Book: Leonardo the Terrible Monster
Author and Illustrator: Mo Willems
Publisher: Hyperion Books for Children
Publication date: 2005
Supports Diverse Protagonist
Picture Book
Lexile Score: AD670L
Target Audience: Preschool - Kindergaren
Age Range: 3-6 years old
Brief Summary
Leonardo thinks he is a terrible monster. He can't seem to scare anyone. So he searches for the biggest "scaredy-cat" so he can succeed in being a great monster. He finds who he is looking for and manages to make the little boy cry. But then he finds out that the boy isn't crying because of he but because he had a really terrible day. Leonardo decides to be a great friend instead of a great monster and him and the boy become best friends. But that doesn't mean Leonardo isn't going to scare his friend every once in awhile!
Evaluation: 30/32
Illustration - 4
Storyline - 4
Appropriateness - 4
Problems/Resolutions - 4
Stereotyping - 4
Relatability - 3
Readability/Cohesiveness - 3
Critical Thinking - 4
I believe that this book would be very helpful in cases of being kind to others and feeling sympathy for those who seem down. You don't always know someone's back story and they could be upset over something very small or a bunch of small things that together make a big thing. Children will love the illustrations of this book and I believe they can definitely take away great ideas from this book.
Literary Elements
1.Exaggeration - There are a few different times exaggeration is used in this story. One example would be by saying that
Leonardo scared the "tuna-salad" out of someone when he really just startled him a little bit.
Leonardo scared the "tuna-salad" out of someone when he really just startled him a little bit.
2. Run-On Sentence - The use of a run-on sentence in this book really gets the point across to the reader. The little boy who gets scared is just listing off every reason he is actually crying and it makes the reader see how much reasoning there is behind the run-on. He makes a point that the boy had a lot going on and the reader understands that after reading the sentence. If I were to use this book for a lesson, I would show the students the sentence and ask them why they think the author chose to write the sentence that way. Then I would ask the students to create a run-on sentence that gives off the same type of meaning. There are right and wrong times to use a run-on sentence and students would be given the knowledge of that.
3. Onomatopoeia - Examples of onomatopoeias in this book are when Leonardo is trying to scare the book so they write out the sounds he makes by saying "ROOOAARR!!" and "GRRR..."
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