Module 6: Shark vs. Train

Book Summary

Shark vs. Train starts off with the first two pages that do not have any text but only illustrations that show two boys running to a toy box, with one boy pulling out a toy shark and the other pulling out a toy train. They each point their toy at the other’s toy, as if challenging one another. Then on the third page it says, “Shark vs. Train” in large, bold letters, and then “Who will win?” The rest of the story describes various situations in which the shark would have an advantage (such as under water or eating pies) or the train would have an advantage (on railroad tracks or roasting marshmallows). The situations continue to get sillier and sillier as the story progresses and it ultimately depicts situations in which neither of them has an advantage, such as playing hide-and-seek or sword fighting on a tight rope. Finally, once it reaches the height of silliness, the battles end when the two boys are pulled out of their playtime and called to eat lunch. They each throw their toy back in the toy box, and the shark and train tell each other final one-liners with promises for what will happen “next time.”

APA Reference of Book

Barton, C. (2010). Shark vs. train. New York, NY: Hatchette Book Group.

Impressions

I greatly enjoyed Shark vs. Train, finding myself laughing and smiling nearly the entire time. This book has great appeal to young readers because the text is funny, playful, and goofy, and the illustrations work to make the situations even more entertaining. While this book can appeal to any type of child (young girls included), this book may have a special appeal to many boys since the two children in the book are boys and the situations are somewhat aggressive. Although most of the story repeats situation after situation of shark vs. train, the book does not feel repetitive. Rather, each situation continues to build the suspense of what could they possibly do next? Also, the text is short and accessible to kids in preschool through 2^nd grade, but this book still has potential to be read-aloud to 3^rd or even 4^th graders who can still get laughs out of it. The font is black, large, and easy to read, which is helpful to young readers. I also appreciated that Barton sandwiched the various shark vs. train scenarios between the concept of two boys playing with their toys—this allowed the situations to be relatable to children, who can imagine coming up with these different battles during their own playtime sessions.

The illustrations also play a very important role in making this story enjoyable. The child-like, cartoon-like, sketchy artwork utilizes bright colors and meshes well with the playful scenarios within the story. The lines throughout the illustrations are not clean and straight; rather, they are jagged and take on a sketchbook quality, which I think works well to represent these goofy scenarios; the story is not straight and uptight, and so the illustrations are not either. The art even has a colored pencil look to it, which reinforces the idea that children imagined the scenarios in the story and could have drawn artwork like this about the scenarios too—the story seems truly inspired by the creativity and playfulness of children both in terms of the content and the artwork. Also, the illustrations are aggressive and innocent at the same time, and they seem to appropriately capture the competitiveness of young boys. The artwork also encourages readers to really engage and interact with the story by including short blurbs in speaking bubbles to explain what the shark or train might say, by having a picture that requires the book to be turned sideways, and by including additional details not included in the text that readers have to look for and find. These additional details are funny themselves, like on page 19 where there is a picture of shark rides being given at a fair—there is a sign with an arrow that says, “You must be this crazy to go on this ride,” rather than indicating the rider must be a certain height. There is also a young boy with an ice cream cone in this picture, looking at the shark with a frightened expression on his face. Another detail included in the illustrations is a shark bite mark on the last page that looks very realistic, as if the page is actually crinkled and has teeth marks in it. I think kids enjoy details like this, and they contribute to create a positive and memorable experience for the reader.

Professional Review

According to a review on the website for Kirkus Reviews (2010):

With two boys at a toy chest, one clutching a shark and the other a train, thus begins the most unlikeliest of competitions. Who will win—shark or train? Well, it does depend on the situation. If underwater, the shark will surely triumph. But at roasting marshmallows? The train beats the shark’s soggy mess every time. From one wacky circumstance to the next, from bowling to hot-air ballooning, there is always a clear winner. Until, suddenly, there is not. Both the shark and the train are not very good at playing hide and seek. They also stink at video games (“Sure would help if we had thumbs”). Just when the competitors can’t bear it any longer, it’s time for lunch. The boys toss them carelessly aside—until next time, that is. Lichtenheld’s snarling shark and grimacing train are definitely ready for a fight, and his scenarios gleefully play up the absurdity. The combatants’ expressions are priceless when they lose. A glum train in smoky dejection, or a bewildered, crestfallen shark? It’s hard to choose; both are winners. (para. 1)

According to a review on the website for Publishers Weekly (2010):

This is a genius concept—the kids' equivalent of a classic guy bull session, centering on two playmates' favorite toys. So, who's better—Shark or Train? That all depends. When trick-or-treating, Shark is the clear winner, thanks to his intimidating smile (“The clown is very hungry,” he says, as a bowl of candy is poured into his bag). But in a marshmallow-roasting contest, Train triumphs by virtue of his built-in, coal-stoked rotisserie. Just when readers will think the scenarios can't get more absurd (bowling, a burping contest), the book moves into even funnier territory: hypotheticals in which neither comes out on top (their imposing presences make them ripe targets for getting shushed in a library, and their lack of opposable thumbs means neither is very good at video games). Lichtenheld's (Duck! Rabbit! ) watercolor cartoons have a fluidity and goofy intensity that recalls Mad magazine, while Barton (The Day-Glo Brothers ) gives the characters snappy dialogue throughout. “That counts as a strike, right?” says Shark, having eaten an entire lane of bowling pins. “This is why you guys have a bad reputation,” retorts Train. (para. 1)

Library Uses

I think this book would be well-received as a read-aloud for young elementary-aged students because it is funny and entertaining. A teacher or librarian could use this story as an introduction to a writing unit that teaches students how to compare and contrast. Students could come up with their own stories that imitate Shark vs. Train after the story is read to them, and they can use the story as an inspiration to make up their own creative circumstances. Art can be incorporated into this activity if the teacher asks students to illustrate one of the situations they came up with. This book would also be a great read-aloud to a young, male, reluctant reader. If a parent came in to a public library asking the librarian for suggestions of picture books to read to their boy who does not like reading, this might be a good suggestion.

References

[Review of the book Shark vs. train, by C. Barton]. (2010, February 15). Publishers Weekly. 

           Retrieved from www.publishersweekly.com

[Review of the book Shark vs. train, by C. Barton]. (2010, March 15). Kirkus Reviews. 

           Retrieved from www.kirkusreviews.com