Library Media Center / Washington Children's Choice Picture Book Awards 2011

Library Media Center

Washington Children's Choice

Picture Book Award

2011 Nominees


Applesauce Season	Are You a Horse?	The Beckoning Cat	Chicken Little	The Curious Garden

Dark Night	Duck! Rabbit!	Imogene's Last Stand	I Need My Monster	The King's Taster

Let's Do Nothing!	My Name is Sangoel	Nubs	Panda Kindergarten	Ron's Big Mission

Splat the Cat	Those Darn Squirrels	The Three Little Gators	Truckery Rhymes	Turtle's Penguin Day

Applesauce Season

Title: Applesauce Season

Author: Lipson, Eden Ross

Illustrator: Gerstein, Mordicai

Synopsis:

When the first apples of the season, Ida Red, Paula Red, Twenty Ounce, McIntosh, and Ginger Gold, show up in the city markets, it's time to take out the big pot and make applesauce. A family works together to buy, peel, cook, and stir apples for the homemade applesauce they make every year.

Related Website:

Washington State Apple Commission - kids page

The Washington StateApple Commission has an amazing web site for kids and teachers. You can find apple facts, recipes, and games. http://www.bestapples.com/kids/index.shtml

Activity Title:

Apple Yourself

This book lends itself to many activities. Many different VARIETIES of apples are mentioned. Finding photographs of the actual varieties could add to a GLAD input chart of an apple or the life cycle of an apple. Another topic that is discussed is seasons. If you were using this book with a small group, you might want to make applesauce. Following the recipe at the end of the book will incorportate steps in a process and measuring which are valuable skills. This book would also make a GREAT Step Up to Writing paragraph.

Activity Description:

Materials: * Cut sereral apples in half * Green, red and yellow tempra paint * paper plates * 9 x 12 white construction paper * 4 x 6 red or green paper * Glue stick * haiku or other poem format * pen or pencils - With the apples, carefully dip in the paint and then stamp onto the white construction paper - On the smaller paper, write a poem about apples. - Glue onto the printed paper.

EALR's/GLE's:

Reading :

3.4.1. - Participate in WCCPBA process by listening to and/or reading nominated books, selecting a favorite, and generating a personal response.

1.3.1 - Use new vocabulary from a variety of read alouds from informational/expository text and literary/narrative text, including text from a variety of cultures and communities.
Writing:2.3.1 ¨C Understand that there is more than one form of writing.

Activity Created By:

Camille Renteria - Westgate Elementary

Amy Cook - Edison Elementary

#topBack to Top

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Are You a Horse?

Title: Are You A Horse?

Author and Illustrator: Andy Rash

Synopsis: Roy was a cowboy. He received a saddle for his birthday. But the question is - could he find a horse? After talking to a wagon, catcus, crab and other creatures, he finally figured out what a horse is!

Related Websites:

Andy Rash

http://www.gotoquiz.com/what_breed_of_horse_are_you_1

Horse phrases

http://www.phrases.org.uk/meanings/you-can-lead-a-horse-to-water.html

Scientific Inquiry

http://www.super-science-fair-projects.com/scientific-method-for-kids.html

http://scene.asu.edu/habitat/inquiry.html

http://www.beavton.k12.or.us/jacob_wismer/resources/science/scientific_inquiry.htm

Animal Websites

Texas - http://www.tpwd.state.tx.us/huntwild/wild/species/

Species - http://www.kidsplanet.org/factsheets/map.html

People's trust - http://www.ypte.org.uk/animal-facts.php

Timucuan Preserve - http://www.nps.gov/timu/forkids/upload/animal_fact_sheet.pdf

Oakland Zoo - http://www.oaklandzoo.org/animals/

Discovery - http://animal.discovery.com/animals/wild-animal-guides.html

Woodland Park Zoo - http://www.zoo.org/Page.aspx?pid=1248

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Chicken Little

Title: Chicken Little

Authors: Rebecca ad Ed Emberley

Illustrators Rebecca and Ed Emberley

Synopsis: A retelling of the classic story of Chicken Little, who has an acorn fall on his head and runs in a panic to his friends Henny Penny, Lucky Ducky, and Loosey Goosey etc., to tell them the sky is falling.

Activity Title: Chicken Little Chant and Vocabulary Lesson

Activity Description: There are tons of activities you can do with this story as it lends itself well to compare/contrasting other versions, puppets and plays, story sequencing, and cute arts and crafts based on the Emberley's illustrations. I however just finished G.L.A.D. training so I came up with a chant and vocaulary cards (both are attached). For those of you unfamiliar with G.L.A.D. it goes something like this: * Have the Vocab. words cut apart as cards and taped up for all to see or even better use a pocket chart. Go over the words, how to say, talk about what they mean. Have students put their heads together with a neighbor to facilitate discussion. Call on students to tell the meanings (or you can help if they don't know). * Introduced and read aloud the story Chicken Little (GLAD suggests you buy a second copy of the book you can cut up. Cut the pages apart placing the text on the back of your new "story cards" and lamanate. You don't need to use all of the pictures but use all the text. Hint: number the cards. Read the story that way keeping the cards in your lap when done.) * Ask the students if they could help you retell the story (Using your "story cards" show the students the first picture and have them tell you what's happening. Afterwards place the picture on a big piece of butcher paper with a tape curl in order left to right, top to bottom to create a story map.) * Bring out your Chicken Little Chant written out on another big piece of butcher paper. Read it through the first time. Have the students sing with you, using a pointer. * Pass out the vocabulary cards and sing it again this time when you come to a vocab word, the student comes up and tapes it to the butcher paper on top of the word in the chant. * You can give students their own copy of the chant to color on if you want or have more time. EALR's/GLE's: 1.2.2 -Applys a variety of strategies to comprehend words and ideas in complex text 2.1.3 Comprehension of text - main idea, supporting details. Accelerated Reader Information: Interest Level: LG Reading Level: 2.30 Points: .5 Quiz: 130810 Reading Counts Information: Interest Level: K-2 Reading Level: 2.70 Points: 1.0 Quiz: 46310 20

Activity Created By: Kim Guyette

Related Websites:

http://www.edemberley.com/pages/main.aspx

http://us.macmillan.com/chickenlittle

(cute 30 sec. intro video of the book -is from You Tube)

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The Curious Garden

Title: The Curious Garden

Author: Peter Brown

Synopsis:

One boy's quest for a greener world... one garden at a time.

While out exploring one day, a little boy named Liam discovers a struggling garden and decides to take care of it. As time passes, the garden spreads throughout the dark, gray city, transforming it into a lush, green world.

Activity Title:

One Greener or Better World. . . One Student at a Time.

Activity Description:

With a little love, and some determination, Liam was able to transform the Highline Railroad into an amazing garden. Think of something that you would want to change in the world to make it a better place. Draw a picture of what that would look like before and what it would look like after knowing you would be like Liam in a quest for a better world.

EALR¡¯s/GLE¡¯s:

2.1.1 (Understands how to ask questions about text), 2.1.2 (Understand how to create mental imagery), 2.1.3 (Understands and determine important or main ideas and important details in text. 2.4.1 (Understands how to give personal responses and make connections to text),

Related Websites: http://www.somebrownstuff.com/ http://www.chowderandfriends.com/
http://www.embracingthechild.org/abrown.html

http://www.amazon.com/gp/pdp/profile/A30FLLFKXGZMTP

http://www.storysleuths.com/2010/04/interview-with-peter-brown-curious.html

http://www2.scholastic.com/browse/article.jsp?id=7312

http://www.soundauthors.com/peter-brown-the-curious-garden-2.htm

http://www.youtube.com/watch?v=5w2vC-9An0k
schools.evergreenps.org/site/default.aspx?domainid=7

Activity Created By:

Stephanie Wilson

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Dark Night

Title: Dark Night

Author: Dorothee De Monfreid

Synopsis: Little Felix is all alone, walking home through the forest when he hears a spooky howling and spots a wolf approaching! His luck turns from bad to worse when a tiger scares away the wolf and a crocodile scares away the tiger! Can something as small as a rabbit help Felix scare away the wild things prowling the woods?

Activity Title:

Facing Your Fears

Activity Description: Here are severeal, short activities that could be done to have fun and bring about good discussion regarding facing your fears. 1. Growl Down Your Fears: In the story, Felix and rabbit scare away the fearsome animals by dressing as a monster themselves and growling at all they meet. Have a contest where students can make their best Growwwwlllll¡ for scaring away monsters. Students may vote on whose growl was the best or award Growl Certificates for all participants, etc. You may want to audio record or video record the contest. 2. Scary Masks: Since Felix and the Rabbit also wore a mask to face their fears - have students use construction paper, glue, markers, crayons, etc. to each make a scary mask that they could wear to frighten away their fears. This might be combined with the first activity - students could wear their masks when performing their "Growwwllllll". 3. Once I Was Afraid: Have students share about how they have already conquered certain fears by writing or dictating responses to the statements on the Once I Was Afraid Template: "Once I was afraid of______ But now I'm not because__________. These papers can be put together into a classroom book, or put up on a bulletin board.

EALR's/GLE's: Writing GLE 1.5.1: Publishes own writing. Communications EALRs 3.2 ¡ª Uses media and other resources to support presentations. 3.3 ¡ª Uses effective delivery. The Arts EALR 2.1: Applies a creative process in the arts (dance, music, theatre and visual arts):

Related Websites: 1. Lesson Plans on "Being Afraid": http://www.opencourtresources.com/teaching/OCRunits/afraid/lesson_plans_being_afraid.html Activity Created By: Jerry Alldredge

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Duck! Rabbit!

Title: Duck! Rabbit!

Author: Rosenthal, Amy Krouse

Illustrator: Litchenheld, Tom

Synopsis: Two unseen people see characters see a creature and argue about what it is - either a Duck or a Rabbit. Each has excellent points - who do you think is right?

Activity Title: He Said. She Said.

Materials: Some examples from the optical illusion - the ones that can be one thing then another Run the Dialog charts on two different color papers. paper plates crayolas scissors glue Run off the duck and rabbit mask or create scribble art starters (example included)

Activity Description: - Discuss the what an "Optical Illusion" is. (optical = vision, sight; illusion = deceive, trick) - Show the kids some of the OI that can be one thing then after you look longer - see that it could be another image. Is one view more correct than the other? (no) It is a person's point of view. (an opinion - not a fact.) - Divide the class up into two different teams. Have one team be the rabbit spotters and the other the ducks. - If you have time, read the story first. If not, go right into the HE SAID, SHE SAID story where the kids read off the cards. - as a follow-up, do the masks or the scribble art

EALR¡¯s/GLE¡¯s:

Reading - 1.4.3 - Apply different reading rates to match text. 2.2.3 - Understand reading elements 2.4 - Think critically and analyze author¡¯s use of language, style, purpose, and perspective in informational and literary text. 3.4 - Read for literary/narrative experience in a variety of genres. Communications - 1.1 - Uses listening and observation skills and strategies to focus attention and interpret information. 2.2 - Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks. 3.3 - Uses effective delivery.

Arts - 1.1 - Understands and applies visual arts concepts and vocabulary. 2.1 - Applies a creative process in visual arts. Theatre - 2.2 - Applies a performance process in visual arts. Associated Websites - Chronicle Books - http://www.chroniclebooks.com/duckrabbit/pdfs/DRTeachersGuide.pdf YouTube -

http://www.youtube.com/watch?v=hPCoe-6RRks It's a group of¡ okay - it has nothing much to do with Duck! Rabbit! But it is still cool!

http://www.thealmightyguru.com/Pointless/AnimalGroups.html Amy Krouse Rosenthal

http://www.whoisamy.com/

http://www.harpercollins.com/authors/26915/Amy_Krouse_Rosenthal/index.aspx Tom Lichenfield

http://www.tomlichtenheld.com/index.htm Optical Illusions - please preview - there are kiddy ones right next to scary ones!

http://www.magictom.com/optical_illusions.htm http://greatillusions.info/ http://brainden.com/optical-illusions.htm (Don't send the kids to this one!)

http://www.yugzone.ru/optical_illusions/illusions.php?id=1469&cat=5

http://www.michaelbach.de/ot/ M.C. Esher - optical artist

http://www.mcescher.com/ Bev Doolittle - natural otical illusionist http://www.bevdoolittle.net/

Activity Created By: Amy Cook - Edison Elementary - Kennewick, WA

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Imogene's Last Stand

Title: Imogene's Last Stand

Author: Candace Fleming

Illustrator: Nancy Carpenter

Synopsis: Meet Imogene, a plucky heroine with a passion for history. As a baby, Imogene's first words were ¨DFour score and seven years ago.¡¬ In preschool, she fingerpainted a map of the Oregon Trail. So it¡¯s not surprising that when the mayor wants to tear down the long-neglected Liddleton Historical Society to make room for a shoelace factory, Imogene is desperate to convince the town how important its history is. But even though she rides through the streets in her Paul Revere costume shouting, ¨DThe bulldozers are coming, the bulldozers are coming!¡¬ the townspeople won¡¯t budge. What¡¯s a history-loving kid to do? Filled with quotes from history¡¯s biggest players¡ªnot to mention mini-bios on the endpapers¡ªand lots of humor, here¡¯s the perfect book for budding historians.

Activity Title:

Who Said That?

Activity Description:

After hearing the story, children will become familiar with the concept of quoting someone else. To quote is to repeat what someone says while giving them credit for saying it first. Then they will complete the worksheet matching quotations from familiar children's books.

EALR¡¯s/GLE¡¯s:

Reading 2.1.3 Understand and determing important or main ideas and important details in test.

Reading 3.4.2 Understand traditional and contemporary literature in a variety of genres.

Related Websites:

https://www.randomhouse.com/catalog/teachers_guides/9780375849794.pdf An Educator's guide to books by Candace Fleming

Activity Created By:

Shay Eisenbarth 93

WHO SAID THAT?

Match the quote to the book it came from.

A. ee-ee-oo-oo-ah-ah-ah

5 little chimps do the ____________________.

B. Dear Farmer Brown, The barn is very cold at night. We¡¯d like some electric blankets. Sincerely, The Cows

C. On Thursday, he ate through 4 strawberries but he was still hungry.

D. I have the biggest, reddest dog on the street.

E. What do you see? I see a red bird looking at me.

F. Would you like them in a house? Would you like them with a mouse?

G. My name is Skippito Friskito. I fear not a single bandito. My manners are mellow. I¡¯m sweet like the Jell-O. I get the job done, yes, indeed-o.

H. Aggle Flaggle Klabble!

I. Every night, when the people went home and the room was dark and quiet, the library belonged to Sam.

______ Brown Bear, Brown Bear, What Do You See?

______ Click, Clack, Moo: Cows That Type

______ Green Eggs and Ham

______ Library Mouse

______ Knuffle Bunny

______ Cha Cha Chimps

______ Skippyjon Jones

______ The Very Hungry Caterpillar

______ Clifford the Big Red Dog

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I Need My Monster

Title: I Need My Monster

Author: Amanda Noll

Illustrator: Howard McWilliam

Synopsis: Noll turns the tables on monster fears by introducing readers to Ethan, a little boy who cant fall asleep without the ragged breathing and claw-scratching of his favorite monster, Gabe. But Gabe has left a note that hes gone fishing, so Ethan knocks on his floor to summon a series of substitute ghoulies. Herbert, a horned green thing in a vest, doesnt even have claws. And Ralph, a four-eyed, six-armed blob, has claws, but theyre painted and manicured. And Cynthiawell, no hard feelings, but a boy wants a boy monster, not a girl. The book strikes a nice balance between comforting and creepy, especially endearing is Gabes early return home as he huddles beneath the bed like a faithful dog and says, ―Now, if you dont mind, Id like to start the evening with an ominous puddle of drool.‖

Activity Title:

Activity #1: Draw My Monster.

Activity Description: Students pair off and one sits with his/her back to the other who has a piece of paper and pencil. The student facing away from the other is the "describer" who describes his/her perfect monster and the other student draws the monster as the "describer dictates." This forces the "describer" to use all kinds of detailed information and adjectives like: "It has a very large "egg shaped" head that is mostly bald with a few spikes of long dark hair near the front of its head. Its eyes are about midway down the head and are small, beady and close together with very thick eyebrows just above the eyes and shaped almost like a straight line with a little droop near the end on the outer part of each eye." This kind of exercise will increase awareness in descriptive detail and adjective awareness. It will also help to increase the imaginative awareness of the "describer" and the "drawer." An extension of this activity would be to use just adjectives to describe the monsters on each page. This activity will encourage the kids to develop a great list of "descriptive" words that will hopefully be incorporated into their writing assignments.

EALR’s/GLE’s:

GLE K 1 2 3: 3.1.1 Analyzes ideas, selects topic, and adds detail. Draws and labels pictures. Dictates ideas that match pictures to a scribe when necessary. Uses words and pictures to express ideas. Uses multicultural picture books as models to generate ideas. Analyzes ideas, selects topic, adds detail, and elaborates. Develops ideas for topics orally and visually (e.g., discusses, draws, and/or writes to develop ideas). Develops and chooses from a list of general topics for writing (e.g., pets, friends, favorite places). Elaborates on ideas using descriptive words and phrases (e.g., My yellow striped cat jumped on my bed.). Selects title for a piece of writing. Analyzes ideas, selects topic, adds detail, and elaborates. Develops list of specific topics for writing (e.g., playing with a pet or friend). Selects from a list of specific topics for writing. Maintains focus on a specific topic (e.g., writes and draws in a science journal about scientific observations such as the life cycle of a plant or animal). Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences).

Related Websites:

This website offers ways to help kids deal with their fear of monsters: http://www.parenting.com/article/Child/Behavior/Ask-Dr-Sears-Mashing-Monster-Fears.

There is another site with all kinds of ideas for "Halloween and Monster Fun": http://www2.scholastic.com/browse/collection.jsp?id=51

Activity Created By: Dianne Borchert

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Let's Do Nothing

Title: Let's Do Nothing

Author:Tony Fucile

Illustrator:Tony Fucile

Synopsis:

Frankie and Sal have been busy all day so they decide to do nothing for a while. The outcome terrifies Frankie and does not satisfy Sal. So they come to a conclusion that is satisfactory to both.

Activity Title: Making Connections Booklet

Activity Description:

Students are given three pieces of paper to cut with pictures depicting the story . Each page is divided into four smaller pages for cutting. When the pages are put together the booklet becomes a tool for students to reflect on the story. Two sections are for the students to draw.

EALR’s/GLE’s:

2.1. Demonstrate evidence of reading comprehension.

2.2. Understand and apply knowledge of text components to comprehend text.

3.2. Read to perform a task.

Related Websites:

http://www.candlewick.com/book_files/0763634409.art.1.pdf

http://margodill.com/blog/2009/10/06/tuesday-tales-lets-do-nothing-by-tony-fucile/

Activity Created By: Carol Steen

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My Name is Sangoel

Title:My Name is Sangoel

Author:Mohammed, Khadra and Williams, Karen Lynn

Illustrator:Stock, Catherine

Synopsis:

Sangoel, who is proud of his rich African heritage, moves to America, and when nobody there can pronounce his name correctly, he fears he will lose his identity. Sangoel is frustrated until he finds a clever way to solve the problem.

Activity Title: Name Cut-up

Activity Description:

Materials:
     *Magazines
     *Scissors
     *Crayolas
     *9 x 12 " assorted construction paper
     *Glue Sticks

Activity:

* Have the kids Draw their name in the middle of the paper

* using the magazines have them find pictures or words that make the sounds of their name

* also or find words or pictures that they identify with; family, hobbies, sports, favorite things, favorite

places, what they dream of doing when the grow up…

* Glue them onto the construction paper

EALR’s/GLE’s:

Reading:

3.4.1 - Participate in WCCPBA process by listening to and/or reading nominated books, selecting a

favorite, and generating a personal response.

4.1.3 - Listen to, read, and discuss a variety of literature representing different perspectives of family,

friendship, culture, and tradition, generating a personal and/or text-based response.

Art:

1.1.1 - Understands, applies and creates the visual arts elements of line, shape, form, color, value,

texture and space in the production of a work of art.

Related Websites:

Williams Writes
http://www.karenlynnwilliams.com/files/sangoel_guide.pdf

CultureGrams - (database) Sudan

Activity Created By: Amy Cook
Edison Elementary - Kennewick

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Nubs

Title: Nubs The True Story of a Mutt, a Marine & a Miracle

Author: Major Brian Dennis, Kirby Larson & Mary Nethery

Illustrator: Photos contributed by many individuals

Synopsis:

Major Brian Dennis, stationed in Iraq in 2007, discovers a pack of feral dogs in the dessert. One dog stands out from the rest. Major Dennis calls him Nubs because his ears have been cut off to make him a dog of war. Through emails and engaging text the story is told about a dog and man destined to be together.

Activity Title: Bookmarks

Activity Description:

Students will be given a sheet of five bookmarks. Three of the bookmarks depict the story of Nubs. Two of the bookmarks will be blank so that students can create their own bookmarks either from the book about Nubs or other books from the WCCPBA list

EALR’s/GLE’s:

3.2. Read to perform a task.

2.1. Demonstrate evidence of reading comprehension. 2.1. Demonstrate evidence of reading comprehension.

Related Websites:

http://www.hachettebookgroup.com/features/storyofnubs/index.html

http://www.goodreads.com/book/show/6557929-nubs

Activity Created By: Carol Steen

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Panda Kindergarten

Title: Panda Kindergarten

Author: Joanne Ryder

Illustrator: Dr. Katherine Feng

Synopsis:

Photographs and text follow sixteen panda cubs at the Wolong Nature Preserve, where they are raised and observed by scientists and workers while they learn survival skills that will allow them to be re-released into the wild.

Activity Title: Panda Pattern and Panda Book of Facts

Activity Description: Visit the listed sites below and allow students to watch PANDA CAM and listen to sounds pandas make via national zoo site. Really Cool!

The San Diego Zoo’s site has a fun video clip of two pandas celebrating a birthday.

Setting Up the Story: Ask students what they might have in common with Giant Pandas; mammals, eyes, eating, etc. Well, today’s story is about a group of baby pandas who went through kindergarten where they learned how to get along and play with each other.

K-2 can put together a panda pattern. 3rd graders have an opportunity to assemble a poof book to document panda facts from panda books.

Materials: Panda books, Panda pattern, 9’ X 12‖ paper, scissors, black markers, and glue sticks or brads.

EALR’s/GLE’s:

2.1 Demonstrate evidence of reading comprehension

2.2 Understand and apply knowledge of text components to comprehend text.

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literacy and informational text.

Related Websites:

http://nationalzoo.si.edu/Animals/GiantPandas/PandaFacts/default.cfm

http://www.sandiegozoo.org/animalbytes/t-giant_panda.html

Activity Created By: Charisse Tsukamoto

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Ron's Big Mission

Title: Ron's Big Mission

Author: Rose Blue and Corinne J. Naden

Illustrator: Don Tate

Synopsis:

Ron loves going to the Lake City Public Library to look through all the books on airplanes and space. He is ready to take out books by himself. But for Ron, in the segregated world of South Carolina in the 1950's, getting your own library card is not just a small rite of passage - it is a first courageous mission. Here is an inspiring story, based on Ron McNair's life, of how a young boy, future scientist and shuttle astronaut, desegregated his library through the power of peaceful resistance.

Activity Title: My Big Mission

Activity Description:

In the story, Ron loved to read about space. In his future, he became an astronaut. Have each student think about what interests them and what kind of career they could have in the future. Have them make text to self connections between their interests now and potential ways they could continue them as grownups. See template for students to draw their ideas.

EALR’s/GLE’s:

Reading 2.1.4 - Understand how to use prior knowledge

Reading 2.4.1 - Understand how to give personal or text-based responses and make connnections to text.

Related Websites:

www.jsc.nasa.gov

You will find Ron Mc Nair's biography

www.space.about.com

You’ll find biographies of astronauts, pictures of space, etc.

www.nasa.gov

This site has videos and pictures of space, kid’s games, etc.

Activity Created By: Shay Eisenbarth

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Splat the Cat

Title: Splat the Cat

Author: Rob Scotton

Synopsis:

A nervous Splat finds his first day at Cat School much better than he expected.

Activity Title: Excuses, Excuses

Activity Description:

Splat has many excuses for not going to school: "I don't have any clean socks, Mom." "The front door won't let me out, Mom." "The Lampost won't get out of my way, Mom." As a class brainstorm other silly or imaginative excuses that kids sometimes use to get out of going to school or doing something else that they don't want to do. Use the "Excuse Template" to have each student make a page for a Book of Excuses. Students will write an excuse and then create an accompanying illustration.

EALR’s/GLE’s:

Writing GLE 1.1.1: Applies at least one strategy for generating ideas and planning writing. Writing GLE 1.5.1: Publishes own writing.

Writing GLE 2.3.1: Understands there is more than one form/genre of writing/uses more than one form/genre of writing.

Related Websites:

Rob Scotton website:

http://wwwrobscotton.com

Splat the Cat homepage:
http://web.mac.com/rscotton/www.splat_the-cat.com/Home_of_Splat.html

Splat Resource page (coloring sheet & video): http://homepage.mac.com/rscotton/splat.resources/FileSharing50.html

Video - Meet Splat the Cat:

http://www.youtube.com/watch?v=4mluLgeI7ms

Splat the Cat Activities & Events (from the publisher): http://www.harpercollinschildrens.com/harperchildrensImages/Printable/Splat_Activity[2].pdf

Activity Created By: Jerry Alldredge

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Those Darn Squirrels!

Title: Those Darn Squirrels

Author: Adam Rubin

Illustrator: Daniel Salmieri

Synopsis:

Old Man Fookwire loves the birds around his house and doesn't want them to leave. So, he builds birdfeeders and fills them with yummy things to keep the birds from flying south. Unfortunately those darn squirrels also love the food and they and Old Man Fookwire each try to outsmart the other!

Activity Title: Analyze and design an obstacle course

Activity Description:

Focus on the 2 page spread of the obstacle course that Old Man Fookwire designs to try to keep the squirrels out of the bird seed. Analyze the drawing to see what would happen if they got into the trap. Have students try to design their own obstacle course, either on paper for the squirrels or in the classroom for themselves. Use caution, so they don't hurt themselves!

EALR’s/GLE’s:

Reading 1.3, 2.1, 2.2, 2.3, 2.4, 3.4,

Related Websites:

http://www.youtube.com/watch?v=nWU0bfo-bSY&feature=related

YouTube video of a squirrel making his way throgh an obstacle course.

Activity Created By: Barb Engvall

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The Three Little Alligators

Title: The Three Little Gators

Author: Helen Ketteman

Illustrator: Will Terry

Synopsis:

An adaptation of the ―Three Little Pigs‖set in an east Texas swamp. The three little gators in order to protect themselves from the Big-bottomed Boar build their houses with rocks, sticks, and/or sand. When the Big-bottomed Boar encounters the sand house he follows through on his threat to ―wiggle my rump with a bump, bump, bump and smash your house!‖The result: ―Sand flew everywhere‖while the Little Gator escapes ―faster than a fox after a muskrat‖to the stick house, and so on.

Activity Title: Comparing Three Little Pigs Stories

Activity Description:

Write or use the Venn diagram to determine what is the same in each of the stories and what is diffeent in each story.

EALR’s/GLE’s:

Writing 1.5.1 Publishes own writing,

2.3.1 Writes/understands more than one form of genre.

Related Websites:

http://www.albertwhitman.com/content.cfm/bookdetails/The-Three-Little-Gators

Authors:

http://helenketteman.com/

Activity Created By: Kay Evey, Tukwila Elementary

COMPARING THREE LITTLE GATORS WITH THREE LITTLE PIGS

Choose all of the things that you think are the same in both books:

□ There are three of each animal

□ Their mother sends them out in the world to seek their fortune

□ Their mother warns them of danger

□ They are all pigs

□ The three animals are brothers

□ The animals are not brothers

□ There are more than three animals

□ They all build dwellings separately

□ They build the dwellings together

□ The enemy "huffs and puffs" and blows the dwelling down

□ The enemy uses different methods to wreck the dwellings

□ The enemy is a wolf

□ The enemy is not a wolf

□ They all live in the country

□ They all live in the swamp

□ They build their homes of different materials

□ The homes are built with sticks, straw and bricks

□ The homes are all destroyed

□ The last house is not destroyed

□ The animals get eaten by their enemy

□ The animals escape the enemy

□ The animals fool the enemy

□ The animals and the enemy become friends in the end

□ The animals and the enemy are not friends in the end

□ The animals trick the enemy

□ They all live happily ever after

Write at least one (two or three) thing(s) that is/are not the same in both stories:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: _________________________

Compare the story Three Little Gators with other versions of The Three Little Pigs

Three Little Gators Title:

Main Characters:

Main idea:

Problem:

Solution:

Events:

Number(s) used in story:

______________________________________________________________________

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Truckery Rhymes

Title: Truckery Rhymes

Author: Jon Scieszka

Illustrator: David Shannon, David Gordon, Loren Long

Synopsis:

A collection of "rowdy rhymes," and "honk-along," songs that trucks have been have been sharing for years. All the classic rhymes that every truck will know are here - such as, "Peter Peter Payload Eater," "Little Dan Dumper,"and "Pop! Blows the Diesel."

Activity Title: Write Your Own Nursery Rhymes

Activity Description:

Start by sharing and reviewing a number of traditional nursery rhymes. Ask students to recite any that they can remember, or have a Nursery Rhyme Quiz, "Jeopardy" game, or play Nursery Rhyme Charades. Pick a topic that is popular with your students or that they have been recently studying and learning about such as dinosuars, whales, butterflies, farm animals, etc. Create "fill-in-the-blank" templates of some familiar nursery rhymes that keep the rhythym and structure of the original, but allow students the opportunity to be creative by adding names, actions, and descriptions. Have students complete the templates with their own ideas related to the chosen topic. Do a number of these together as a whole class practice. Finally allow individual students to fill in printed copies of the templates on their own, or dictate to the teacher or a helper, depending on the grade level. Have students create an original illustration to accompany their rhyme. Examples: Mary Had A Little Lamb becomes: July had a great big whale…, or Baa Baa Black Sheep becomes: Roar Roar Tyranosaur…

EALR’s/GLE’s:

Writing GLE 1.1.1: Applies at least one strategy for generating ideas and planning writing.

Writing GLE 1.5.1: Publishes own writing.

Writing GLE 2.3.1: Understands there is more than one form/genre of writing/uses more than one form/genre of writing.

Related Websites:

Jon Scieszka Worldwide:

http://www.jsworldwide.com/

Trucktown.com:

http://www.trucktown.com/

Jon Scheszka's Trucktown:

http://www.simonandschuster.com/specials/kids/behindthepulse/trucktown/

How To Write a "Mary Had A Little Something," poem:

http://www.gigglepoetry.com/poetryclassdetail.aspx?LessonPlanID=15

Jon Scieszka reads from Truckery Rhymes:

http://www.youtube.com/watch?v=w5LCJE-yMwY

Jon Scieszka Discusses the Inspiration for Truck Town:

http://www.youtube.com/watch?v=w5LCJE-yMwY

Activity Created By: Jerry Alldredge

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Turtle's Penguin Day

Title: Turtle's Penguin Day

Author: Valeri Gorbachev

Synopsis:

After hearing a bedtime story about penguins, Turtle dresses as one for school and soon the entire class is having a penguin day, sliding on their bellies and eating goldfish crackers.

Activity Title: Turtle's Monkey Day

Activity Description:

Sequence the events of Turtle's Penguin Day together as a class. Then create individual or class stories showing what would happen the following day when Turtle goes to school dressed as a monkey. Use sequencing vocabulary to reinforce the story structure. See attached template for completed sequence for "Turtle's Penguin Day." Responses can be written or drawn.

EALR’s/GLE’s:

Reading 2.1.2 Understand how to create mental imagery

Reading 2.2.1 Know and Understand Story Sequence

Related Websites: For additional lessons -

Learn about how blubber insulates a penguin by creating a blubber glove. http://www.gma.org/surfing/antarctica/blubber.html

My Itsy Bitsy Penguin book – Free printable at

www.kidzone.ws

Learn how to draw a penguin See these websites for instructions:

http://www.joysikorski.com/penguin.html

http://www.unclefred.com/draw/penguin/penguin1.html

Activity Created By: Shay Eisenbarth