Gregory, N. (1995), & Lightburn, R. (Illustrator). (1995). How Smudge Came. Red Deer, Canada: Red Deer Press.
This was my least favourite text of the three (The Red Tree and The Crazy Man), only because I felt the story was “flat,” but it is a heartbreaker.
I think its message is that while we may look/act different/be in different stages of life, we still have feelings. Even Jan, who’s near the end of his life, feels joy when he holds the puppy.
I kept thinking back to my children’s literature university classes and the idea of children being powerless in an adult world. Cindy is powerless when the adults find out about the puppy and they tell her to “be reasonable.” Cindy comes up with the idea of keeping the puppy and has it all figured out because she’ll “take him to work with me” but the adults “drown her with their words.” The child’s voice is never heard. No adults even ask her if she has a plan!
More powerlessness happens when the adults knock on her bedroom door “the door opens. They never wait for her to answer.”
I really enjoy the illustrations in this book. Some of the pages appear to be done from the perspective of a child. (adults look giant and go beyond the page) It’s a nice reminder of how the world looks through a child’s eyes.
Cindy “looks” different. She also has a different living arrangement than the nuclear family (something to keep in mind with Mother’s and Father’s Days around the corner). She doesn’t live with her family but appears to be a group home, and works at a place called Hospice. What’s Cindy’s story? The reader never finds out.
Some writing activity possibilities:
• Where did Smudge come from? Students could write a prequel that tells Smudge’s story.
• If you could have any pet what would it be and why? (I think there’s a science GLO that deals with this in elementary… animals and their needs or habitats or something?)
• Extension activities: Could also look at the SPCA. Do volunteer work there? It’s a great option for families who can’t have a pet for various reasons (live in an apartment, finances) enjoy the companionship of animals. Do a fundraiser or collection of donations for SPCA? Make this a school-wide activity? Ask SPCA what it needs…. Papertowels, blankets? Also look at how animals do visit places such as nursing homes and hospitals. Arrange a visit from the group (after checking for kids with allergies)?
I found this interesting tidbit online:
Title: Canadian Multicultural Picture Books.
Author(s) Bainbridge, Joyce; Pantaleo, Sylvia; Ellis, Monica
Publication Date: March 1998
Notes: Paper presented at the Annual Spring Conference of the National Council of Teachers of English (Albuquerque, NM, March 19-21, 1998).
Educators have a particular interest in multicultural education and the use of literature as an avenue for the exploration and celebration of diversity within Canada. There is a need to understand the interdependence of all people in a global culture and an urgent need for peace and understanding. Five works of children's literature "Very Last First Time" by J. Andrews, "Ghost Train" by P. Yee, "How Smudge Came" by N. Gregory, "Red Parka Mary" by P. Eyvindson, and "The Moccasin Goalie" by W. Brownridge) depict a wide range of minorities and issues of discrimination--age, gender, physical and mental disability, and ethnicity. Research has shown that storybook reading accompanied by discussion can significantly improve a child's acceptance of difference. With this in mind, it is up to individual teachers to select multicultural books for their classes, and allow time to discuss the issues that arise from them.
Picture books can spark discussion in learners of all ages!
This was my least favourite text of the three (The Red Tree and The Crazy Man), only because I felt the story was “flat,” but it is a heartbreaker.
I think its message is that while we may look/act different/be in different stages of life, we still have feelings. Even Jan, who’s near the end of his life, feels joy when he holds the puppy.
I kept thinking back to my children’s literature university classes and the idea of children being powerless in an adult world. Cindy is powerless when the adults find out about the puppy and they tell her to “be reasonable.” Cindy comes up with the idea of keeping the puppy and has it all figured out because she’ll “take him to work with me” but the adults “drown her with their words.” The child’s voice is never heard. No adults even ask her if she has a plan!
More powerlessness happens when the adults knock on her bedroom door “the door opens. They never wait for her to answer.”
I really enjoy the illustrations in this book. Some of the pages appear to be done from the perspective of a child. (adults look giant and go beyond the page) It’s a nice reminder of how the world looks through a child’s eyes.
Cindy “looks” different. She also has a different living arrangement than the nuclear family (something to keep in mind with Mother’s and Father’s Days around the corner). She doesn’t live with her family but appears to be a group home, and works at a place called Hospice. What’s Cindy’s story? The reader never finds out.
Some writing activity possibilities:
• Where did Smudge come from? Students could write a prequel that tells Smudge’s story.
• If you could have any pet what would it be and why? (I think there’s a science GLO that deals with this in elementary… animals and their needs or habitats or something?)
• Extension activities: Could also look at the SPCA. Do volunteer work there? It’s a great option for families who can’t have a pet for various reasons (live in an apartment, finances) enjoy the companionship of animals. Do a fundraiser or collection of donations for SPCA? Make this a school-wide activity? Ask SPCA what it needs…. Papertowels, blankets? Also look at how animals do visit places such as nursing homes and hospitals. Arrange a visit from the group (after checking for kids with allergies)?
I found this interesting tidbit online:
Title: Canadian Multicultural Picture Books.
Author(s) Bainbridge, Joyce; Pantaleo, Sylvia; Ellis, Monica
Publication Date: March 1998
Notes: Paper presented at the Annual Spring Conference of the National Council of Teachers of English (Albuquerque, NM, March 19-21, 1998).
Educators have a particular interest in multicultural education and the use of literature as an avenue for the exploration and celebration of diversity within Canada. There is a need to understand the interdependence of all people in a global culture and an urgent need for peace and understanding. Five works of children's literature "Very Last First Time" by J. Andrews, "Ghost Train" by P. Yee, "How Smudge Came" by N. Gregory, "Red Parka Mary" by P. Eyvindson, and "The Moccasin Goalie" by W. Brownridge) depict a wide range of minorities and issues of discrimination--age, gender, physical and mental disability, and ethnicity. Research has shown that storybook reading accompanied by discussion can significantly improve a child's acceptance of difference. With this in mind, it is up to individual teachers to select multicultural books for their classes, and allow time to discuss the issues that arise from them.
Picture books can spark discussion in learners of all ages!