The Three Billy Goats Gruff

Every Monday, I highlight a book from our school bookroom along with lesson plan suggestions. Feel free to use anything you find useful, but comments are always appreciated!

The Three Billy Goats Gruff, by Paul Galdone

We talk a lot about filling in background knowledge of our high-poverty and ELL students. Lucky for us, we have a whole bunch of Paul Galdone’s traditional stories in our bookroom. I’ve seen The Three Billy Goats Gruff, obviously (it’s currently in the bucket of former SFA Roots books), The Little Red Hen, The Three Bears, and The Gingerbread Man. Combine this with all the James Marshall fairy tale books we have, and we’ve got a pretty solid collection. You might also want to talk with our Kindergarten team, as I know a few teachers did a fairy tale unit last year.

You can learn more about Galdone here, in a neat Seattle Times profile. Information on the Austrian-born artist and his work can also be found here, here, and here. You know I’m more than wary about Wikipedia, but I’m perplexed that I can’t find any “official” biographies. Holy COW, look at all the books he illustrated (scroll down to the bottom).

1958 book review in the St. Petersburg Times

Children’s book historian Leonard S. Marcus had this to say about Galdone’s works: “Knowing that copies of his books were bound for use in preschool and elementary school classrooms and public libraries, he planned his illustrations with the child in the last row at story hour in mind.” I love learning the thinking behind books, particularly picture books, which are so often dismissed by grown-ups as easy to write. You can see his illustration style in this sample of The Little Red Hen.

There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:

Comprehension

  • Use prior knowledge to connect with text. This goes along with asking questions, below. Ask (or chart) what traditional stories students have heard or seen. This will help you gauge familiarity with patterns such as the rule of three, etc.
  • Ask questions throughout the reading process. Before: What are some characteristics of traditional or enduring stories? During: What patterns do you notice in the structure of the story? Does it remind you of any other children’s stories? After: Why do you think the author says the troll was “as mean as he was ugy”? Do you often notice that the evil characters are ugly while the heroes are pretty or handsome? Why do you think many authors do this?

Fluency

  • Use punctuation to enhance phrasing and prosody. For primary students, talk about the all-caps words and the different tones the billy goats and troll might use. This would be a great shared reading opportunity to start with, because everybody will probably wind up sounding pretty silly. For older students, you could contrast the all-caps approach of conveying mood with more modern books like Geronimo Stilton, which uses multicolored, crazily-shaped text. How does technology impact the way books are written, published, and ultimately interpreted? How do these interpretations change over time?
Speaking of different interpretations of the Three Billy Goats, this is a tremendous resource.

Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!

Comments and constructive feedback are always welcomed. Please let me know if these lessons were useful in your class!

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Papagayo: The Mischief Maker

Every Monday, I highlight a book from our school bookroom along with lesson plan suggestions.

Papagayo: The Mischief Maker, by Gerald McDermott

Papagayo is a loud parrot, and the night creatures don’t care for all his squawking. But they start to change their tune when a giant dog wakes up and begins chomping on the moon.

Second graders in Federal Way have a science unit on weather. It might be fun to use this and other weather legends to explain how different cultures used to explain conditions in nature.

This book is by Gerald McDermott, who won the Caldecott award for Arrow to the Sun and a Caldecott Honor for Anansi the Spider. He’s another great candidate for an author study.

You could also read this book with The Parrot Tico Tango or fellow Caldecott winner Why Mosquitoes Buzz in People’s Ears. For a more advanced conversation, consider — why were so many legends and folk tales selected for Caldecotts in the 1970s and 1980s? You might want to look at this link for some new perspectives.

Plenty of lesson plans are available for trickster tales, which is the subgenre this book falls into. Did you know Papagayo has been made into an opera? And if you’re in Nebraska, you might even be able to catch McDermott’s show at the Joslyn Art Museum!

There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:

Comprehension

  • Retell the story. This is a pretty basic plot line, so it would be a useful to book to use to help students either increase or decrease the level of detail in the retells, depending on what’s necessary.
  • Ask questions throughout the reading process. Because the book follows a time pattern (first one night, then the next night, etc.), checking in on how predictions and ideas change would be able to happen at pretty natural stopping points.

Vocabulary

  • Voracious reading. Voracious readers encounter many exciting verbs, which helps them avoid overusing words like “said,” “happy,” “sad,” and “mad.” Papayago and company use a wide variety of verbs. You might want to take a peek at this as well:

 

Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!

Comments and constructive feedback are always welcomed. Please let me know if these lessons were useful in your class!

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A Hummingbird’s Life

Every Monday, I highlight a book from our school bookroom along with lesson plan suggestions.

A Hummingbird’s Life, by John Himmelman

I’ve been slowly processing the old mentor texts from the SFA Roots series, and I’m pretty excited to add these to our bookroom for several reasons:

  • Many of them are light on the text, making them perfect for primary read alouds.
  • Most sets have three or more copies, so an entire grade level team can plan their read alouds collaboratively if they so choose!
  • Quite a few of the books have a “sister text” pairing fiction with nonfiction, another powerful planning tool.

If you’re looking to celebrate the arrival of spring with a study of nature and/or of poetry, this website is a good place to start for some hummingbird-inspired poems.

There are no lesson plans included with this book. There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:

Comprehension

  • Use text features. Despite being narrative nonfiction and being such a basic book (its AR readability level is 2.3), A Hummingbird’s Life is chock-full of text features. There’s an info box at the front giving background information on the Ruby-throated hummingbird, a glossary, and an About the Author section.
  • Use main idea and supporting details to determine importance. Another great benefit of this text being so short is that you can copy the entire book onto a piece of chart paper, project it using document I’ve typed here, or give each student their own copy to mark what they believe are the main ideas.

Accuracy

  • Trade a word / guess a word that makes sense. Many primary science units (at least in our school district) are about animals, habitats, and ecosystems. Talk with students about how their familiarity with new vocabulary they’ve learned in their science unit can help them read accurately.

Behaviors that Support Reading

  • Increase Stamina. Because of the limited amount of text in this book, this might be a good book for young primary students to practice making it all the way through a read aloud without needing a body break.

Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!

Comments and constructive criticism are always welcomed! Please leave a comment if you’ve found this helpful!

Meet Wild Boars

Every Monday, I highlight a book from our school bookroom along with lesson plan suggestions.

Meet Wild Boars, by Meg Rosoff and Sophie Blackall

See a preview of this book at Google Books.

Meet wild boars. They are crude, naughty, and wear sweet vintage-inspired duds. “They are dirty and smelly, bad-tempered and rude. Do you like them? Never mind. They do not like you either.”

DID YOU KNOW that wild boars are an invasive species to North America? It’s true — they came over from Europe. If you’re using this book with older kids, it might be neat to talk about metaphors — the boars as plaid-shirt-wearing ruffians are a bit of a pain, but is this perhaps also a commentary on wild pigs running amok?

Older students (huzzah for using picture books in high school!) might even extend this further to make comparisons with Margaret Atwood’s Oryx and Crake, where wild boars play an alarming role. (Did I just relate feminist speculative fiction to a children’s book about boars? OH YES I DID.)

There are no lesson plans included with this book. There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:

Comprehension

  • Use prior knowledge to connect with text. Countless books are written where the mean old rotten character turns out to have charming, redeemable qualities in the end. Not so in this book. Yet, the author doesn’t advise the reader to take action against these meanies, just to be wary and respond appropriately. What a refreshingly honest message!

Accuracy

  • Use the picture… Do the words and pictures match? Onomatopoeia are great for getting students who think they don’t NEED to use the picture to slow down and take a look at the picture. If you don’t use the picture, how will you know precisely how to articulate that SNORT? How in the world could you decide what emotion TUSK conveys?

Fluency

  • Adjust and apply different reading rates to match text. We usually read a book with repeated phrases and patterns differently than we would a regular fiction book or a nonfiction text.

Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!

Comments and constructive criticism are always welcomed! Please leave a comment if you’ve found this helpful!

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