| BASIC INFO | LANGUAGE LEVEL | COMPREHENSION-AIDING FEATURES |
|---|---|---|
| Book Title El pato tiene más / The Duck Has More Author: Sarah M. White Illustrator Olívia Pinto Other Contributors n/a Genres Other Publisher: TPRS Books Publication date: 2022 | Level From the author/publisher’s website Level 1 – Present Tense Level Level 1 – Present Tense Total Word Count 30 unique words | Illustrations YES Glossary YES Guiding Questions NO Context NO Other |
| IDENTITIES PRESENT IN THE TEXT | SYNOPSIS | |
|---|---|---|
| Races, Ethnicities, and Nationalities n/a Languages spoken Spanish Sex and Genders n/a Ages n/a Social classes n/a | Sexual Orientation n/a (Dis)Abilities and Neurotypes n/a Religions, Syncretism, and Spirituality n/a Relationship and Family Structures n/a Body Descriptions n/a | From the back of the book or the author/publisher’s website Elephant is content with a small fruit collection, but Duck always has to have more! When Duck’s fruit-collecting shenanigans go too far, he must decide what matters most— fruit or friends. |
| ILLUSTRATIONS | STORY | SOCIAL JUSTICE |
|---|---|---|
| To what extent do the illustrations present positive and thoughtful representations of identities? One image shows the duck carrying fruit in a basket on its head. This could resemble afrolatinx Palenqueras, and teachers could make the connection and explore the Palenquera culture and identity. | We understand identities are complex and no single story represents the spectrum of identity-based experiences. Also, a text may address a stereotype, misrepresentation, or generalization without relying on it. Does any stereotype, misrepresentation, or generalization affect any positive and thoughtful representations of identities in the text? No. | This section is for teachers who are working towards sourcing more texts within the four domains of anti-bias education. We are excited about reading all books and we understand that not all books are written for this specific purpose. Does this text work toward goals within any of thefour domains of anti-bias education as defined by Learning for Justice? No. |
| LLLAB’s REVIEW |
|---|
The story describes and compares the number of fruits that an elephant has compared to a duck. For example, “El elefante tiene cuatro limones. El pato tiene más” / The elephant has four lemons. The duck has more (pp. 7-8). The story takes the reader from one fruit to 10 fruits, juxtaposing the animals’ possessions. Near the end of the story, the duck steals the elephant’s apples, although the duck already has an abundance of apples (pp. 20-23). As a result, the elephant walks away sad, and the text says, “El pato no tiene amigos” / The duck does not have friends (p. 23). The duck subsequently decides to share the apples (“El pato comparte” / The duck shares, p. 25), and together the duck and elephant make a fruit salad to share with each other (pp. 24-27). The text comments that as a result of the sharing, “Todos tienen más” / Everyone has more (p. 27). This reflection about sharing and friendship provides an opportunity for teachers to explore the value of community. Teachers may also wish to discuss reparative justice in response to harm done to another. The fruits featured in the text (i.e. piñas, mangos, peras, limones, uvas, fresas, plátanos, naranjas, cerezas, manzanas / pineapples, mangos, pears, lemons, grapes, strawberries, bananas, oranges, cherries, apples) are common to North America. Teachers may wish to explore with students the variety of fruits that are common in other regions of the world. If you are the author of this book and you have feedback, please contact us here. If anything we have written is inaccurate, misleading, confusing, poorly worded, or lacking important context, we would be happy to update our review. |
LLLAB 