Blue Lipstick by John Grandits

Blue Lipstick by John Grandits

BIBLIOGRAPHY
Grandits, John, 2007, Blue Lipstick, Clarion Books, New York, ISBN 0618568603

PLOT SUMMARY

Blue Lipstick is a collection of poems written by Jessie, a not so typical 15 year old high school girl. Jessie conveys high school life through poetic journal entries which address her accounts with her parents, a younger brother, classmates and teachers.  Jessie’s narratives are clever, surprising and totally entertaining.

CRITICAL ANALYSIS

John Grandit’s collection of concrete poems assimilated and spoken through the eyes of high school student Jessie are witty, humorous and graphically fun. The rhythm in Blue Lipstick is unique and in free verse. As with most concrete poems, the graphic elements are critical to the flow or movement within each poem.  Grandit’s language and emotional impact serve as the backbone to the typographical arrangement and the intended message to be conveyed to the adolescent audience; a humorous and graphical appealing spin on the woes of high school life.

REVIEW EXCERPTS

School Library Journal, “This irreverent, witty collection should resonate with a wide audience.”

Horn Book, “A cover that’ll grab adolescent girls’ attention—and the poetry inside is equally appealing.”

Kirkus Reviews, "After suffering indignities at the pen of ... Robert (TECHNICALLY, IT'S NOT MY FAULT, 2004), big sister Jessie gets her chance."

Bulletin of the center for Children's Books, “Friendly and accessible… it will undoubtedly inspire a multitude or curricular uses.”

AWARDS: 

2008 Lee Bennett Hopkins Award Honor Book
ALA Notable Book for Children
ALA Quick Pick for Young Adults
National Parenting Publications Book Award
School Library Journal, Best Books of the Year

CONNECTIONS
Commercial Acting- Have students vote on which group they would most likely use the services of.
Group Theatre – Have the whole class read aloud the poem. Have a “Jessie” and an “Elton” to do the dialogue.
Group Activity- Put students in groups of three. One reading the part of the narrator, one being Jessie, and one being the brother.
Journal Activities-  Students will make an entry for their journals. It will be a concrete poem using their words to make pictures.
Self-Reflection-Students will write about a time they were frustrated about something to do with growing up.

Other recommended concrete poetry books:

Grandits, John. 2004. Technically, It’s Not My Fault: Concrete Poems. Sandpiper, ISBN 0618503617
Janeczko, Paul. 2005. A Poke in the I: A Collection of Concrete Poems. Candlewick, ISBN 0763623768
Fleishman, Paul. 2004. Joyful Noise: Poems for Two Voices. Harper Collins, ISBN 006021852

Bronx Masquerade by Nikki Grimes

Bronx Masquerade by Nikki Grimes

BIBLIOGRAPHY
Grimes, Nikki, 2002, Bronx Masquerade, Hampton-Brown, Carmel, California, ISBN 0803725698

PLOT SUMMARY

When, Mr. Ward, a high-school English teacher in Bronx, New York assigns an essay as a follow up to a unit on Harlem Renaissance,  his student Wesley choses to write a series of poems instead.  Wesley’s poetry becomes the catalyst for Mr. Ward’s weekly Open Mike Fridays.  Mr. Ward’s English class begins using poetry as a forum for self-expression and as a vehicle for dealing with the struggles and pressures associated inner city adolescence.

CRITICAL ANALYSIS

Nikki Grimes brilliantly intertwines novel with poetic verse.  This heartfelt story is beautifully revealed through the use of 18 culturally diverse students’ voices to convey the hardships and tribulations of inner city teens. The emotion captured through powerful language selection, creates intense imagery to accompany the eloquent yet often gritty subject matter.  These formidable experiences, expressed through poetry leave the reader wanting more.  The brief glimpse into each students’ lives is simply too abrupt. Perhaps Ms. Grimes will write a second verse novel continuing the journey of these 18 teens as they transcend into adulthood.

Bronx Masquerade is sure to spark many great discussions nationwide and maybe even inspiring students to use poetry to express their feelings and opinions about assumptions, prejudices and revelations.  A must read for young adults 12 and up!   (Novel contains mature content which should be approved by parents and/or school.)        

REVIEW EXCERPTS

Kirkus, starred review, "This is almost like a play for 18 voices, as Grimes...moves her narration among a group of high school students in the Bronx. The English teacher, Mr. Ward, accepts a set of poems from Wesley, his response to a month of reading poetry from the Harlem Renaissance. Soon there's an open-mike poetry reading, sponsored by Mr. Ward, every month, and then later, every week. The chapters in the students' voices alternate with the poem read by that student, defiant, shy, and terrified. All of them, black, Latino, white, male, and female, talk about the unease and alienation endemic to their ages, and they do it in fresh and appealing voices...Beyond those capsules are rich and complex teens, and their tentative reaching out to each other increases as though the poems they also find more of themselves

Horn Book, "A poet herself, author Grimes creates a montage of voices whose commonality rests in their sense of isolation and yearning to belong. Whether their poems...are in rap, free verse, or conscious rhyme, these kids surprise one another in part with how much they are alike. In shared pain and need, they all become poets; as readers, we want to believe their individual poetic gifts, even as we hear Grimes's considerable talent behind theirs...the book...succeeds because it makes us want the best for these voices so clearly heard."

School Library Journal, "A flowing, rhythmic portrait of the diversity and individuality of teen characters in a classroom in Anywhere, U.S.A...Readers meet Tyrone, an aspiring songwriter who sees no use for school; Lupe, who thinks that becoming a mother would give her the love she lacks in her life; and Janelle, who is struggling with her body image...Competent and reluctant readers alike will recognize and empathize with these teens. As always, Grimes gives young people exactly what they're looking for—real characters who show them they are not alone."

AWARDS: 

2003 Coretta Scott King Author Award
Best Book for Young Adults
Children's Literature Choice
Quick Pick for Young Adult Reluctant Readers
Junior Library Guild Selection
New York Public Library Book for the Teen Age
Tayshas High School Reading List (Texas)
Notable Books for a Global Society

 CONNECTIONS

Verbal / Linguistic: Write your own poem for Open Mike Friday.
Logical /Mathematical: Choose any two characters from the book and create a Venn diagram Visual /Spatial: Using any media (from crayons and oils, to charcoal and magazines ) create a self-portrait of one of the characters.
Body/ Kinesthetic:  Either memorize and perform a poem from Bronx Masquerade, a Harlem Renaissance artist, or perform your own poem.
Musical /Rhythmic:  Write a brief compare/contrast essay (even Mr. Ward's students had to write essays) about lyrics and poetry. What makes them similar? How are they different? Which one, do you think, has the most influence and why? Give examples.
Intrapersonal: Write a journal response after Open Mike Friday. Consider the following:
1. What did you learn about someone that you didn't expect?
2. Who surprised you the most? Why?
3. Whose poetry did you most admire? Why?
4. Would you want to do this again? Why or why not? 

Other recommended verse novels for young adult readers:

Hopkins, Ellen, Crank, ISBN 1416995137
Herrara, Juan Felipe, CrashBoomLove, ISBN 0826321143
Smith, Kristen, The Geography of Girlhood, ISNB B005IUW640
Frost, Helen, Keesha's House, ISNB 0374400121

THE SURRENDER TREE by Margarita Engle

BIBLIOGRAPHY

Engle, Margarita, 2008, The Surrender Tree, Henry Holt and Company, New York, ISBN 0805086749

PLOT SUMMARY

2009 Newbery Honor Book, The Surrender Tree is a gripping novel in poetic verse which documents Cuba’s historical struggles for liberation.  This haunting story, narrated through the poetry of 5 characters, guides its readers through the struggles and brutality of war, hiding and independence.  

CRITICAL ANALYSIS

Margarita Engle provides a compassionate and emotional account of Cuban history which is raw, honest and moving.  This powerful collection of poems eloquently details the history and geography of Cuban culture. Engle’s rhythm is short and simple with strong emotional impact. The language is vibrant yet straightforward which resonates with young adult readers.  As expressed through eyes of Rosa, a nurse committed to helping save lives, “The little war/ how can there be a little war/  are some deaths smaller than others/ leaving mothers to weep a little less?” Engle’s depictions of Cuba’s struggles are uncomplicatedly mesmerizing.

A riveting free verse historical tale which belongs in every library and in every middle school classroom: a captivating example of integrated international culture and government into American literature.

REVIEW EXCERPT

“Engle writes her new book in clear, short lines of stirring free verse. Caught by the compelling narrative voices, many readers will want to find out more.”—Booklist, starred review

“A powerful narrative in free verse . . . haunting.”—The Horn Book

“Hauntingly beautiful, revealing pieces of Cuba’s troubled past through the poetry of hidden moments.”—School Library Journal

“Young readers will come away inspired by these portraits of courageous ordinary people.” —Kirkus Reviews

“The poems are short but incredibly evocative.”—Voice of Youth Advocates

AWARDS: 

Newbery Honor 2009   

NCSS Notable Social Studies Children's Book

ALA Best Book for Young Adults

ALA Notable Children's Book

Booklist Editors' Choice Children's Book

Pura Belpre Author Award

 

CONNECTIONS

-Poetry Browse: Provide volumes of poetry in the classroom for students to browse through and enjoy. You might also provide a form for students to record favorite poems and their responses to poems.

-Favorite Poem: Ask students to bring in and read aloud a favorite poem (include song lyrics if age-appropriate).
-Host a poetry night and invite students’ family and friends.
-As students explore the theme of “crossing borders,” one of the desired outcomes is an increased social consciousness.  As a final product, consider compiling an anthology of students’ poems (and possibly artwork).
-Have students make a visual interpretation of their poem by creating a collage of words and images that conveys its message.

 Other recommended verse novels:

Willard, Nancy, A VISIT TO WILLIAM BLAKE’S INN, ISBN 0152938230,

Fleischman, Paul, JOYFUL NOISE, ISBN 0060218525
Sidman, Joyce, DARK EMPEROR, ISBN 0547152280
Schlitz, Laura Amy, GOOD MASTERS! SWEET LADIES!  ISBN 0763650943  
Nelson, Marilyn, CARVER: A LIFE IN POEMS, ISBN 1886910537

The Three Pigs, by David Weisner

The Three Pigs, by David Weisner

(Picture Book, ages 5-9)

 BIBLIOGRAPHY

Wiesner, D. 1999, The Three Pigs, Clarion Books, New York, NY; ISBN 0618007016

PLOT SUMMARY

The retelling of the classic The Three Little Pigs takes on a whole new adventure as The Three Pigs venture out of their own fairy tale and into the settings of Hey Diddle Diddle and also into the story of a dragon in pursuit of a golden rose.   The Three Pigs’ story begins very similarly as the class tale but as the second pig’s house of sticks is blown down, the pigs decide to jet set off on their paper airplane and into magical new lands.  The pig’s adventure concludes with dragon and cat returning to the world of The Three Pigs and a funny new twist on an ending.

CRITICAL ANALYSIS

This adaption, The Three Pigs could not be more progressive.  This classic tale takes on a whole new dimension through the use of cross fairy tale adventure.  It is a true modern day rendition of a very familiar classic.   Wiesner’s early influence of comic books is evident in his use of speech bubbles and collage style graphics.  Wiesner’s use of white space, the combination of framed illustrations with graphic overlays and diverse fonts create detail and excitement that captivates its reader.

The layering of imagery and text creates a chaotic movement throughout the book and generates anticipation as to what’s next?  The innovative use of 3-D graphics and comical text will have the reader returning to The Three Pigs again and again with a new look and observations not encounter before.  Truly a brilliant contemporary spin on a timeless classic.

REVIEW EXCERPTS

New York Times, Book Review- “Wiesner's dialogue and illustrations are clever, whimsical and sophisticated.”

 

Publisher's Weekly, starred review- “As readers have come to expect from the inventive works of Wiesner, nothing is ever quite as it seems in his picture books. . . . Wiesner's brilliant use of white space and perspective . . . evokes a feeling that the characters can navigate endless possibilities—and that the range of story itself is limitless.”

 

School Library Journal, starred review- “Witty dialogue and physical comedy abound in this inspired retelling of a familiar favorite.”

 

AWARDS:
Caldecott Medal Award 2002
ALA Notable Children’s Book 2002

 CONNECTIONS

The story of The Three Pigs has many versions and adaptions.  Here are some cross-curriculum ideas for your students:

Language Arts

• Compare and contrast The Three Pigs by David Weisner with The True Story of the 3 Little Pigs by Jon Scieszka using a Double Bubble Graphic Organizer.   Have student’s compare and contrast and then have the students rewrite a portion of the story (adventure to another fairy land) or the ending of the story.

Art

• Have students create their own pig mask to wear when they read their rendition of The Three Pigs.
• Students can create either paper bag or sock puppets and conduct a Reader’s Theatre.

Social Studies

• Discuss the topic of homelessness and the organizations in place to help those who are without a home. Point out the empathy displayed in the weasel's efforts to save the homeless wolf and the neighbors' help to build him a new home and plant a garden. Relate this to real-life situations, and ask students what they might do to help people less fortunate than themselves

Technology

• Show a video about Weisner’s approach to the story and how we came up with the idea to intertwine other fairy tales.

Other recommended books:

·       Scieszka, Jon The True Story of the 3 Little Pigs. Illus. Lane Smith. New York: Scholastic, 1989.

·        Moser, Barry. The Three Little Pigs. Boston: Little, Brown, 2001.

·        Laird, Donivee M. Three Little Hawaiian Pigs and the Magic Shark. Illus. Carol Jossem. Barnaby Books, 1990

·        Ketteman, Helen. The Three Little Gators. Illus. Will Terry. Morton Grove, Ill: Albert Whitman, 2009

·       Trivizas, Eugene. The Three Little Wolves and the Big Bad Pig. Illus. Helen Oxenbury. New York: Scholastic, 1993

The Ugly Duckling, adapted and Illustrated by Jerry Pinkney

The Ugly Duckling, adapted and Illustrated by Jerry Pinkney

(Picture Book/folklore; ages 3-9)

BIBLIOGRAPHY

Pickney J., 1999, The Ugly Duckling, Morrow Junior Books/Harper Collins, New York, ISBN# 0688159338

PLOT SUMMARY
This retelling of Hans Christian Andersen’s, The Ugly Duckling stays true to the classic tale with the introduction of several new settings and characters.

Mother duck is sitting on hers eggs waiting for them to hatch; One of the six eggs is larger and different in color.  When the other five ducklings hatch, mother duck continues to sit and wait until out hatches the sixth duckling who is large, gangly, gray and very different from his siblings and the other ducks.  The ugly duckling is teased and treated poorly because his physical appearance is different from the others.  The ugly duckling he can’t take it any longer and he sets out to find a place which is peaceful and free from ridicule.  Pinkney introduces an encounter with hunters and a hunting dog which passes on eating the ugly duckling possibly because he is too ugly.  Pickney also introduces an old woman, her hen and her cat which take in the ugly duckling for a short time. After three weeks without producing a single egg, the ugly duckling feels inadequate and restless and leaves his friends for the pond.  It is here that the ugly duckling barely survives the harsh winter before being found by a father and his children. The family rescues the duckling and gives him warm shelter and food.  Again, not knowing how and be something other than a duck, and afraid to play with the children, the duckling flies out the door and finds himself once again cold and lonely for the remainder of winter.

As spring breaks, swans, who the ugly duckling admired as they flew overhead in early fall, return to the pond. The ugly duckling quickly makes friends with the swans and is finally leading a peaceful life. After a year of maturing and growing, the duckling realizes through his reflection in the pond, that he is no longer an ugly duckling but has become a beautiful and graceful swan.  He has found acceptance and his personal identity.

CRITICAL ANALYSIS

The Ugly Duckling is a classic story that has stood the test of time and is retold using simplified text.   Pickney’s shorten verbiage, additional settings and exquisite illustrations breathe new life into this classic tale through wonderful detail and emotion.  Pinkney’s brushstrokes and cool color palette portray movement and nature beautifully, intriguing the reader from one page to the next.

The Ugly Duckling’s burdensome theme regarding loneliness and suffering has a triumphant ending through a journey of endurance and conquest.  While the serious plot may be intense for some readers, the story’s soft, subtle illustrations take a jarring message and temper the seriousness of this classic tale.         

REVIEW EXCERPTS

Publisher’s Weekly- “Pinkney's watercolors are wonderful. From the mother duck's surprise at the large egg that takes so long to hatch, to the poor ducklings struggles to survive during the harsh winter to the warmth and beauty of spring and his reunion with those who welcome him as one of their own. The sunlight on the water and around the beautiful swan is a reflection of the golden glow of inner joy.  A truly lovely adaptation of this classic story.” 1999

Kirkus’ Review-  “Outstanding illustrations and some new characters make Pinkney’s retelling of a familiar tale memorable.” PLB 0-688-15933-8, 1999

AWARDS: 

Best Books:
The Best Children's Books of the Year, 2000 ; Bank Street College of Education; United States
Capitol Choices, 1999 ; The Capitol Choices Committee; United States
Children's Catalog, Eighteenth Edition, 2001 ; H.W. Wilson; United States
The Children's Literature Choice List, 2000 ; Children's Literature; United States
Editors' Choice: Books for Youth, 1999 ; American Library Association-Booklist; United States
Notable Books for Children, 2000 ; American Library Association-ALSC; United States
Publishers Weekly Book Review Stars, February 1999 ; Cahners; United States
School Library Journal Book Review Stars, May 1999 ; Cahners; United States
Awards, Honors, Prizes:
Randolph Caldecott Medal Honor Book 2000 United States
State and Provincial Reading Lists:
2X2 Reading List, 2000 ; Texas

CONNECTIONS

The Ugly Duckling is a great book to introduce and discuss personal differences.  It is a great story to explore how being physically different can feel.  Here are some integrated ideas to utilize with children/students:

Language Arts

• Compare and contrast different retelling of The Ugly Duckling.  Explore the aspects of storytelling and the importance of writing and illustrations to how a story if received by the reader. 
• Have student’s rewrite a portion or the ending of the story.

Social Studies/Science

• Tie the struggles of The Ugly Duckling to migration and hibernation of animals.  Explore with students the struggles animals face during cold harsh winters.  Explore animal’s survival mechanisms.  

 Art

• Use Pinkney’s watercolor illustrations to introduce the watercolor technique.  Have students paint a watercolor illustration of one scene from their story.

Technology

• Show a video about Jerry Pinkney’s writing and illustration techniques.
• Use Corel Painter XII as a technique for generating watercolor imagery.

Other recommended books:

§  The Ugly Duckling illustrated by Henri Galeron

§  The Ugly Duckling adapted by Rachel Isadora

§  The Ugly Duckling; The Graphic Novel by Martin Powell

§  The Ugly Duckling adapted by Stephen Mitchell

§  Aesop's Fables  by Jerry Pinkney, ISBN 978-1-58717-000-3

§  The Nightingale by Jerry Pinkney, ISBN 9780803724648

The Greatest of All, by Eric A. Kimmel and illustrated by Giora Carmi

The Greatest of All, by Eric A. Kimmel and illustrated by Giora Carmi

BIBLIOGRAPHY

Kimmel E., 1991, The Greatest of All, Holiday House, New York, New York, ISBN# 082340885X

PLOT SUMMARY

This retelling of The Wedding Mouse from Uchida’s classic, The Dancing Kettle (1947), is a Japanese folktale about a Father Mouse in pursuit of the perfect suitor/husband for his daughter Chuko.  Chuko has met and fallen in love with a lowly field mouse who Father Mouse feels is unworthy of such a bride of status and importance.  Father Mouse searches high and low for the GREATEST OF ALL husbands. After Father Mouse considers the emperor, sun, wind and the great wall, he realizes that the humble field mouse, Ko Nezumi is indeed the greatest of all husbands for his precious daughter Chuko.  

CRITICAL ANALYSIS

The Greatest of All is a classic story of pursuit.  It is the story of father’s unwavering love for his daughter and his desire for her to have the very best.  The Japanese folktale, written for children ages 4 through 10, is age appropriate and intertwines Japanese culture into the retelling of Uchida’s classic, The Wedding of the Mouse.  This sweet story illustrates how, one’s perceptions as to what is the best or grandest in status, size or appearance, can often be deceiving and that the best choice or solution can often be subtle, less obvious and right in front of you.        

Giora Garmi’s broad brushstrokes and framed illustrations atop a muted, speckled background resemble onion skin or parchment and are reminiscent of Japanese scrolls.  The illustrations are colorful and traditional in nature with subtle references to Japanese architecture, culture and dress.  The Greatest of All is a wonderful combination of traditional literature and cultural discovery for children.    

REVIEW EXCERPTS

Publisher’s Weekly- “Warm colors and distinctive texture mark Carmi's illustrations, which include effective renderings of the anthropomorphic natural elements.”

Children’s Literature- “Superb details abound in the full-page sketches providing the particulars on ancient Japanese architecture, costume, and design.”

AWARDS:  Eric A. Kimmel has received several awards for his books including: Hershel and the Hanukkah Goblins, Caldecott Honor Medal, The Chanukah Guest and Gershon's Monster, 2004 Sydney Taylor Picture Book Award, and Anansi and the Talking Melon, Utah Children's Choice Award.

CONNECTIONS

The Greatest of All is a wonderful book to incorporate in multicultural lessons.  Here are some ideas:

Language Arts

Use a variety of multicultural books during group reading as well as on display in the reading of the classroom when studying various cultures, cultural holidays, regions of the world, etc.  (See other recommended books below).

Social Studies

Tie in mapping and/or the geographical location of various countries as you study about them in class. Use Google maps to take a virtual flight to various countries.
 

 Art

Have students color and create a pattern for a colorful Kimono. Watch a video on the history of origami and create origami art. Create paper lanterns using colorful tissue paper and origami papers. Hang lanterns throughout the classroom.

Technology

Show a video on Japanese culture, Use Google maps to pinpoint Japan and/or take a virtual flight to the country.

Other recommended books:

§  The Dancing Kettle by Yochiko Uchida’s, ISBN-13 9780887390142

§  Three Samurai Cats: A Story from Japan by Eric A. Kimmel and Illustrated by Mordicai Gerstein,(Holiday House, 2009)

§  The Castle of the Cats by Eric A. Kimmel illustrated by Katya Krenina, (First Avenue Editions, 2009)

§  Cactus Soup by Eric A. Kimmel and illustrated by Phil Huling, (Marshall Cavendish Corp, 2011)

§  The McElderry Book of Greek Myths by Eric A. Kimmel and illustrated by Pep Montserrat (Margaret K. McElderry Book, 2008)

A Sick Day for Amos McGee by Philip Stead

A Sick Day for Amos McGee by Philip C. Stead and illustrated by Erin E. Stead

BIBLIOGRAPHY

Stead, Philip, 2010, A Sick Day for Amos McGee , Roaring Book Press, New York, New York, ISBN# 9781596434028

PLOT SUMMARY

Amos McGee is not the average zookeeper.  He demonstrates his love for the animals by playing chest with his elephant friend, holding races with tortoise, caring for Rhino’s allergies and comforting owl who is afraid of the dark.  When Amos misses work one day because he is sick, the animals decide to visit him instead.    

CRITICAL ANALYSIS

A Sick Day for Amos McGee, is a tender story about friendship.  Stead’s use of a zoo setting, which is exciting and captivating for children, is the perfect backdrop for a story about friendship and compassion.  Stead’s underlying and subtle theme regarding personal differences, as portrayed by the zoo animals, is brilliant;  A sweet illustration of how people of all shapes, sizes, intelligences and talents can be friends and have something to offer one another.   

Erin Stead’s woodblock printed illustrations are superb.  The woodblock and pencil technique with gouache make this tender story even more beautiful.  This touching story about caring for one another is so sweetly depicted and magnificently illustrated you will want to keep it on your bookshelf for generations to come.  I true Caldecott winner!

REVIEW EXCERPTS

Caldecott Medal Committee:   “Endearing, expressive characterization in spare illustrations rendered in muted tones distinguish this timeless picture book. It’s a great day for Amos McGee!”

School Library Journal:  “Whether read individually or shared, this gentle story will resonate with youngsters.”

Publisher’s Weekly, STARRED review:  “Newcomer Erin Stead's elegant woodblock prints, breathtaking in their delicacy, contribute to the story's tranquility and draw subtle elements to viewers' attention.”

AWARDS:  ALSC Notable Children's Book; Caldecott Medal Winner; Bank Street Best Children's Book of the Year; NYPL Book for Reading and Sharing; Charlotte Zolotow Award / Honor Book; Capitol Choices Noteworthy Titles for Children and Teens; CPL: Chicago Public Library Best of the Best; Wisconsin Educational Media Association Golden Archer Award Master List

CONNECTIONS

A Sick Day for Amos McGee is a wonderful book for integrated curriculum.  Here are a few ideas for utilizing this story in the classroom:

Language Arts

Make a list of good friend characteristics. Write "Glad to have a friend like you" letters. Listen to and sing along with Marlo Thomas's "Glad to Have a Friend Like You"

Reader’s Theater:  Script parts so students can read and perform book in front of their classmates.

Social Studies
Discuss what it means to be a friend.  Compare a friend with a good citizen
Use this as an introduction to Good citizenship unit.

 Art

Have students design and make their own zoo animal print using potato prints.  Older students could make their own wood block prints using balsa wood.

Technology

All the connections listed can be technology integrated by showing U-Tube woodblock video demonstrating Erin Stead’s illustration process. Also, the students could go on a virtual field trip to the zoo.

Other recommended books:
Arthur’s Friendship Treasury, by Marc Brown
Bear Feels Scared, by Karma Wilson, illustrated by Jane Chapman
Peanut, by Linas Alsenas
Horace and Morris But Mostly Dolores, by James Howe, illustrated by Amy Walrod
How Do Dinosaurs Play with Their
Friends? by Jane Yolen and Mark Teague