EDCI 402 – Book Assignment #2 – Ginger Rippingale

February 25, 2015
Book Assignment #2
Author Study – Jan Brett
Ginger Rippingale
Jan Brett is an amazing author illustrator who has nine million books in print. She
was inspired to become an illustrator when she was very young and spent lots of time
paining and reading. Jan Brett said, "I remember the special quiet of rainy days when I
felt that I could enter the pages of my beautiful picture books. Now I try to recreate that
feeling of believing that the imaginary place I'm drawing really exists. The detail in my
work helps to convince me, and I hope others as well, that such places might be real”
(Retrieved from http://janbrett.com/biography.htm). Jan Brett attended the Boston
Museum School and was inspired by the beautiful work at the Museum of Fine Arts. She
also travels all over the world and learns about different cultures and traditions, which
find their way onto the pages of her beautiful books. In Jan Brett’s blog entry from Jan.
2015 she said, “Good luck with all your creative endeavours! If you are a teacher, I
applaud your encouragement to all the children that are looking for a creative way to
express themselves” (Retrieved from http://janbrettsblog.com/).
During an interview with Scholastic, Jan Brett said that she has been publishing
books for twenty-seven years. She never counts the books that she has already written;
she only counts the books that she wants to write next. It takes about a year to create a
book because she sketches in pencil and then paints in watercolour. Jan Brett admits that
writing is challenging for her but she loves to illustrate. She has always used drawing as a
way to communicate and finds that it is her most effective form of communication. Jan
includes hints to tell you what is going to happen next in the boarders because when she
was a child she would always look at the last page first because she would get worried
about the characters. She said, “I love my job so much and I can't imagine anything else.
I've wanted to be an illustrator since I was in kindergarten” (Retrieved from,
http://www.scholastic.com/teachers/article/jan-brett-interview-transcript).
Rationale for Choice: Jan Brett wrote and illustrated Hedgie’s Surprise, a wonderful
book about friendship between Henny the hen and Hedgie the hedgehog. This tale takes
us on a journey around the farm and describes the interactions of the animals with a little
Tomten (a mischievous elf). Henny and Hedgie work together to protect the hen’s eggs
from being taken by the elf who wants to eat them for breakfast. Henny wants to have
chicks but she can’t do that if Tomten keeps stealing her eggs. Hedgie comes up with a
surprise plan to save the day and help Henny. This is a sweet story and children can learn
about friendship, collaboration and literacy concepts. Hedgie’s Surprise can be used in a
grade two classroom to meet a number of different PLOs and Achievement Indicators.
PLOs and Achievement Indicators: Grade 2 LA Oral Language
Strategies to use with this book: (this lesson can be done in two or three lessons)
Step #1: To begin the author’s study, read Jan Brett’s biography and interview. Also read
Jan Brett’s new notes from her website about what inspired her to create the story.
Step #2: Before reading Hedgie’s Surprise, show the students the cover of the book and
ask them a few questions about the characters and make some predications about what
will happen in the story. For example: What do you think this book will be about? Who
do you think the main characters will be? What animals are on the cover of the book?
Step #3: Read the story but stop halfway through and ask the students some questions.
What did Henny and Hedgie use to trick the Tomten with so far? What do you think
Hedgie’s surprise will be? Will Henny and Hedgie be able to save the eggs? Why?
Step #5: After reading the story have a discussion about friendship. For example: What
makes a good friend? How do friends treat each other? How can we create a positive
environment in our classroom where everyone can feel happy, respected and safe?
Step #5: Word Explosion! Ask the students if there were any words that they were
unfamiliar with. For example: Tomten, hedgehog, rooster, kettle, sprinkle, gobble, piping,
goslings, crooned, brood, peeping, wailed, crawled, acorn, mushroom, scrumptious, etc.
Review the words together on the board and then write them on the Word Wall.
Step #6: Story Sequencing. Get the students to work in groups of 5. Ask each student to
draw and colour a picture of one of the items that Henny and Hedgie used to trick
Tomten (an acorn, a strawberry, a mushroom, a potato and a hedgehog). Once they have
finished drawing and colouring they can cut out the items and place them in the right
sequence. After that they can use these props to tell the story in their own words.
Step #6: Reader’s Theater. Give every student a copy of the Reader’s Theater version of
the story and ask the students to read it independently. Then the students will go back to
their groups, choose characters and read it together. Every student in the group can
represent a different character (Narrator, Tomten, Henny, Hedgie, Rooster/GooseyGoosey). They can use the coloured props that they created to help retell the story.
(Reader’s Theater Script from Read Write Think Website, written by Kary A. Johnson
http://www.readwritethink.org/files/resources/lesson_images/lesson420/hedgie-rt.pdf)
Step #7: Once the groups have finished practising the Reader’s Theater, ask them to
present to the class. Encourage everyone to support their classmates and provide them
with positive feedback after they present. If the students feel comfortable they could
present the Reader’s Theater to another class or their parents.
Step #8: Reflection. Ask the students to write in their journals about their experience
with sequencing and reader’s theater using Hedgie’s Surprise. Encourage them to write
two stars and a wish to reflect upon the best parts of the experience and what they would
like to do differently next time. The students can also illustrate their journal entries.
Extensions:
There are a number of amazing extensions that you can find on Jan Brett’s website:
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Create a hedgehog paper plate book using a template: http://janbrett.com/the_mitten_project_page.htm
Bake hedgehog cookies using these instructions:
http://janbrett.com/bake_hedgehog_cookies.htm
Make an easy hedgehog sock puppet:
http://janbrett.com/hedgie_sock_puppet_project_page.htm
Colour countless Hedgie colouring pages:
http://janbrett.com/hedgies_surprise_hedgie_coloring_page.htm
Assessment:
• Observe the student’s participation in the class discussion about the story.
• Monitor the student’s level of interaction during group work.
• Listen to the student’s use of conversational language to describe events, etc.
• Assess the student’s ability to listen respectfully and respond appropriately.
• Observe the student’s ability to retell the story in a coherent sequence.
• Monitor the student’s role-playing involvement during reader’s theater.
• Assess the student’s journal entry for clear expression of self-assessment.
• Continuously make notes on student observations and record in logbook.
• Use a rubric to determine the student’s level of understanding.
Rationale for Choice: Mossy is a beautiful book about a turtle with a garden growing on
her back. She lives by Lilypad Pond and meets a handsome turtle named Scoot. However,
a woman named Dr. Carolina catches Mossy and puts her in the museum. Many people
love to come and admire the amazing turtle but Mossy is lonely and misses her home.
One day Dr. Carolina hires two painters named Flora and Fauna to paint a picture of
Mossy. They return Mossy to her home where she is happily reunited with Scoot. The
painting will remain in the museum while Mossy roams freely in her natural
environment. This book can be used to examine PLO B11, which covers the features of
reading and viewing with a focus on identifying characteristics and basic story elements.
The students will identify characteristics of a story like the beginning, middle, and end
and create a story plot line. Then they will also examine basic story elements such as
character, setting, events, problem, and solution and create a story cube.
PLOs and Achievement Indicators: Grade 2 LA Reading and Viewing (Features)
Strategies to use with this book: (this lesson can be done in three or four lessons)
Step #1: Come together as a class and ask the students to explain in their own words
concepts about the book Mossy. What is the role of an author-illustrator like Jan Brett?
What is the meaning and role of the title? How does this relate to other books?
Step #2: Introduce story elements to the students by asking them what they like most
about some of their favourite stories. The most memorable aspects of the story are the
story elements like characters, setting, events, problem, and solution.
Step #3: As you read the story stop to ask the students questions about the story
elements. Who are the main characters and where is the setting? After reading a bit more
ask; what are some of the events that have occurred so far? When you get about half way
through ask: what is the conflict? At the end ask: what was the solution? What is the
theme? What was your favourite part of the story? Point out that most books follow this
pattern from beginning, middle, to end and this is called the plot.
Step #4: Divide the students into pairs and give them a Plot Worksheet. Ask them to
work together cooperatively to determine the story’s beginning, middle and end. The
worksheet would look something like this but on a larger scale:
Beginning
Middle
End
Step #5: During the next lesson review what they learned about the plot of the story and
how it goes from beginning, middle to end. Review the basic story elements too.
Step #6: Reread the story Mossy to the class and ask them to listen carefully for the story
elements like characters, setting, events, problem or conflict, resolution or solution,
theme and favourite part. Brainstorm as a class what these elements are in this book.
Step #7: Divide the students into pairs and give them the Story Element Sheet. Ask them
write their answers to demonstrate their understanding of the story elements discussed.
Story Element Sheet for Mossy by Jan Brett
Number
Story Element
1
Characters
2
Setting
3
Conflict
4
Resolution
5
Theme
6
Favourite
Information
Step #8: Take the students to the computer lab to fill out the Story Cube Creator on the
computer (Retrieved from the Read Write Think website on March 1, 2015 from, http://www.readwritethink.org/files/resources/interactives/cube_creator/). Once the
students have finished filling out the form they can print it out. The students can cut out
the shape and create a 3D Story Cube. (See example on the next page for details).
Step #9: During the next lesson ask the students to work in pars again but this time they
get to choose the book that they will read. Ask the students to pick a just-right-book that
is not too easy or too hard for them to understand. After they have read the book they can
fill out the Plot Worksheet together and then share it with another pair of students. As
students are working on this, meet with some students individually to assess their reading
level and also their understanding of what they are reading and viewing.
Step #10: Once they have finished the Plot Worksheet they can fill out the Story Element
Sheet together. They have the option to create another Story Cube if they want too. They
can also create an illustration about their book of choice. As students are working on this,
meet with some students individually to assess their reading level and also their
understanding of what they are reading and viewing.
Step#11: There are a number of activities on Jan Brett’s website that look very
interesting. The students could read an illustrated information sheet about turtles. They
could colour a picture of Mossy at the Lilypad pond. They could also cut out a picture of
the plants and paste them on a picture of Mossy. (See following pages for sheets).
Step #12: Last but not least the students can share their work with their classmates. Ask
them to share why they picked that book and what they love about it. Also ask them to
share their Plot Line Sheet, Story Element Sheet, and Story Cube. Collect all student
work and put on display in the classroom. Create a Story Cube Mobile and hang up!
Extensions:
• Teach the students about the flora and fauna of the pond environment.
• Ask them to research an animal in that environment that interests them.
• Discuss the importance of treating animals and plants with respect.
• Perhaps have a discussion about how the students feel about animals in zoos.
• How can we ethically treat animals in zoos and aquariums?
• What can we do to protect our environment and keep it clean?
• Tie into unit about Reduce/Reuse/Recycle and Earth Day, etc.
• Talk about gardening and create a class garden plot together.
• Create Mossy Plant Pots out of recycled materials (Reading Confetti Website).
• Turtle Math Materials (Making Learning Fun Website).
Assessment:
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Observe the student’s participation in the class discussion about the story.
Monitor the student’s level of interaction during partner work.
Assess the student’s ability to listen respectfully and respond appropriately.
Observe the students understanding of the characteristics of a story.
Assess the students reading and viewing comprehension.
Review the student’s written work to assess understanding of concepts.
Continuously make notes on student observations and record in logbook.
Use a rubric to determine the student’s level of understanding.
From Jan Brett’s Website http://janbrett.com/newsnotes/mossy_newsnotes_page_2.htm
From Jan Brett’s Website http://janbrett.com/newsnotes/mossy_newsnotes_page_3.htm
From Jan Brett’s Website http://janbrett.com/newsnotes/mossy_newsnotes_page_4.htm
Rationale for Choice: The Town Mouse and the Country Mouse is an amazing book
based on a classic fable. Jan Brett’s adaptation of this story is vibrant and visual with an
interesting twist at the end. Two city mice go to the country to smell the fresh air and see
the bright sunshine. They encounter two country mice that want to go to the city. The
couples agree to trade houses and they each think that they have the better deal. However,
when the country mice arrive in town, they got their tail caught in a breadbox and almost
got snapped up in a mousetrap. Then a terrifying “owl with teeth” also known as a big cat
chased them. The town mice encountered a black bird, a river otter, a hedgehog and a
scary owl. The mice were so scared that they ran all the way home with the big animals
chasing after them. The owl and the cat collided with one another and got knocked out.
When they woke up they decided to change places… This is a great book because there
are a number of different activities that you can do with it. It ties in nicely with PLO C4,
which covers strategies to use before writing and representing.
PLOs and Achievement Indicators: Grade 2 LA Writing + Representing (Strategies)
Strategies to use with this book: (this lesson can be done in five or six lessons)
Step #1: Begin a class discussion about what makes good writing and representing. For
example: great beginnings, interesting events, etc. Create class-generated criteria that the
students can follow when creating writing and representing.
Step #2: Introduce the students to The Town Mouse and the Country Mouse by
explaining that it is a fable. A fable is a traditional story that usually involves animal
characters that have been personified and given human traits. The story communicates a
moral or teaches an important life lesson. Even though fables were written long ago their
messages are still relevant and we can learn from them. A fable is an excellent example
of good writing and representing because it has lasted for generations and is still relevant.
Step #3: Before reading the story ask the students for the predictions about what the story
will be about. After reading a few pages ask: Why do the country mice want to go to the
town? Why do the town mice want to go to the country? After reading the story,
introduce the idea of “the grass is always greener on the other side.” Ask: What lessons is
the author trying to teach us? What was the surprise ending in this version of the fable?
Step #4: Have a class discussion about comparing and contrasting the environments in
the story. Where are the similarities and differences of the town and the country?
Step #5: Give each student a copy of the Differences of City and Country Life Venn
Diagram and ask them to fill it out. (Retrieved on March 2, 2015, from,
http://www.vrml.k12.la.us/Upload/VennDiffLife.jpg)
Step #6: Review story sequencing with the students. (First, Then, Next, Finally). Reread
the story and ask the students to pay special attention to the sequence.
Step #7: Divide the students into pairs and ask them to fill out the Story Sequencing
Sheet for the story with first, then, next, finally. The students can illustrate as well.
Story Sequencing Sheet – The Town Mouse and the Country Mouse
1)
First
2)
Then
3)
Next
4)
Finally
Step #8: Divide the students into groups of six and use the finger puppets and masks
from Jan Brett’s website to retell the story in the correct sequence using first, then, next,
and finally. Get the students to practise as a group and then present to their class.
Retrieved from http://janbrett.com/puppets/main.htm.
Step #9: Set a purpose for writing and representing and select an audience. Ask every
student in the class to write a letter to either the town mice or the country mice and give
them tips on living in the city and/or country based on their experience. Ask them to
choose where they would live and why and share their decision with the mice in the
letter. Review as a class the criteria that was generated at the beginning.
Step #10: Edit and revise writing. Create a good copy of the letter and illustrate it. After
that, put student work on display in the classroom so that they can share what they did.
Step #11: Read other fables as a class and discuss similarities and differences. After
reading multiple fables ask the students what they have learned from each moral.
Step #12: Divide the students into pairs and ask them to create their own fable together.
Generate ideas for story and create visual representation like a word web, visual journal
entry, graphic organizer, etc. Ask the students to collect information from other sources
like books, videos, etc. Work in pairs to create a new fable and then share with the class.
These can be put together into a book of fables written by the students.
Extensions:
• How food is produced or made. Where it comes from and how it is distributed.
• Food from around the world – class potluck lunch with different dishes.
• Research different animals and environments from this book.
• Talk about plant and animal life cycles and food chains.
Assessment:
• Observe the student’s participation in the class discussion about the story.
• Monitor the student’s level of interaction during partner work.
• Assess the student’s ability to listen respectfully and respond appropriately.
• Observe the students understanding of the characteristics of a fable.
• Assess the student’s ability to use sequencing and retell the story.
• Monitor the student’s ability to use strategies before writing.
• Assess the students writing and representing comprehension.
• Review the student’s written work to assess understanding of concepts.
• Continuously make notes on student observations and record in logbook.
• Use a rubric to determine the student’s level of understanding.
Retrieved from http://janbrett.com/mouse_masks_main.htm.
Rationale for Choice:
The story of The Owl and the Pussycat is written by Edward Lear and illustrated
by Jan Brett. It is a beautiful poem about two animals that fall in love and go on an
adventure at sea. Edward Lear was an amazing author and painter and he originally wrote
this poem in 1868. Since then, this poem has been loved and enjoyed for generations. He
created this ‘picture poem’ to cheer up a three-year-old girl was very sick. “The Owl and
the Pussycat is an entirely happy story of courtship and marriage. Despite its humour and
nonsense, the poem is charmingly romantic from the Owl’s serenade on the guitar to the
moonlight dancing in the last verse” (Julia Donaldson, Forward in The Owl and the
Pussycat).
Jan Brett’s illustrations bring the poem to life in a Caribbean setting with palm
trees and tropical fish. There is a second story line in the illustrations that depict a golden
fish, seeking its true love, just like the owl. The golden fish meets new friends under the
sea but he can’t find the one he is looking for. As the book continues, the golden fish is
followed by all of his friends that he meets along the way. Then he notices the other
golden fish that is in a goldfish bowl on the boat and falls in love. While the owl and the
pussycat are dancing on the island, the other golden fish jumps into the ocean to meet
him. The owl and the pussycat and the two golden fish all dance to the light of the moon.
This book can be used to study rhyming poetry and the students to create their
own poems as well. It ties in with PLO C3, which covers creating imaginative writing
and representing using poetry. The students will be able to develop ideas through the use
of details that enhance the topic or mood. They will be able to understand poetic language
and develop word choice. They will also be able to develop voice by creating their own
poems and illustrations.
PLOs and Achievement Indicators: Grade 2 LA Writing + Representing (Strategies)
Strategies to use with this book: (this lesson can be done in two or three lessons)
Step #1: Before reading The Owl and the Pussycat, show the students the front cover and
read them the title. What do you think this book will be about? Who are the main
characters? Where does the story take place?
Step #2: As you read the story, ask the students to pay close attention to the sounds of the
words that are being used. After reading the first few pages of the book point out that
there is a rhyming scheme. Discuss what rhyming means and then continue.
Step #3: After reading the story, conduct a word explosion activity. What are some of the
rhyming words from the poem? (Sea – pea, boat – note, honey – money, etc.)
Step #4: Get the students to work in pairs and come up with rhyming words. Ask them to
share their words with the class. Record the words on the board to create a word bank.
Step #5: Brainstorm as a class how you can set the mood or tone for a poem. How did
Lear set the tone for this poem? How did Jan Brett set the tone with her illustrations?
Step #6: Brainstorm as a class how you can develop voice by showing individuality.
How did Lear make his poems unique? (He used rhyming and nonsense words, etc.)
Step #7: Discuss the use of personification to give human traits to animals. How were
animals personified in this poem? What were they wearing/saying/doing?
Step #8: Ask the students to work in pairs and create rhyming poems with the words that
are written on the board from the word explosion. For example: they could write about
two animals that go on an adventure. They could write a poem about anything as long as
they include a few rhyming words and demonstrate understanding.
Step #9: Edit and revise the poems. Create a good copy and illustrate the poem as well.
Share with the class and put on display in the classroom or in the hall.
Step #10: The students could do the colouring page or word search by Jan Brett.
Retrieved from http://lisajaeggi.com/site/wp-content/uploads/2013/01/brett1.jpg.
Extensions:
• Look at other rhyming poems and compare/contrast to Lear’s poem.
• Learn about other forms of poetry and other poets.
• Do a unit on animals and their environments.
• Tie Jan Brett’s illustrations into an art lesson.
Assessment:
• Observe the student’s participation in the class discussion about the story.
• Monitor the student’s level of interaction during partner work.
• Assess the student’s ability to listen respectfully and respond appropriately.
• Observe the students demonstrating an understanding of rhyming.
• Assess the student’s ability to use rhyming words to create a poem.
• Assess the students writing and representing comprehension.
• Review the student’s poetry to assess understanding of concepts.
• Continuously make notes on student observations and record in logbook.
• Use a rubric to determine the student’s level of understanding.
Retrieved from http://www.janbrett.com/owl_coloring_page.htm.
Resources
Brett, Jan. (2000). Hedgie’s Surprise. New York, USA: G. P. Putnam’s Sons. Brett, Jan. (2012). Mossy. New York, USA: G. P. Putnam’s Sons. Brett, Jan. (1994). The Town Mouse and the Country Mouse. New York, USA: G. P. Putnam’s Sons. British Colombia Ministry of Education Website. IRP Grade 2. Retreived on Feb. 25, 15,
http://www.bced.gov.bc.ca/irp/curric_grade_packages/gr2curric_req.pdf.
Cummings, P. M. & Alligton, R. L. ( 5th ed.). (2011). Classrooms That Work. Boston, USA: Pearson Education, Inc. Jan Brett’s Blog Website. Retrieved on February 25, 2015 from http://janbrettsblog.com/.
Jan Brett’s Website. Hedgie’s Surprise News Notes. Retrieved on February 25, 2015
from, http://www.janbrett.com/newsnotes/hedgies_surprise_newsnotes.htm.
Jan Brett’s Website. Mossy News Notes Page 2, 3, 4. Retrieved on March 1, 2015 from,
http://janbrett.com/newsnotes/mossy_newsnotes_page_2.htm.
http://janbrett.com/newsnotes/mossy_newsnotes_page_3.htm.
http://janbrett.com/newsnotes/mossy_newsnotes_page_4.htm.
Jan Brett’s Website. The Animals of the Town Mouse and the Country Mouse Masks.
Retrieved on March 2, 2015 from, http://janbrett.com/mouse_masks_main.htm.
Jan Brett’s Website. The Owl and the Pussycat Colouring page. Retrieved on March 2,
2015 from, http://www.janbrett.com/owl_coloring_page.htm.
Jan Brett’s Website. Town Mouse and Country Mouse Finger Puppets. Retrieved on
March 2, 2015 from, http://janbrett.com/puppets/main.htm.
Lear, Edward. (1991). The Owl and the Pussycat. New York, USA: G. P. Putnam’s Sons. Lear, Edward. (2014). The Owl and the Pussycat. London, England: Puffin Books. Making Learning Fun Website. Turtle Printables and Ideas. Retrieved on Mar. 1, 15,
http://www.makinglearningfun.com/themepages/TurtlePrintablesandIdeas.htm.
Penguin Classroom Website. An Educator’s Guide to Jan Brett. Retrieved on Mar. 1, 15,
http://www.mackin.com/cms/uploads/eMackin/JanBrett_CurriculumGuide.pdf.
Penguin Readers Website. Town Mouse and Country Mouse. Penguin Young Readers
Fact Sheet. Retrieved on March 2, 2015 from,
http://www.penguinreaders.com/pdf/downloads/pyr/factsheets/9780582512429.pdf.
Puffin Website. Lesson Plans for School. The Further Adventures of the Owl and the
Pussy Cat by Julia Donaldson. Retrieved on March 2, 2015 from,
http://www.puffinvirtuallylive.co.uk/assets/FurtherAdventuresOwlPussycat_Puffi
nVirtuallyLive.pdf.
Reading Confetti Website. Kid Made Turtle Herb Planters. Retrieved on March 1, 2015,
http://www.readingconfetti.com/2013/05/kid-made-turtle-herb-planters.html.
Read Write Think Website. Picture Understanding! Building Comprehension in the
Primary Grades with Picture Books. Retrieved on March 1, 2015 from,
http://www.readwritethink.org/classroom-resources/lesson-plans/pictureunderstanding-building-comprehension-30904.html?tab=4#tabs
Read Write Think Website. Readers Theatre with Jan Brett. Retrieved on February 25,
2015 from, http://www.readwritethink.org/classroom-resources/lessonplans/readers-theatre-with-brett-420.html?tab=1#tabs.
Read Write Think Website. Reader’s Theater Script for Hedgie’s Surprise. Retrieved on
February 25, 2015 from,
http://www.readwritethink.org/files/resources/lesson_images/lesson420/hedgiert.pdf.
Read Write Think Website. Story Cube Creator. Retrieved on March 1, 2015 from, http://www.readwritethink.org/files/resources/interactives/cube_creator/.
Scholastic Teacher’s Website. Interview with Jan Brett. Retrieved on February 25, 2015
from, http://www.scholastic.com/teachers/article/jan-brett-interview-transcript.
Scholastic Teacher’s Website. Hedgie’s Surprise Lesson. Retrieved on Feb 25, 2015,
http://www.scholastic.com/teachers/lesson-plan/hedgies-surprise-lesson-plan.
Scholastic Website. The City Mouse and the Country Mouse. Retrieved on March 2,
2015, from, http://printables.scholastic.com/printables/f.jsp?id=39419.
Vermilion Parish Schools Website. Differences of the City and Country Life Venn
Diagram. Retrieved on March 2, 2015 from,
http://www.vrml.k12.la.us/Upload/VennDiffLife.jpg.