Fiction Evaluation Form

(Picture Books, Folklore, Modern Fantasy, Contemporary Realistic Fiction, Historical Fiction, Multicultural Books)

Your Name:Moyi Tian Book Title: Frog and Toad Together

Author:Arnold Lobel Illustrator: Arnold Lobel

Genre: Award winning Book Publisher/Year:HarperCollins Publishers

EVALUATE THE BOOK USING THE FOLLOWING ELEMENTS

STYLE and Language: Explain the language used – word choices, sentence length, dialogue, rhythm, rhyme.
Explain unexpected insights or interesting information the reader learns from the story. Give examples form
the book for each one:

Word choice:easy, children -level words:Toad knocked at the door.

Sentence length:Medium: Look at my list of things to do.
Dialogue:Conversational :”My list tells me that we will go for a walk.
Rhythm:Slow Then Toad wrote other things on the paper.
Rhyme:No Rhyme
Insights/interesting information:

CHARACTER – Who is the main character? Explain the character’s personality traits. How can the reader
relate to the character, become involved in the story?
Who are the supporting characters? Give examples of each from the book.

Main character: The Toad and The Frog.

Personality traits: They are both very friendly and kind to each other.
How reader can relate to main character: The Main character Toad has a very busy day and the reader can
relate to that.
Supporting characters: The Frog tries to help toad to get his list back when the wind blew it away.

1. PLOT: (Explains the major events in the story.) Summarize the plot

The main character Toad wakes up one day and feels overwhelmed. He decides to write all his daily
task on a piece of paper and cross the tasks out one by one as he finishes them. First thing he
crossed out was “wake up”, then he put 1. Wake up, 2.eat breakfast 3.Get dressed 4.Go to Frog’s
house 5.Take walk with Frog 6.Eat Lunch 7.Take nap 8.play games with Frog. 9. Eat supper 10. Go to
sleep. When Toad went for a walk with Frog, the list got blew away, Frog tried to catch the list for
Toad chasing after the wind but he failed to retrieve the list. Toad felt lost about what to do next,
but when the sunset and it was dark, Frog said it was time for sleep came. Toad finally remember
the last thing on his list was going to sleep. And He write go to sleep on the ground and crossed it
out with a stick and they went to bed.
 2. SETTING – Explain the place and time of the book. In the indoor, outdoors.
THEME- What is the story’s theme or lesson?

Setting:Inside Toad and Frog’s houses, outdoors.

Theme: The theme is that everyone should follow a routine everyday but they can be flexible with
the list of the things they can do in a day. One does not have to stick to the list but can
make changes as the day go by.

ILLUSTRATION –Analyze the illustrations in the book (see Chapter 4 for details on the categories below.)
Choose a 2-page spread in the book to answer the following:
What Style (realism, surrealism, expressionism, impressionism, naïve, cartoon art)?
Realism, paintings.

Illustration and Text: explain how illustration and text combined to tell the story.
Then, explain what illustrations show that text does not explain?
The illustration is
Page design --Describe:
The Borders: big white outline border.
Use of white/dark space:the white space is around the illustrations.
Text placemen:all throughout the page
Font size:medium-size
Placement of illustrations:in the center, on the size.
3. CHILD DEVELOPMENT THEORIES – CHOOSE 2 of theories below and evaluate the book according to the
developmental theories. (How the book fits the developmental stage and age?)

PIAGET-COGNITIVE-INTELLECTUAL DEVELOPMENT
Name the stage: preoperational and the age 2-7

Explain ONE cognitive development trait from the stage:

Egocentric thinking: does not see things from other viewpoints.
Views the world only from their physical perspective.
Give examples from the book show how the book fits that trait and cognitive stage:
“I cannot remember any of the things that were on my list of things to do. I will just have to sit here
and do nothing,” said Toad.Toad sat and did nothing.

ERIKSON – PSYCHOSOCIAL DEVELOPMENT

Name the stage Initiative vs Guilt and the age Preschool

Explain ONE social development trait for this stage:

Give examples from the book that support that social development trait and of this stage:
Child learns to do, to plan, to work at a task, to be active and on the move
Preschoolers ask lots of questions
EMOTIONAL DEVELOPMENT
Identify the Age __________________________________
Explain ONE emotional development trait for this age:
Give examples from the book to illustrate that emotional development trait and this age: