The Mitten

The Mitten

Adapted and Illustrated by Jan Brett

Published in 1989

Grade Level: 1st-3rd grade

Synopsis: Jan Brett has adapted and illustrated this Ukrainian folktale into The Mitten.  The story, which is wonderfully illustrated with details faithful to the Ukrainian tradition, is about a young boy named Nicki.  It is winter-time and Nicki wants nothing more than to have mittens as white as the snow.  His grandmother, Baba, warns him that he will never find a white mitten if he drops it in the snow, but he wants them anyway.  When Baba is finished making the mittens, Nicki takes them and goes outside to play in the snow.  It isn't long before he unknowingly drops one of the mittens and it becomes lost in the snow.  Before long, a mole discovers the mitten and burrows inside to stay warm.  A snowshoe rabbit arrives on the scene and it too wiggles into the mitten.  Then, a hedgehog waddles into the mitten followed by an owl who was attracted to the commotion.  A badger comes along next and is allowed to crawl into the thumb of the mitten.  When the fox came along the other animals gave it a lot of room because they saw its sharp teeth.  All the animals were sure that the mitten was packed full until a bear came along; none of them would argue with a bear so they allowed it to climb in.  A meadow mouse, who is last to find the mitten, makes itself comfortable on the snout of the bear.  Baba's mitten had held strong up to this point, but the bear sneezes from the tickle of the mouse's whiskers.  The force of the sneeze shoots the mitten and the animals into the air.  The animals scurry off and Nicki finds the mitten and returns home to show Baba. 

Theme/Skill: Jan Brett's version of The Mitten offers many options for teachers.  The focus can be on opposites (i.e-old/young, empty/full), winter clothing and weather, theater/acting, retelling, recreation (writing a similar version). 

Pre-reading activity: There are several animals that appear in the story that may not be familiar to the students.  It would be beneficial to talk to students about the actual size of the animals.  This could lead to an after-reading discussion about whether or not the situation in the book could really happen.  Before teaching this lesson, the teacher should research the size (height, girth, and weight) of these animals.  Then, bring in a mitten and some sort of representation of the size of the animals.  Bring in a yard stick or measuring tape to show the students how big or small the animals are compared to them. 

Post-reading activity: Have the students work individually or with a partner to rewrite the story of The Mitten.  Each set of students will choose an animal to go into the mitten.  The students will also come up with a way that the animal finds the mitten and how they get it.  (The teacher should have a template for students to follow/copy/match as a model).  You will then combine the students' work and bind it into a book.  Students will also find a picture of the animal on the computer.  Share the book with students the next day.

Assessment: Students will be informally assessed on their ability to work well with a partner; compromise and problem solving will be noted by the teacher.  The formal assessment will be based on whether or not the student was able to follow the sample template to portray how the animal of their choice discovers and enters the mitten.  Students will be graded on neatness, spelling, and sentence structure. 

Reflection: This book is worth looking at simply for the illustrations.  They are done with such intricate detail that they tell the story without need for the words.  For example, while teaching this book an instructor could make students aware of the foreshadowing that the images portray.  On each side of the page there is an illustration inside the shape of a mitten.  The image on the right shows what is going to happen on the next page.  This would be an easy way to introduce foreshadowing and predicting to students or young readers who are not yet attending school.  In other words, The Mitten is a story that can be read and enjoyed for pleasure and for teaching/learning purposes. 

For anyone interested in teaching The Mitten by Jan Brett or The Mitten by Alvin Tresselt, The Virtual Vine and Enchanted Learning are great resources.

The Rough-Face Girl

The Rough-Face Girl

Written by Rafe Martin

Illustrated by David Shannon

Published in 1992

Grade Level: 4th-5th grade

Synopsis: Rafe Martin has adapted the classic fairy tale of "Cinderella" into the moving children's story called The Rough-Face Girl.  The story is set in a Native American village on the shores of Lake Ontario.  There was an Invisible Being that lived in the village, but because he was invisible, no one had ever seen him.  The Invisible Being is looking for a wife.  All the young women in the village want to win the affections of this mysterious being, but only the girl who proves she can see him will be his bride.  There is a man in the village who has three daughters, two of whom are very beautiful, yet "cruel and hard-hearted."  The third daughter, the youngest of the sisters, did chores and eventually her arms and face became charred and burned from the flames of the fire.  The two beautiful sisters try their best to be chosen by the Invisible Being, but they fail.  It is their sister, whom they call the Rough-Face Girl who passes the test of the Invisible Being's sister.  The youngest sister is able to see the Invisible Being in the wonders of nature and soon they are wed. 

The dramatic illustrations reflect the vibrant earth colors of the native landscape and the wisdom and sensitivity of the protagonist.

Theme/Skill: This story is an adaptation of the classic and well known fairy tale of "Cinderella," the young girl who is forced into servitude by her step-mother and wicked step-sisters.  Students should be able to identify a fairy tale based on its defining characteristics.  Students should also be able to identify the moral in any fairytale.

Pre-reading activity: Share with the students the characteristics of a fairytale.  The common characteristics of a fairy tale are:  

• Fairy tales often begin with “Once upon a time”

• The number 3 often appears in Fairy tales. For example: “Three Little Pigs,” “The Three Bears,” etc.

• Fairy tales usually have good, evil, and royal characters.

• Magical elements often appear in fairytales.

• Good wins over evil in fairy tales, so the endings are usually happy.

• Repetition is used in Fairy Tales. Example: In the “Three Little Pigs,” the wolf repeats “Not by the hair of my chinny, chin, chin.” In “Little Red Riding Hood,” the main character repeats, “OH, What big (ears, eyes, teeth) you have.”

(list taken from Fairy Tale Characteristics).

Post-reading activity: Read the students a version of "Cinderella."  Compare and contrast the elements of fairy tales that appear in each.  What makes the stories similar and what makes them different?  Did good win over evil?  What is the moral of the story?

Assessment: Students will be assessed on their ability to recall and identify the characteristics of fairy tale stories.  They will be formally assessed on a quiz which requires them to read several short passages and pick out which ones are fairy tales.  The students must then write down why the passage is a fairy tale. 

Reflection: It is my opinion that The Rough-Face Girl is a story that people can sympathize with.  No reader wants to see the youngest daughter get mistreated by her sisters or the villagers.  They are rooting for her as she walks through the village with her over-sized moccasins and broken shell necklace towards the tent of the Invisible Being.  Good triumphs over evil in this story because the Rough-Face Girl's inner beauty shines through.  Children, who are extremely impressionable, would see that true beauty is on the inside.  This wonderful story to share with young readers. 

The Little Match Girl

The Little Match Girl

Written by Hans Christian Andersen

Illustrated by Rachel Isadora

Published in 1987

Grade Level: 2nd-4th

Synopsis: This version of The Little Match Girl is an interpretation Hans Christian Andersen's classic tale published in 1845.  It is about a young girl who wonders the streets alone trying to sell matches.  Most days, the little girl sells no matches and is left tired and starving.  One day, she loses her shoes that had once been worn by her mother so she is left to walk barefoot in the cold snow.  She decides that it is best not to go home, for if she does her father will most certainly beat her for selling no matches.  Instead of going home she curls up in outside corner of a house and decides to light a match to warm her hands.  When she does this she has a vision that she is sitting in front of a big stove.  Before she can warm her feet by the fire the match goes out and the stove disappears.  The girl lights a second match and while it is burning the vision of a wonderful New Year's Eve dinner appears to her.  The roast goose and the entire table of food disappears when the match burns out.  When the little girl lights a third match a beautiful lighted Christmas tree appears before her with the most beautiful decorations that she has ever seen.  As she reaches out to touch one of the ornaments, the match goes out and the tree disappears.  Just then, the girl looks up in the sky and sees a shooting star, which meant that someone is dying.  "When a star falls, a soul is going up to God," is what her grandmother used to tell her.  The girl lights a forth match and in the light of the match appears her grandmother.  The little girl begs her grandmother to take her with her because she knows that as soon as the match goes out that her grandmother will disappear.  Her grandmother scoops her up in her arms and together they soar into the sky where there is no more pain, hunger, or pain, just light and joy. 

Theme/Skill: With young students it may not be appropriate or necessary to talk about death or God as they are mentioned in the story.  Perhaps it would be more relevant and age appropriate to talk to students about weather, feelings, time period, and chronological order instead.

Pre-reading activities: Show the students the picture in the book.  Allow them to predict what they think will happen next and infer meaning from the images.  Write down their predictions so that they can refer to them during the reading of the story.  Talk to students about weather; seasons, rain, snow, hot, cold, and what people typically wear depending on the weather.  Bring this up again as you are reading to point out to students what the little match girl is wearing and how it might effect her physically and emotionally.  For younger students you may have a laminated cut out doll of the little match girl character along with clothing.  Have the students dress the girl so that she is warm. 

Post-reading activities: The teacher should ask students comprehension questions that will spark students' thinking.  Not only will this help students to better understanding the various elements that make up the story, but also build their ability to ask these questions on their own when reading.  Why does the little girl have matches?  Why are matches important?  What do they represent?  Students need to recognize the importance of the matches and their representation/symbolism of light, warmth, goodness, and peace.  This may lead into a lesson on fire safety.  At the end, show Disney's version of The Little Match Girl. 

Assessment: Students will be informally assessed on the character webs that they make about the main character.  After previewing the book, discussing, listening to the story, and watching the short film version, the students will write whether or not they believe that the visions that the little girl saw were real or only her imagination.  Students will have to provide rationale and reasoning to support their opinion. 

Reflection: Like all versions of The Little Match Girl, this one, illustrated by Rachel Isadora, is heart-wrenching.  As a I read the book again for the first time in years I became angry and sad; angry at the girl's father for abusing her, angry at the villagers who ignored her, and sad that she was alone, cold, and hungry.  Nevertheless, with this story comes the feeling of hope.  At the end, the little girl finds peace and serenity; no longer does she have to suffer unnecessarily.  In the end, the reader is left feeling relief for the main character.  The attachment you will feel to this character is enduring and reason enough to read this story. 

The Story About Ping

 

The Story About Ping

Written by Marjorie Flack

Illustrated by Kurt Wiese

Published in 1933

Grade Level: 2nd-4th grade

  

Synopsis: Ping, the title character in The Story About Ping, is a duck living on the Yangtze River in China.  Each morning Ping leaves the riverboat with his family to swim and explore along the river.  Each night Ping and is family, which is made up of his parents, siblings, aunts, uncles, and forty-two cousins, are supposed to return to the riverboat.  The duck that is the last one on the riverboat gets a spanking.  Ping never likes to be last so one evening he hides all night in the tall grasses in the river.  When the sun rises Ping sees that the riverboat is nowhere in sight, but he does see a little boy who has fallen off a houseboat.  The boy clings to Ping until the boy's father school them out of the water.  Ping is put in a cage to hold him until he is to be cooked for dinner.  Before that can happen, the boy frees Ping who eventually finds his family and home again. 

Theme/Skill: The before, during, and after reading activities surrounding this children's story all relate to similarities in people's (or ducks) feelings.  The theme of this lesson should be unity; no matter the appearance, location, culture, age, or gender of a person we all have similar hopes and fears.  Discussion and lessons about the Chinese culture and Ping's feelings will help students understand that appearance should not dictate attitude. 

Pre-reading activity: Have students write for five minutes about how they would feel if they got lost or separated from their family.  Students may write based on their own experiences or predict how they would feel.  The teacher will share a time when they were lost or separated in order to ignite the discussion.  This sort of modeling will also express to the students that the teacher is not just a teacher, but a person as well.  Students will share their feelings and experiences and the teacher will inform students that they should notice how Ping, the main character, feels when a similar situation occurs in his life.  This will give students a purpose and something to look for as they read and/or listen. The teacher could also make a KWL chart about Chinese culture based on responses from students. 

Post-reading activity: The teacher could introduce elements of the Chinese culture to students initiated by a discussion of the appearances of the humans in the story (clothing, physical characteristics).  Students can point out the similarities and differences between the people in the book and themselves.  The teacher could also show students where China and the Yangtze River are on the map.  The teacher might ask students to identify what kinds of animals live in a river and what people do in a river.  During these discussions, the teacher should write student responses down on large chart paper so students can see their responses and reference them later.  A Webquest could be created for students to further research China, culture, and facts about the Yangtze River.   

Assessment: Students will be graded, in part, on their participation.  Participation is, to an extent, a good indicator of what students know and how they are interpreting the topic at hand.  This only works if the students are participating.  Students could also be assessed on how well they work with a partner on the Webquest, cooperating and sharing responsibilities as they fill out the worksheet about China, its culture, and facts about the Yangtze River.

Reflection: Marjorie Flack and Kurt Wiese created a wonderful story in The Story About Ping.  The colors in the illustrations are calming and inviting with the use of cool colors of blues and grays.  Readers can relate to Ping because every person has been at the back of the line at some point in their life; every person has felt left out or not good enough.  So no matter a person's age, I am confident when I say that any reader will enjoy reading or listening to The Story About Ping.

The Stinky Cheese Man and Other Fairly Stupid Tales

The Stinky Cheese Man and Other Fairly Stupid Tales

Written by Jon Scieszka

Illustrated by Lane Smith

Published in 1992

Grade Level: 3rd-4th grade

Synopsis: The Stinky Cheese Man and Other Fairly Stupid Tales is a collection of classic children's fairytales, but with a humorous twist.  The dedication page is printed upside down because supposedly no one ever reads them and the introduction page is "a self-proclaimed waste of space" (Book Review, 2005).  Jon Scieszka parodies the tales of Little Red Riding Hood who becomes Little Red Running Shorts, The Gingerbread Man who becomes The Stinky Cheese Man, The Princess and the Pea becomes The Princess and the Bowling Ball, and The Ugly Duckling becomes The Really Ugly Duckling.  The stories are full of misunderstandings.  The author was extremely creative when he had the giant come down the beanstalk before Jack could climb up.  When Cinderella is told she is not allowed to attend the ball with her stepsisters Rumpestiltskin comes instead of the fairy godmother.  When the tortoise and the hare prepare to race, the referee yells "Ready, Set, Grow," which causes confusion.  The tortoise runs and the hare begins to grow a lot of hair.  Chicken Little claims that the sky is falling when in reality it is the number twelve from the table of contents that has hit her.  Not only is the book full of humor and parody, but illustrations as well.  The book was named the Caldecott Honor Book in 1993. 

Theme/Skill: Students will read classic fairytales as well as fractured fairytales in order to learn the distinguishing characteristics of each.  Fairytales often have an explicit moral, which students should be able to identify.  Fractured fairytales, on the other hand, is a story that uses existing fairytales, but changes the characters, settings, points of view, or plots.  "Shrek" is a perfect example of a fractured tale that students would be familiar with. 

Pre-reading activity: The teacher should be aware that all students may not be familiar with the original fairytales that Scieszka is basing his work on.  Students could work in the cooperative learning strategy known as the jigsaw.  For instance, the students could be grouped into five groups of four.  This would be their "home" group that they would return to after breaking off into other groups.  When they break off into other groups, each student will be at a group with a different fairytale (one that is mentioned in The Stinky Cheese Man and Other Fairly Stupid Tales).  Once they have read the book with that group they will discuss the meaning, the characters, and the moral.  Students will then return to their "home" group and be the "expert" on that book.  Students will fill out a graphic organizer for each book with the information they hear about it from each "expert" member.  

Post-reading activity: Students will eventually write their own fairytale or fractured fairytale.  However, to get them started and in the mind set of writing in this genre, students will use the interactive website at ReadWriteThink.org to create their own fractured fairytale.  The website provides guidance for students as they practice writing in this genre. 

Create a fractured fairytale step-by-step

Assessment: Each student will be graded on their fractured fairytale.  The teacher will grade the final product and students will also peer edit with a partner and self-edit.  Students will use the following set of criteria;

• Neatness/Handwriting 
• Capitals 
• Periods
• Descriptive Details
• Elements of a fairytale are included

Reflection: I remember my parents reading me The Stinky Cheese Man and Other Fairly Stupid Tales when I was a child.  It used to make me laugh out loud and giggle at the silliness of the characters.  I think that unique and humorous nature of the stories can spark a creative flare in any young reader.  Children like to see worlds from their imaginations put on the page.  That is why this book would be a great edition to any bookshelf.

The Night Before Christmas

 

 The Night Before Christmas

Written by Clement Clarke Moore

(This is sometimes disputed.  It may have been written 

by Henry Livingston Jr.)

Illustrated by Jan Brett

Published in 1823

Grade Level: 3rd grade

Synopsis: The Night Before Christmas, also called A Visit From Saint Nicholas, has been around for nearly two hundred years.  Many people have heard the opening line, which says, "Twas the night before Christmas, when all through the house not a creature was stirring, not even a mouse.  The stockings were hung by the chimney with care, in hopes that Saint Nicholas soon would be there."  Clement C. Moore was able to incorporate descriptive similes and rhymes that flowed seamlessly together to create a poem about the night before Christmas as it might occur for all those who believe in Santa Claus.  

Theme/Skill: As children, many of us believe in Santa Claus.  We believe that he and his elves make presents at his shop at the North Pole.  We believe that he travels in a sleigh pulled by reindeer and we believe that he travels around the world giving gifts to all who are deserving.  Eventually the time comes when we lose our innocence and stop believing in Santa Claus.  The Night Before Christmas is about fondly remembering childhood.  It is likely that the father in the poem no longer believes in Santa Claus, yet Santa Claus allows the father to see him.  He most likely does this on purpose to reawaken the child in the father.  Once skill that could be worked on during the reading of this book is the older vocabulary.  There are words in it such as, kerchief, coursers, and luster, that the students may not know.  Vocabulary instruction prior to reading the poem would help their understanding. 

Pre-reading activity: Because it is likely that this poem would be read and taught during the holiday season it would be appropriate to introduce a variety of traditions and cultures to students.  The teacher could introduce two celebrations, such as Hanukkah and Kwanza, each week leading up to Christmas.  Students could learn about the food, tradition, and beliefs of each celebration along with the region in which it is most commonly acknowledged/practiced.  It would broaden students' cultural awareness.

Post-reading activity: Students will have learned from the pre-reading activities what a culture and tradition is.  This knowledge will allow them to better identify their own family traditions.  Students could write about their favorite family memories and compare them to what their parents did as children (this would require an interview).  Students would be given a brief lesson about interviews and the goal of the assignment. 

Assessment: Throughout the unit on various cultural celebrations students will keep a journal.  They will write freely about what they learned, what they found most interesting, what they would like to learn more about/curiosities.  Journals will not be formally graded, but will be reviewed by the teacher in order to assess that all students are taking something from the lessons.  The teacher should also note the strengths and weaknesses of each student's writing.  These can be addressed in conferences, writing workshops, and mini-lessons.   

Reflection: This was one of my favorite poems as a child because it reminded me so much of the Christmas' that I spent with my family at my grandparents' house in Maine.  At night my cousins and I would leave cookies and milk for Santa Claus before we went up to bed.  I would try with all my might to fall asleep right away, but the excitement of his arrival kept me awake.  At the first sign of sunlight I would jump out of bed and tip toe to the top of the stairs.  My parents, grandparents, aunts, and uncles were downstairs talking in the kitchen.  I remember the smells of breakfast and the sounds of silverware clinking, but most of all I remember the soft humming of voices as they made their way up the stairs to my bedroom.  I would walk down the stairs and look to my left at all the new presents left under the tree before I went in to the kitchen.  Believe it or not, I was able to restrain my urge to open gifts long enough to eat breakfast.  Then we would all go in together, my mother with the camera, my aunt with her coffee, my father in his slippers, and my grandmother in her nightgown.
     Waking up on Christmas morning as a child is something that I will never forget and something that I will always slightly yearn for.  If Clement Clarke Moore's The Night Before Christmas can awaken such memories in me then it will in you too. 

Tikki Tikki Tembo

 Tikki Tikki Tembo

Written by Arlene Mosel

Illustrated by Blair Lent

Published in 1968

Grade Level: 2nd-3rd grade

Synopsis: Tikki Tikki Tembo is a story set in ancient China and based on Chinese folk lore.  The story claims that it was custom during this time period in ancient China for parents to honor their first-born son with long and intricate names.  People were supposed to call the first-born son by his given name and not allowed to give him a shorter nickname.  The second son on the other hand was usually given a shorter, less important name.  The sons in Tikki Tikki Tembo are named Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo and Chang.  One day, the brothers are playing near a well, despite being warned not to.  Chang, the younger brother, falls into the well and his older brother runs to their mother for help and Chang is quickly rescued.   Obviously not learning anything from their previous experience with the well, the brothers play near the well a second tie.  This time the first-born son falls in the well and Chang runs to his mother for help.  He shouts, "Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo has fallen into the well" over and over again because she cannot hear him.  Chang stops shouting for his mother and runs to get the Old Man with the Ladder.  He uses the ladder to get Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo, first-born son, out of the well in the nick of time.  The lesson or moral that is intended to be taken from the story is that one reason current Chinese names are typically short and only one syllable long is because of the time it took for Chang to explain to people what happened to his older brother, Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo as a result of his ridiculously long name.

Theme/Skill:  The story gives the message that every person is important. The story starts off with the view that the first born son being all important, while Chang, the second son is cast aside. Yet, after the heroic actions of the second-born son, Chang becomes appreciated and both children are loved and finally seen as important. However, in the end Chang is the hero and both children are important and loved. 

Pre-reading activity: Talk about names; why people are given names, how people are named, the benefits of long and short names.  Students can reflect on their own names (how they got them, what people call them (nickname), why they do or do not like their name.  This discussion will prepare students for what the story is about.  They can use their own feelings about the opinions of their peers to help them interpret the moral of the story of Chang and Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo.

Post-reading activity: The teacher will use descriptive language and details to describe a hidden object to students without using the object's name.  The teacher could bring in a barrel or large bucket and put random objects, appropriate and familiar to students, in the barrel, which represents the well that Chang and his older brother fell into.  The teacher will model how to do this and the student who guesses correctly will be the next describer.  (Idea adapted from Scholastic).

Assessment: During the activity with the barrel (well) each student will be given a rubric to assess their peers.  They will assess their peers using smiley faces in which the surprised face represents the highest score (4), a smiley face (3), a confused face (2), and a sad face (1).  Students will assess their peers on presentation and effectiveness of descriptions.  They will also give them one positive comment and one thing that they could improve upon. 

Reflection: In 1997, Tikki Tikki Tembo was selected by The New York Times as a part of its list of the 50 best children's books of the previous 50 years.  This just shows how enduring the story is.  Since its publication in 1933, the story of the two Chinese brothers who fell in a well has been a classic.  Whether at home or at school, Tikki Tikki Tembo is a great story to read to children.  Recently a film version, narrated by Ming Na and B.D Wong, has been released.  "Tikki Tikki Tembo and More Stories to Celebrate Asian Heritage" is a wonderful media version to accompany and reinforce the text version.  I would suggest that both versions of the story be on the shelves of all elementary school teachers.