Others. A strong message about caring behavior. Have the class discussion about what it means to care for others. Ask students to give examples of how they care for loved ones, friends, and community members. Invite students to write and illustrate short narratives about caring behavior. Publish these entries in a class book.

ALSC Notable Children's Book 

Bank Street Best Children's Book of the Year

 

NYPL Book for Reading and Sharing

 

Charlotte Zolotow Award / Honor Book

 

Capitol Choices Noteworthy Titles for Children and Teens 

 

CPL: Chicago Public Library Best of the Best

AwardsCaldecott Medal  2011

Where the Wild Things Are Written by Mauice Sendak

Sendak, M.  (1963). Where the wild things are.  United States.  Harper Collins Publishers.
ISBN: 0060254920

Where The Wild Things Are
A fantasy story about a young boy using his imagination to make the time pass when he finds himself in trouble for talking back and misbehaving. Max has to face the consequences for misbehaving by being sent to his room without supper. His imagination runs wild as his mother has called him. He travels to a land where Wild Things rules but are controlled by Max because he is the wildest thing one they have encounter and becomes King. He returns home when he smells food. Where is it coming from?

Critical Analysis
This book may be appealing to some due to the conflict with both Max and his Mother. It shows how he dealt with his anger. Despite the fact that he is still angry when he is sent to his room, Max does not continue his mischief. Instead, he gives free rein to his angry emotions through his fantasy, and then, comes to a decision that he will no longer let his anger separate him from those whom he loves and who love him.
Max is an engaging character. His actions, from chasing the dog to talking back to his mother are realistic. His emotions are also realistic. It's quite common for children to get angry and fantasize about what they could do if they ruled the world and then calm down and consider the consequences.

Reviews
Children's Classic Picture Books
Where the Wild Things Are is an excellent book. What makes it such an extraordinary book is the creative imagination of both Maurice Sendak the writer and Maurice Sendak the artist. The text and the artwork complement one another, moving the story along seamlessly. The transformation of Max's bedroom into a forest is a visual delight. Sendak's colored pen and ink illustrations in muted colors are both humorous and sometimes a little scary, reflecting both Max's imagination and his anger. The theme, conflict, and characters are ones with which readers of all ages can identify. I also know from personal experience that it is a book that children enjoy hearing again and again.

Good Reads
Where the Wild Things Are is one of those truly rare books that can be enjoyed equally by a child & a grown-up. If you disagree, then it's been too long since you've attended a wild rumpus. Max dons his wolf suit in pursuit of some mischief & gets sent to bed without supper. Fortuitously, a forest grows in his room, allowing his wild rampage to continue unimpaired. Sendak's color illustrations, perhaps his finest, are beautiful. Each turn of the page brings the discovery of a new wonder.
The wild things--with mismatched parts & giant eyes--manage somehow to be scary-looking without ever really being scary; at times they're downright hilarious. Sendak's defiantly run-on sentences--one of his trademarks--lend the perfect touch of stream of consciousness to the tale, which floats between the land of dreams & a child's imagination.
This Sendak classic is more fun than you've ever had in a wolf's suit, giggle-stiflingly funny at times, & even manages to reaffirm the notion that there's no place like home.

ALA
The criticism directed at the charming Where The Wild Things Are is scatter shot and bizarre.  Most people I’ve talked to about it can’t really elaborate on why they find it inappropriate.  They just do.  Yes, I’m generalizing, but I’m not being less precise than someone saying “It’s bad because it’s bad.”
A boy  named Max throws a hissy fit and his parents send him to bed without supper.  He then travels to a crazy island where he meets the Wild Things. Obviously, many millions of children have loved “Where the Wild Things Are” — there are more than 19 million copies in print around the world — but I was struck, while conducting an extremely informal survey of a couple of dozen friends and a few professionals in the field of children’s literature, by how many said Sendak’s work had eluded their younger selves and/or their own offspring. Which kids’ books, I had wanted to know, are appreciated more in theory, or by adults, than by actual kids?
“Impenetrable,” one educator and critic said. In her view, while the book was written from a child’s perspective, it had the processed feel of “something arrived at years later as a construct to understand the writer’s own anger.” Actually, I think that’s what I now like about the book, that sense of self-aware struggle — and whiff of psychoanalysis. Sendak hinted at this in a 1966 interview with the New Yorker: “It’s only after the act of writing the book that, as an adult, I can see what has happened, and talk about fantasy as catharsis, about Max acting out his anger as he fights to grow. . . . For me, the book was a personal exorcism. It went deeper into my own childhood than anything I’ve done before.”
Max shouldn’t feel bad about the snubs — divided audiences are a good thing. And he’s in fine company. Other revered works flagged by people I spoke to were the “Alice in Wonderland” books (too druggy, too much knotty wordplay; Alice herself is a drip), “Winnie-the-Pooh” (too twee).
Bruce Handy, a frequent contributor to the Book Review



Activities
Elements of a Story “Where the Wild Things Are” by Deborah Szabo St. Joseph College Modification of a Reading lesson plan by Shelley Yamnitz Grade Level: K-2
LEARNING OBJECTIVE: Students will be able to identify passages that indicate setting, characters, problem (events), and solution in a story.
MATERIALS:
1. The book, “Where the Wild Things Are” by Maurice Sendak.
2. Several large sheets of paper, 2 each labeled; Characters, Setting, Problem, Events, Solution.
3. A monster shaped cut-out for each student. Printed on it will be “When I feel ________, I ________and then ___________.”
4. Optional: Emotions chart.
SET/INITIATION: Introduce the book to the children. Read the author and title. Show the cover and first few pages of the book. Ask the children what they think the story might be about.
LEARNING ACTIVITIES:
1. Read the book, inviting those students who may know it well to read along whenever they want to.
2. Ask, or suggest, if this is a “good story,” an “interesting story,” a “well-written story.” Explain that we will now look at the elements :or parts” of what makes up a good story.
3. Put up a large paper entitled “Setting,” explain that the setting is where and when the story takes place. Ask the students to tell the setting of the book. For each response refer back to the book saying “how does it tell us that?” and help the students remember a passage or a phrase. Write down what the students give you for the setting. Repeat the process for “Characters,” “Problem,” “Events” and “Solution.”
4. Tell the students that you’re going to leave the papers up, that it helps for our reading and writing to know what makes up a good story.
EVALUATION: Remind the students that Max was feeling wild and that caused a problem and some things to happen in the story. Ask what are some other ways we can feel? Refer to an emotions chart if necessary. Single out a response. Say- Could we take that feeling and make up a story like Mr. Sendak did? Ask – What do we need for a good story? When responses have included Setting, Characters, Problem, Events and Solution, begin with the second set of large paper with these titles, and brainstorm ideas for each. Write down everything the way the students say it. They can be quite “copycat” from Sendak, it doesn't take away from their comprehension.
CLOSURE: Ask again when Max was feeling wild, what did he do? (acted wild, yelled at his mother, wore his wolf suit, etc.) Have the students fill out their own bulletin board cut-out, a picture or shape stating: “When I Feel (emotion), I (action) and then (this happens).” They are putting together in a very simple way, the beginning elements of an original story. Either now, or when the bulletin board is up, you can individually ask students to come up with an idea for a solution. If you need a simpler activity, limit it to “when I feel wild, I ________”.
FOLLOW-UP: Depending on the grade level, you could either write together as a class the copycat story which you “mapped” with the students. Or each student could turn their emotion/action shape into a copycat story with he or she as the main character.

Sight Word Activity for Wild Things

Print the pocket.  Cut out and fold on the line.  Put glue along the inside, side edges and press into place making a pocket.   Print the sight words of your choice.  Have the children cut them apart.  As the "tame each wild thing" (read the sight word), have them place it in the pocket. 

Reasons for the challenges

• Max is sent to bed without supper.  Some people have found this to be unacceptably cruel

• Max throws a tantrum.  This sort of behavior was not tolerated Back In The Day–at least not Back In The Day when Where The Wild Things Are was written. For my part, one of my own characters in The Knot was inspired by Max.

• It gives children nightmares

• It has subversive psychoanalytic overtones (undertones?)

The Verdict

These are the sorts of erratic statement expected to heard from people wearing those hats with the buckles on them.  But since this is not the era of the Mayflower, it is time for cooler heads to prevail. As usual: everybody settle down.
Sadly, this is the case with many banned books…if not most.  Where The Wild Things Are stirs the imagination of anyone who looks at it, whether they know it or not.
Stifling the imagination is unhealthy  Banning books stifles the imagination.  Connect the dots and then go read this wonderful story.

after more the 50 years, what keeps Where the Wild Things Are popular is not the impact of the book on the field of children's literature, it is the impact of the story and the illustrations on young readers. The plot of the book is based on the fantasy (and real) consequences of a little boy's mischief. One night Max dresses up in his wolf suit and does all kinds of things he shouldn't, like chasing the dog with a fork. His mother scolds him and calls him a "WILD THING!" Max is so mad he shouts back, "I'LL EAT YOU UP!" As a result, his mother sends him to his bedroom without any supper.

Links to Elementary-Age Lesson Plans

• (Preschool-Grade 2) Where the Wild Things Are: A Literature Unit by Emily Ellis
• Where the Wild Things Are Multidisciplinary Lesson Plan by Pam Powers: Hotchalk
• (K-2) Elements of a Story Using Where the Wild Things Are by Deborah Szabo
• (K-2, 6-8) Public Broadcasting System's American Masters Series: Maurice Sendak, Art and Imagination

Knuffle Bunny Too by Mo Willems

Knuffle Bunny Too: A Case of Mistaken Identity

Willems, J.  (2007).  Knuffle bunny too : a case of  mistaken identity.  New York: Hyperion Books for Children.ISBN:1423102991


A precious children's book about a Trixie a kindergarten student who is excited about taking her One-of-a-Kind Knuffle Bunny for Show and Tell. She is extremely disappointed to find that one of her classmates, Sonja, has the exact same Knuffle Bunny. After arguing and getting in trouble the teacher take the bunnies from the girls and puts them on the shelf next to each other. At the end of the day they are returned to their loving owners, BUT  much to their surprise they are switched. Neither girls can sleep because they realize during the night they have the wrong bunny!

Willems captivates his readers young and old by mixing his illustrations with over lays of actually photos of places mentioned in his book. This adds interest and connections for the readers.

Association for Library Service to Chidren
Knuffle Bunny Too: A Case of Mistaken Identity , written and illustrated Mo Willems (Hyperion)
Willems sets the stage for one of the most dramatic double-paged spreads in picture-book history in Knuffle Bunny Too: A Case of Mistaken Identity. Masterful photo collages take Trixie and her daddy through their now-familiar Brooklyn neighborhood to the Pre-K class where Trixie discovers that her beloved Knuffle Bunny is not “so one-of-a-kind anymore.”
The Newbery and Caldecott Medals and Honor Book seals are property of the American Library Association and cannot be used in any form or reproduced without permission of the ALA Office of Rights and Permissions.

The Best Children's Books
Fans of the original will be delighted with Knuffle Bunny Too, which features an older Trixie and the same little stuffed bunny. (Admit it, you were hoping for a sequel! So were we.) In the story, Trixie brings her special Knuffle Bunny to school, excited to show off her 'one-of-a-kind' stuffed animal.
But when she gets to school, she's stunned to see that another class- mate, Sonja, has brought a Knuffle Bunny as well! Both girls are upset to see that someone else has their special toy, and after repeatedly being disruptive over it, the teacher is forced to take the bunnies away and hold them until the end of the day. When Trixie finally gets her treasured bunny back, she thinks all is well again...until that night when she realizes she has the wrong Knuffle Bunny!  A frantic 2:30am swap with Sonja's family is arranged and Daddy saves the day once again.
Booklist"The slice-of-life artwork is smashing. Willem's cartoon-style art, set against crisp black-and-white photos of New York City...catches every bit of the plentiful emotion."
Awards
Caldecott Honor Book   2008
ALA Notable Book for Young Readers
Kirkus Review Best book of the Year
Cooperative Children's Book Center Choices 2008 
Picture Books for Babies, Toddlers, and Preschoolers
Publishers Weekly  Best Children's Books 2007
School Library Journal   Best Books 2007

Activities


Activities http://westonwoods.scholastic.com/products/westonwoods/study_guides/knufflebunnytoo.pdf

Same and Different
Students draw pictures of Knuffle Bunny and discuss how each picture is the same or different. (long ears, color, eyes, etc)  Pre-K
Timeline
Students make a timeline of events that occurred in the text. (using time from getting up to after school) Younger students use pictures to represent timeline, older students can use time elapse time. What time or when did Trixie realize the bunnies had been switched.
Making Friends
Pre-k to 1st Grade
Encourage students to think about ways to make friends.
Have students turn and talk about how Trixie and Sonja make friends. How did they feel when they found out the bunnies had been switched? What was the clue from the text?

Junior Library Guild

Knuffle Bunny Too: A Case of Mistaken Identity

by Mo Willems

ISBN: 1423102991

Trixie can't wait to show off her one-of-a-kind Knuffle Bunny at school, until she sees Sonja--and Sonja's Knuffle Bunny. The girls argue: "Kuh-nuffle!" says Trixie. "Nuffle!" says Sonja. They squabble so much that Ms. Greengrove has to take the bunnies away until the end of the day. That night Trixie is tucked in at "half-past bedtime," but for some reason she can't sleep. At 2:00 am she discovers a problem with Knuffle Bunny that can't wait until morning. Digitally colored ink sketches on photographs. A 2008 Caldecott Honor Book.

If you love this book, then try:

Alborough, Jez. Where's My Teddy? Candlewick, 1992. ISBN-13: 978-1564024688

Clark, Emma Chichester. Where Are You, Blue Kangaroo? Doubleday, 2000. ISBN-13: 978-0440417606

Cocca-Leffler, Maryann. Missing: One Stuffed Rabbit. Albert Whitman, 1998. ISBN-13: 978-0807551622

Cowell, Cressida. That Rabbit Belongs to Emily Brown. Hyperion, 2007. ISBN-10: 1423106458

Falconer, Ian. Olivia... and the Missing Toy. Atheneum, 2003. ISBN-13: 978-0689852916

Feiffer, Jules. I Lost My Bear. Morrow, 1998. ISBN-13: 978-0688177225