Thank You, Mr. Falker

Thank You, Mr. Falker

Specifics

APA Citation: Polacco, P. (1998). Thank you, Mr. Falker. Philomel Books. Accessed online from http://www.storylineonline.net/thank-you-mr-falker/

Meets EDU 333 Blog Requirement For: Online Material, Picture Book, Diverse Protagonist

Lexile Level: AD650L

Audience: This is a children's book that is recommended to be read with an adult. It specifically is about a girl with dyslexia, so those diagnosed with this disorder or knows someone who is may find it particularly relatable. I would read it to an elementary class anywhere from 1st to 5th grade.

Summary

Overall, I believe this is a great story. The main character, Trisha, is excited to learn how to read just like her older brother, mother and uncles. However, when entering kindergarten she discovers it is much more difficult than she thought. As her classmates learn to read, she slowly but surely falls behind. She begins to think she is dumb, and her classmates tease her. The story follows Trisha through her schooling, where she continues to struggle with reading, classmates bully her, and she becomes less and less confident in herself. Finally, she meets Mr. Falker, who encourages her and treats her like the other students, if not nicer. Eventually, he discovers that Trisha is dyslexic. He arranges for her to work with him and a reading specialist everyday after school. By the end Trisha learns to read. 

Evaluation

This story is a great read for students. Not only does it support a protagonist who has a reading disability, but the character is female, is raised by a single mother, is a victim of bullying, and ends up being a student at a new school after moving across the country. Readers watch Trisha grow from a confident and excitable girl to self doubting and hating school. By the end, however, we watch her overcome her difficulties and learn to read. The development of the story was plausible and natural. Many students could relate to Trisha. 

Patricia Polacco uses symbolism to show that the sweetness of honey is like the sweetness of knowledge. She then uses a simile to explain how bees have to work hard to get sweet honey, she needs to work hard to get sweet knowledge. After tasting the honey from a book and saying it is sweet, Trisha's family says, "Yes, and so is knowledge, but knowledge is like the bee that made that sweet honey, you have to chase it through the pages of a book!" Polacco also uses foreshadowing at the beginning, "Soon she was going to learn to read." Students know that this will be the journey of Trisha learning how to read. 

The illustrations, also by Patricia Polacco, are beautiful and help the students understand the story. There are times when the pictures portray clearly how frustrated or hurt she is. 

Mini Lesson

For a mini lesson, I would have the students write about a time where they felt like things were hopeless, and how they over came them. I would like them to also consider the people who helped them as well as what others could have done to help them. This relates to the story because while struggling to read, many teachers did not realize (or did realize but didn't do anything about it) how badly she was struggling. The students in her class teased her and we get the sense she didn't have any friends. While students reflect on how others may have helped them through rough times, maybe they will realize that they can do more to help those they notice going through something difficult.