Book Genre: Fable, Fantasy, Folk Tales and Myths
Publishing: Random House Children's Books, Sept. 1974 (32 pp.)
Awards/Honors: Caldecott Honor, ALA Notable Book, and New York Times Outstanding Book of the Year
Summary:
Alexander the mouse always got screamed at or chased by a broom every time he went looking for crumbs to eat. One day when no one was at home, Alexander found another mouse in the house. It wasn't an ordinary mouse, but a wind-up mouse named Willy. Alexander and Willy became good friends even though Willy couldn't move and play with Alexander. Alexander came to wish he was like Willy because he wanted to be cuddled and loved. One day Willy told Alexander about a magic lizard who lives in the garden and who could change one animal into another. Alexander went to see the lizard who told him to bring him a purple pebble. Alexander looked but couldn't find one.When he return home, Alexander found Willy in a box with old toys. Annie his owner was throwing him away. While talking to Willy, Alexander found a purple peddle and ran to the garden to give it to the lizard. When the lizard asked for his wish, Alexander wished that Willy would be a mouse like him instead of him becoming a wind-up mouse like Willy. Alexander return home to find that the box was empty. He believed he was too late until he saw Willy in the hold in the wall.
Personal rating and Why?
This is a good book. I enjoy the story and the pictures. The reading has an easy flow to it.
Reading Level: 4.7
Interest Level: K-2
Integrated units of study:
Science: Talk about animals and their habitat
Reading: Make connection and predictions
Writing: Write about a special friend and the things they like doing together
Potential Problems or Difficulties: The font too small
Showing posts with label Fable. Show all posts
Showing posts with label Fable. Show all posts
Sunday, June 7, 2009
Monday, June 1, 2009
Little Old Lady Who Was Not Afraid of Anything by Linda D. Williams
Genre: Fable, Folk Tale, Myths
Publisher: HarperCollins Publishers Sept. 1988
Awards/Honors:
Pages: 32
Summary:
A little old woman who was not afraid of anything went for a walk into the forest to gather herbs, spices, nuts, and seeds. On her way back to her collage, she met a pair of big shoes, pants, shirt, gloves, hat, and a pumpkin head. Each item made a sound as they followed the old woman home. The old woman created a scarecrow with the items to scare off the crows.
Personal rating and explanation:
Great Book - The book has a nice steady pace. The students enjoy acting out each part - clapping their hands, nodding their head, stomping their feet, etc.
Reading Level: 3.4
Interest Level: K-2
Writing: A good book to introduce onomatopoeia words. As a group have the children identify other onomatopoeia words and write a sentence using the words. Example: I heard a knock at the door.
Potential Problems or Difficulties:
None
Publisher: HarperCollins Publishers Sept. 1988
Awards/Honors:
Pages: 32
Summary:
A little old woman who was not afraid of anything went for a walk into the forest to gather herbs, spices, nuts, and seeds. On her way back to her collage, she met a pair of big shoes, pants, shirt, gloves, hat, and a pumpkin head. Each item made a sound as they followed the old woman home. The old woman created a scarecrow with the items to scare off the crows.
Personal rating and explanation:
Great Book - The book has a nice steady pace. The students enjoy acting out each part - clapping their hands, nodding their head, stomping their feet, etc.
Reading Level: 3.4
Interest Level: K-2
Writing: A good book to introduce onomatopoeia words. As a group have the children identify other onomatopoeia words and write a sentence using the words. Example: I heard a knock at the door.
Potential Problems or Difficulties:
None
Seven Blind Mice by Ed Young
Genre: Animal Stories, Fables, Folklore, Myths
Publisher: Penguin Group (USA)
Awards/Honors: Caldecott Honor Book
Page: 40 pages
Summary:
Seven colorful blind mice discover a SOMETHING by their pond. Each mice according to the day of the week goes and explore only one part of the SOMETHING and comes back a share with the other mice what he/she thinks the SOMETHING is. As each mice explore the SOMETHING their perspective is different. It takes the seventh mice which is white to tell the rest of the mice what the SOMETHING, an elephant, is.
Personal rating and explanation:
I rate this book as being great. The book hascoloring pictures on a dark background, large print, and easy flowing.
Reading Level: 3.3
Interest level: K-3
Integrated Level:
Science: Place an object in a feeling box. Have one child at a time feel the object and tell one thing about the object such as it has four legs, etc. until seven people have shared something about the object. Then let the class guess what it is.
Math: Placed seven colorful mouse (one per each color represented in the book) on the wall. Pass out color word and have students match the color word to the right colored mouse.
Use this activity to do ordinal numerals, too.
Writing: Share Writing - Using the book as a springboard , choose an animal (giraffe) and write a sentence for each day of the week describing how the blind mice would state what certain part of that animal would be, Example, On Monday the first mice said the Something was a leaf (ear) and continue using the days of the week and ordinal numerals in each sentence
Potential Problems or Difficulties:
Students might have a hard time understanding the concept of blindness.
Publisher: Penguin Group (USA)
Awards/Honors: Caldecott Honor Book
Page: 40 pages
Summary:
Seven colorful blind mice discover a SOMETHING by their pond. Each mice according to the day of the week goes and explore only one part of the SOMETHING and comes back a share with the other mice what he/she thinks the SOMETHING is. As each mice explore the SOMETHING their perspective is different. It takes the seventh mice which is white to tell the rest of the mice what the SOMETHING, an elephant, is.
Personal rating and explanation:
I rate this book as being great. The book hascoloring pictures on a dark background, large print, and easy flowing.
Reading Level: 3.3
Interest level: K-3
Integrated Level:
Science: Place an object in a feeling box. Have one child at a time feel the object and tell one thing about the object such as it has four legs, etc. until seven people have shared something about the object. Then let the class guess what it is.
Math: Placed seven colorful mouse (one per each color represented in the book) on the wall. Pass out color word and have students match the color word to the right colored mouse.
Use this activity to do ordinal numerals, too.
Writing: Share Writing - Using the book as a springboard , choose an animal (giraffe) and write a sentence for each day of the week describing how the blind mice would state what certain part of that animal would be, Example, On Monday the first mice said the Something was a leaf (ear) and continue using the days of the week and ordinal numerals in each sentence
Potential Problems or Difficulties:
Students might have a hard time understanding the concept of blindness.
Saturday, May 30, 2009
The Wolf Who Cried Boy By Bob Hartman
Book Genre: Fable
Publishing Info: Scholastic, 27 pages
Awards or honors received: N/A
Summary: This story is a version of “The Little Boy Who Cried Wolf”. It is about a wolf family that ate the same things for dinner every night: sheep, deer, squirrel, and muskrat. Little Wolf constantly complained about what Mother Wolf made for dinner. So his parents told him that if he found a boy in the woods they would catch him and eat him for dinner. Little Wolf decided to play a trick on his parents. On his way home from school he cried “boy!”. His parents came running and looked everywhere but couldn’t find the boy. Mother’s dinner burned while they were gone and Little Wolf thought it was funny. The next day Little Wolf did it again. The same thing happened and dinner was ruined again. That night Father Wolf overheard Little Wolf telling a friend how he tricked his parents. After school the next day Little Wolf came across a troop of boy scouts. He shouted and shouted but no one came. He ran home to tell his parents, but they didn’t believe him. From that day forward Little Wolf never shouted boy again.
Personal rating and reason for rating: *** Very entertaining way to introduce Fables to your class.
Reading level: 3.1
Interest level: K-2
Possible uses of the text: This story would be used in a unit about Fables. Discuss the moral of the story. Use a graphic organizer to show the difference between this story and “The Little Boy Who Cried Wolf”. Then have students write their own Fable. Begin with a planning sheet: moral of the story, characters, setting, etc. Write a draft with a title, then edit and publish with illustrations.
Potential Problems or Difficulties: None
Publishing Info: Scholastic, 27 pages
Awards or honors received: N/A
Summary: This story is a version of “The Little Boy Who Cried Wolf”. It is about a wolf family that ate the same things for dinner every night: sheep, deer, squirrel, and muskrat. Little Wolf constantly complained about what Mother Wolf made for dinner. So his parents told him that if he found a boy in the woods they would catch him and eat him for dinner. Little Wolf decided to play a trick on his parents. On his way home from school he cried “boy!”. His parents came running and looked everywhere but couldn’t find the boy. Mother’s dinner burned while they were gone and Little Wolf thought it was funny. The next day Little Wolf did it again. The same thing happened and dinner was ruined again. That night Father Wolf overheard Little Wolf telling a friend how he tricked his parents. After school the next day Little Wolf came across a troop of boy scouts. He shouted and shouted but no one came. He ran home to tell his parents, but they didn’t believe him. From that day forward Little Wolf never shouted boy again.
Personal rating and reason for rating: *** Very entertaining way to introduce Fables to your class.
Reading level: 3.1
Interest level: K-2
Possible uses of the text: This story would be used in a unit about Fables. Discuss the moral of the story. Use a graphic organizer to show the difference between this story and “The Little Boy Who Cried Wolf”. Then have students write their own Fable. Begin with a planning sheet: moral of the story, characters, setting, etc. Write a draft with a title, then edit and publish with illustrations.
Potential Problems or Difficulties: None
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