Genre 2 (Traditional Literature) Rapunzel

RAPUNZEL
by: Paul Zelinsky

BIBLIOGRAPHY

Zelinsky, Paul. 1997. RAPUNZEL. New York, N.Y. Puffin Books. ISBN 0-14-230193-0

PLOT SUMMARY

Paul Zelinsky’s retold version of Rapunzel begins by unfolding the story of a young couple who for many years tried to have a child, until one joyous day the Missus realized her dress was too tight. The Missus is plagued by a craving for rapunzel; an herb that grows in the walled garden of the sorceress next door.  This craving causes the couple much plight. The child was born and given to the sorceress, who names her Rapunzel. Rapunzel was free as a bird until she was trapped in a tower with no doors, allowed to see no one other than the sorceress. In passing one day, a prince falls in love with Rapunzel’s singing. Even though startled by the appearance of a man, Rapunzel couldn’t resist his kind words and love. Rapunzel is cast into the Wild Country by the sorceress because of their love children. Rapunzel longed for her prince until one day she finds him wondering through the forest, blind. Rapunzel’s tears of joy restored the prince’s vision once again. Rapunzel and her prince returned to his kingdom where they lived a happy long life with their two love children.          

CRITICAL ALAYSIS

Caldecott Medal award winner Paul Zelinsky’s authentic retelling of Rapunzel’s “bitter-sweet” tale takes its shape from both German brothers Jacob and Wilhelm Grimm’s version of Rapunzel, and other earlier versions of the tale. Rapunzel is one of the most flourishing and beautiful stories ever created for children. Zelinsky follows traditional plot lines of fairytale happy endings, “There they lived a long life, happy and content.”  Even though the tale is well written and stimulating, Zelinsky’s version may be more appropriate for older or more mature audiences, as in the tale a situation such as Rapunzel being visited in the tower at night by the prince and then, on the next page, she's pregnant isn’t appropriate for young audiences. Implying that she is pregnant, "'Rapunzel said, "If you please, Stepmother, help me with my dress, it doesn't want to fit me anymore.' Instantly the sorceress understood what Rapunzel did not. 'Oh, you wicked child!' she shrieked. ‘I thought I had kept you safe, away from the whole world...'" Zelinsky’s retold version also portrays the limitless boundaries a family has for a loved one. Even though inappropriate and wrong, the alarmed man had to get the herb for his wife in her time of despair, although he could be caught “Ten times, twelve times he circled the garden wall, but found neither door nor gate. So, lowering himself through the window at the back of the house, he climbed down into the sorceress’s garden. Quickly he pulled up as much rapunzel as he could hold and scrambled back up through the window.”

What makes Zelinsky’s version so different from the rest are his stunning, original and miraculous oil painting illustrations that represent the Renaissance period. Zelinsky explains in the back of his book that he studied the narration of the story and revealed its Italian roots, determining then to set his version’s illustrations reflecting Renaissance Italy. His paintings provide his readers with images of the elegant architecture of the tower with great columns that rise in the middle of the woods and the beautiful landscaping of a stunning garden with sculptures that are frequent of the Renaissance period, rather than portraying the cruelty, nastiness and poverty of society during the period of the Renaissance. Zelinsky proves his creativity and detailed oriented mind when he adds to each painting a cat that keeps Rapunzel company, or serves as a companion, in every scene she is in from a young child to a grown woman with a family. It seems as if the cat’s mood also changes as Rapunzel’s does, emphasizing that the cat also shares Rapunzel’s emotional turmoil. Zelinsky’s oil paintings bring his version of Rapunzel to life, tugging his readers into the lives of Rapunzel’s emotional life journey.

Easy to read and full of rich text, Zelinsky’s version of Rapunzel shouldn’t be overlooked. His meaningful plot and unforgettable paintings are fantastic contributions to traditional literature for audiences of all ages. Due to mature situations that are introduced in the tale, there should be a question and answer session at the end of the reading to clear up any misconceptions.       

REVIEW EXCEPT(S)

Kirkus Reviews- called the art "grandly evocative, composed and executed with superb technical and emotional command."

The Horn Book- "Simply put, this is a gorgeous book; it demonstrates respect for the traditions of painting and the fairy tale while at the same time adhering to a singular, wholly original, artistic vision."

CONNECTION

Related Literature

The books below are different versions of Rapunzel that can also be discussed. These books would provide great opportunities for children to compare and contrast different versions of the traditional fairytale Rapunzel.

Sugar Cane: A Caribbean Rapunzel by: Patricia Storace - ISBN-10: 0786807911
Rapunzel: A Groovy Fairy Tale by: Lynn Roberts - ISBN-10: 0810942429
Petrosinella: A Neapolitan Rapunzel by: Diane Stanley - ISBN-10: 0613056833

Resource to find these interesting facts and vocabulary words: http://www.oquita.com/Into%20the%20Woods/Into%20the%20Woods%20Research/Rapunzel_Study_Guide.pdf

Important Vocabulary Word- Noting and discussing unfamiliar words in the text can help improve children’s comprehension and fluency while reading the text.  Discuss words such as:

betrayed – failed or deserted, especially in time of need
confronted – caused to meet; brought face to face
craving – wanting greatly; needing, begging, demanding
fetch – to go or come after and bring or take back
glimpses – brief looks at (something or someone)
longing – a strong desire for something
mercy – a blessing that is an act of divine favor or compassion
plummeted – dropped sharply and abruptly
sorceress – a woman sorcerer
sorrow – deep distress, sadness, or regret
wretched – being or appearing mean or miserable

Activity 1:

Discuss facts about Rapunzel with children such as:

FACT: Rapunzel, or rampion, as it is called in some versions of the tale, is a real plant.

FACT: This leafy vegetable was grown as food in England, France, Germany and Italy during the 1800’s and was often boiled and used as a substitute for spinach.

FACT: Today it can be seen growing wild at roadsides in southern England.

FACT: In North America, relatives of this type of rampion are grown as decorative plants in rock gardens.

FACT: Think Rapunzel has the world’s longest hair? Well, according to the Guinness Book of

World Records (2003) the real life record for the longest hair was set by Hoo Sateow on

November 21, 1997, when her hair was measured at 16 feet 11 inches, or 5.15 m long!

Activity 2:

Resource: http://www.paulozelinsky.com/paul.html

Paul Zelinsky has a great website that could be utilized to help children familiarize themselves with the author and other books he has written.  This would be a great website for children to explore that will help them further their understanding of Zelinsky’s version of

Genre 2 - (Traditional Literature) The True Story of the Three Little Pigs!

The True Story of the Three Little Pigs
 by: Jon Scieska

BIBLIOGRAPHY

Scieska, Jon. 1989. THE TRUE STORY OF THE 3 LITTLE PIGS!. by: Lane Smith. New York, NY. Scholastic Inc. ISBN 0-590-44357-7      

PLOT SUMMARY

Jon Scieszka’s The True Story of the 3 Little Pigs is an exceptional tale that defies the truth and proves that there are always two sides to every story.  Scieszka’s tale is the hilarious and entertaining  version  of the traditional tale of The Three Little Pigs that isn’t told by the Pigs themselves but is retold by the wolf, whose name is Alexander T. Wolf.  Alexander T. Wolf explains his plight by indicating that he was actually framed and that he was misrepresented by the three little pigs as well as the media.  The Wolf’s story begins with a simple and innocent journey to look for a cup of sugar to add to his Granny’s birthday cake and an unanticipated episode of a sneezing fit, which lands him in jail with still no cup of sugar for the cake.

CRITICAL ANALYSIS

Scieszka’s clever tale has created an opportunity for his readers to have compassion for the villain, which is usually infrequent among traditional literature. Scieszka uses another strategy such as “rational reasoning” to assist in eliminating biased opinions of Alexander T. Wolf that readers may have before reading the Wolf’s side of the story.  An example in the tale of Scieszka rationalizing with the readers is when the wolf stated after eating the first little pig, “It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So I ate it up. Think of it as a big cheeseburger just lying there.” Scieszka sneakily created an image that the wolf simply doesn’t want to waste food, portraying him as a good guy and not a mean big bad wolf that purposely huffed and puffed and blew the pigs' houses down.

Traditional tales commonly end “happily ever after”, which is perfectly fine, but sometimes you might want something different that represents a more practical ending. Scieszka’s retold version of the tragic story of The Three Little Pigs is a tale that doesn’t have a happy ending, which his readers may be able to relate to.  Even though Scieszka’s tale has such a gloomy ending, traditional literature roots still show in the beginning statement “Way back in Once Upon a Time time”, indicates to his readers that the mishap occurred long ago or that the event took place in a far away place, which is typical of many traditional tales.   

Lane Smith’s creative and original watercolor illustrations with tattered edges are a delightful addition to Scieszka’s tale. Smith’s illustrations depict a daily newspaper (Daily Wolf) which creates a sense that the wolf’s side of the story is urgent and important.  Smith’s detailed illustrations add an extra layer of humor to the tale that enhances the reader’s image of the innocence Alexander T. Wolf is attempting to portray.  Smith’s illustrations, such as the thoughtful gesture of Alexander T. Wolf baking a birthday cake for his Granny with her picture hanging in the background of his kitchen, is an image of the wolf’s gentler and softer side.

The original fairy tales of The Three Little Pigs among its many versions are fantastic additions to traditional literature that is shared from generation to generation. Scieszka’s tale is an excellent addition to the long lasting traditions of sharing fairy tales that emphasizes the other side of an unfortunate event.

REVIEW EXCEPT(S)

Publishers Weekly- “In this gaily newfangled version of a classic tale, Scieszka and Smith (Flying Jake ) argue in favor of the villain, transforming the story of the three little pigs into a playfully suspicious, rather arch account of innocence beleaguered.”

Children's Literature – “In this humorous story, Alexander T. Wolf tells his own outlandish version of what really happens during his encounter with the three pigs.”

School Library Journal- “Victim for centuries of a bad press, Alexander (``You can call me Al'') T. Wolf steps forward at last to give his side of the story.”

CONNECTIONS

Related Literature

The Three Little Cajun Pigs by Berthe Amoss -ISBN: 0803728158
The Three Little Javelinas by Susan Powell -ISBN: 0873585429
The Fourth Little Pig by Teresa Celsi -ISBN: 0811467406
The 3 Little Wolves and the Big Bad Pig by Eugene Tirvizas -ISBN: 068981528X
The Three Little Tamales by Eric A. Kimmel -ISBN: 0761455191

Activity:

Resource for the following activities: http://www.teachingheart.net/truepigs.html

Before Reading:

-Read a version of the Original Three Little Pigs.
-Have student retell the original version as you write the key elements to the story on chart paper.
-Explain that you will read another version of the story, The True Story of The Three Little Pigs.
-Discuss how this story is told by the wolf and the original is told by the pigs.
-Generate discussion on a time when you saw a situation differently than a friend did. Perhaps you could bring up something that happened on the playground or in your classroom to get the ball rolling.
-Share with the students the story for today. Let them look at the front cover and let them predict what they think the wolf will say about the situation. Turn to the inside first page and have students also predict why he might be in jail. (The picture is of the wolf behind bars.)

After Reading

-Brainstorm with your class what more they would like to know about A. Wolf. What questions would they like to ask him about what happened to the pigs. Have the students write a letter to A. Wolf.

-Ask students what other fairytales they know and how they would change if they were told from another point of view. How would Cinderella's stepsisters tell her famous story? How would Snow White's stepmother explain what happened to her? Have children write their own versions of famous fairy tales with a twist.

-What point of view do your students feel is correct, the pigs or the wolf's point of view?

-Compare the two stories: brainstorm some things that happened in the Three Little Pigs story that did not happen in the True Story of the 3 Little Pigs!

Writing Prompts:

1.Were the pigs good little pigs?

2.Was the wolf really a bad wolf? Could it have been that the pigs were jealous of him? What if he was really a nice guy after all!

3.Can you really believe a pig?

4.Where would that pig have gotten all of the bricks? Did he have a job?

5.Could there have been a windstorm that blew the house down?

This story is rich in descriptive words & could be used for a lesson on adjectives. Take three sentences from the book and place them in your pocket chart. Have students highlight the adjectives for you. Have students volunteer to circle the nouns the adjective describes.

After you complete this as a group, split the students into groups of three or four and have them find three more sentences in the book that use adjectives.

Math Activit:
-Introduce students to skip-counting by three. Use counters (pig erasers) to demonstrate.
-Compare the weight of straw, sticks, and bricks, use a balance scale to demonstrate.

Genre 2- (Traditional Literature) Turtle Knows Your Name

Turtle Know Your Name
 by: Ashley Bryan

BIBLIOGRAPHY

Bryan, Ashley. (1989). TURTLE KNOWS YOUR NAME. New York, NY. Atheneum. ISBN-0-689-31578-3

PLOT SUMMARY

Award-winning African-American artist and author Ashley Bryan’s Turtle Knows Your Name is a fantastic retelling of an African folktale that informs its readers of the importance of names in black culture. The story is about a young boy named Upsilimana Tumpalerado who is challenged by his grandmother to learn his long and hard to pronounce name. Unappreciative of his peers calling him “Long Name”, because his really name was confusing, he one day decided to play by himself with the farm animals who also wouldn’t say his name. Only the sea turtle knew his name, but the sea turtle knows everyone’s name. When Upsilimana Tumpalerado’s Granny challenged him to say her real name for his dessert after dinner, he realized he didn’t know his Granny's name. Upsilimana Tumpalerado learns to appreciate his own name once he realizes that his Granny's name is Mapaseedo Jackalindy Eye Pie Tackarindy which was much more difficult to pronounce than his own. The boy and his Granny both decide to call each other names that are easily pronounced and pleasing to one another, even though they will always remember the importance of their real names and its contribution to their culture.    

CRITICAL ANALYSIS

Traditional of the opening phrase of a folktale, “Once there was a little boy and he had a very long name,” Bryan’s readers gather the idea that this story took place in an imaginary land or far away. Bryan’s use of the old turtle who can speak to humans and the teaching of a lesson or moral are traditional to folktales that have been passed down from generation to generation. The old turtle in Bryan’s story can also be viewed by his readers as a representation of time. “Turtle was older than anyone could tell. He even remembered Granny’s name dance when Granny, as a little girl, danced with her granny on the shore. “

Through repetition, rhyme, and song Bryan has cleverly educated his readers about the significance of traditions in diverse cultures. “Upsilimana Tumpalerado, That’s my name. I took my time to learn it. Won’t you do the same?” Upsilimana Tumpalerado’s name song is just one of the many examples throughout Bryan’s repeated patterns and noticeable rhymes that are ear pleasing and provide opportunities for participation and feedback from his listeners and readers. The repetition of Upsilimana Tumpalerado’s name in Bryan’s story is another excellent example of the opportunities he allows his readers to interact with the story. Bryan’s songs and dances throughout the story also mimic the tradition and culture of the African characters in the story. Bryan’s retelling of Turtle Knows Your Name encourages his readers to embrace their differences and admire their culture's heritage through the uniqueness and beauty of their individual names.This classic book will benefit readers of all ages through its multicultural components and diverse message. Bryan’s story also promotes tolerance towards differences among culture groups and provides readers opportunities to support diversity.  

Bryan’s brilliant water color illustrations of the bright yellow sun, golden sand, dark green grass, bold red strips, and beautiful blue water colors covering the full length of the page are true to the bright and bold colors of African culture. The precise details of the shapes and lines that make up the character's features and surroundings give readers an accurate image of the heritage and traditions being emphasized in the story. Upsilimana Tumpalerado’s granny patting his head in a comforting manner as well as the town villagers dancing collectively in the street, are great example of the relationships and closeness of the characters that Bryan is meaning to depict through his illustrations.    

Bryan’s retold version of Turtle Knows Your Name is a fantastic example of diversity among cultures. This classic tale should be shared in every home and classroom across the world promoting a rich, diverse, and developmentally appropriate classroom or home library for everyone to enjoy.

REVIEW EXCERPT(S)

Publishers Weekly- "Bryan's language relies not only on resonant island rhythms but lyrical traditions as well."

School Library Journal- “Bryan shows his love of word patterns, sounds, and repetition in his retelling of this West Indian folktale.”

CONNECTIONS

If you are looking for a fun and exciting way to teach tolerance and provide meaningful opportunities for children to embrace cultural differences, Turtle Knows Your Name  is the folktale that you are looking for. There are also other traditional tales that represent African culture that could be used:

Related Folktales
Nelson Mandela's Favorite African Folktales by: Nelson Mandela - ISBN: 0393329909
The Fire Children: A West African Folk Tale: by Eric Maddern, Frané Lessac - ISBN: 1845075145
Why the Sun and the Moon Live in the Sky: by Elphinstone Dayrell - ISBN: 0395539633
  

Activity:

Readers Theaters are a great way for children to interact with what they are reading, as well as interact with their peers. Readers Theaters can also help children with comprehending what a selected reading is trying to convey.  Turtle Knows Your Name would be a great book for children to dramatize.

Step 1: Read Turtle Knows Your Name to children
Step 2: Help readers create a dramatic representation of the book in script form.
Step 3: Divide the parts among participating readers.
Step 4: Have a copy of the script for each reader.
Step 5:  Perform Script

NOTE: Have readers focus on reading the scripts with expression, while using gestures. No memorization, costumes, or special lighting is needed, but if these things are available they could add to the excitement. Most importantly make comprehending the text meaningful and fun for all children.    

Genre 1- (Picture Book) Sylvester and the Magic Pebble

Sylvester
and the Magic Pebble
by: William Steig










 

BIBLIOGRAPHY

Steig, William. (1969). SYLVESTER AND THE MAGIC PEBBLE. New York, NY. Aladdin Paperbacks ISBN-10: 0-671-66269-1

PLOT SUMMARY

Caldecott Medal award winner William Steig’s Sylvester and the Magic Pebble, is a picture book about a donkey named Sylvester Duncan who lives with his mother and father off Acorn Road in Oatsdale. One of his favorite pastimes is collecting mysterious and beautiful rocks. On one cool and rainy day he noticed a pebble that was flaming red, shiny, and perfectly round like a marble. Holding the beautiful pebble in his hoof he began to shiver from the cold and rain. Sylvester thought to himself, “I wish the rain would stop” and much to his surprise the rain had vanished and the sun shined as if it had never rained. Sylvester quickly realize that the pebble had magical powers. Headed home through Strawberry Hill, Sylvester came across a hungry lion looking right at him. Sylvester made a quick decision to wish himself as a rock until the lion passed. Sylvester quickly realizes that he has no way of holding the pebble in his hoof to wish himself back into a donkey. When Sylvester didn’t return home his parents began to worry, asking neighbors if they had seen him. Even though still a rock, Sylvester knew his parents were searching for him, but couldn’t tell anyone that he was a rock or that he was under their noses. Neighbors gradually stopped looking for Sylvester. His parents had just assumed something horrible had happened to him. The search ended and seasons changed and Sylvester was still a rock. One day Sylvester’s parents went on a picnic trying to cheer themselves up and attempting to move on with their lives; but picnics were not the same without Sylvester. Sylvester’s father came across the same beautiful and shiny pebble that his son had found. He placed the pebble on the rock they decided to picnic on. Sylvester had fallen into a deep sleep only to be awakened by his mother's warmth from sitting on him. Sylvester shouted out at his parents that he was there, but quickly realized he wouldn’t be turned back into a donkey unless someone held the pebble wishing that rock to be a donkey. Though saddened by this thought Sylvester couldn’t give up. Sylvester’s mother, distressed by not having her son around said to his father, “Oh how I wish he were with us on this lovely May day”. POOF!  Sylvester appeared. Shocked and surprised, his parent asked him questions and gave him hugs and kisses. Overwhelmed with joy and after the three had calmed down, Sylvester and his parents returned to their cozy home on Acorn Road in Oatsdale.            

CRITICAL ANALYSIS

William Steig has created a picture book full of magic and humor that will make you smile, but at the same time feel sorrow and sadness that will tug at your heart. Steig’s story of Sylvester and his magic pebble reminds readers that they should be careful what they wish for. Steig’s story also portrays the devastating reactions of parents who have lost a child. 

Steig’s illustrations, although brilliant with color and full of detail, still seemed to stir up negative opinions of his critics. Steig used farm animals instead of humans to illustrate diversity among the citizens of Oatsdale. His portrayal of the town's police as pigs, which Sylvester’s parents turned to when he was missing, raised controversy among several school districts and organizations across the United States; as a result Sylvester and the Magic Pebble was banned in parts of the United States. Even though controversial, William Steig still received The Caldecott Medal in 1970 for the most distinguished American picture book for children published that year. Steig’s detailed illustrations make his readers feel the excitement that Sylvester had after he found the magic pebble, as well as the fear Sylvester’s parents felt after they realized he was missing. Steig's illustrations portrayed a roller-coaster of moods from the beginning of the book to the very end. The beginning of Steig’s story is excitement, the middle of the story is panic, towards the end of the story is mourning, and the end of the story is happiness and relief. Steig’s illustrations paint images in the minds of his reader that will always remind them of Sylvester who lives on Acorn Road in Oatsdale, that found a magic pebble.  

REVIEW EXCERPT(S)

American Library Association: (1970) Caldecott Award
New York Times Book Review: “The New York Times Book Review wrote of Mr. Steig that "everything he does is magic." This deluxe edition of Sylvester and the Magic Pebble truly recaptures that magic for a whole new generation of readers.”
National Education Association- “Selected as one of the 100 Best Books of the century”

CONNECTIONS

If you are looking for a picture book that discusses family relationships, feelings, and provides a magical adventure, Steig’s Sylvester and the Magic Pebble is the perfect book for you.

Story Bag Technique- When reading the story of Sylvester to children, create a story bag with items that relate to the story, such as a red marble, stuffed donkey, rock, and a stuffed lion. Instead of a paper sack for this story you could place your items in a picnic basket as well. The story bag will give children additional visual aids that will help with comprehension and story retelling.   

Activity:

This picture book also provides an opportunity for children to expand their critical thinking skills, comprehension, and fluency through a question and answer activity. 

Critical Thinking Questions:

Serious questions:

1.      Ask children how they would feel or how they think their parents would feel if they were to be missing? Have children discuss ways that they could prevent themselves from getting lost and what they should do if they were to get lost?

2.      If the story of Sylvester and the Magic Pebble continued after the end of the story, in what ways do you think the Duncan's life would be different from the way it was at the beginning of the story? Why do you think these changes would happen?

Fun questions:

3.      Discuss with children the kinds of things they enjoy doing with their family members. Encourage children to describe those things they particularly like about their parents, guardians, siblings, relatives, and special events they may have shared with them.

4.      Talk about special collections the children may have had similar to the pebble collection that Sylvester had.

Resource: Questions 2-4 came from the resource below. 

Westonwoods. (2011). Sylvester and the Magic Pebble. Retrieved September 12, 2011,  http://westonwoods.scholastic.com/products/westonwoods/study_guides/sylvester_and.the_magic_pebble.pdf

Genre 1- (Picture Book) The Pigeon Finds a Hot Dog!

The Pigeon Finds a Hot Dog!
By: Mo Willems

 

BIBLIOGRAPHY

Willems, Mo. (2004). THE PIGEON FINDS A HOT DOG!. New York, NY:  Hyperion Books For Children. ISBN: 0-7868-1869-7

PLOT SUMMARY

Emmy Award-winning writer and animator for Sesame Street, Mo Willems, has ingeniously created picture book, The Pigeon Finds a Hot Dog! The egocentric and hungry Pigeon stumbles across his favorite food, a hot dog. The exuberant Pigeon couldn’t wait for the perfect snack to enter his beak. Much to the Pigeon’s surprise, just as he is about to indulge on the snack, a sudden small voice comes from behind. Special guest star, the curious and hungry Duckling, appears and asks the questions, “Is that a hot dog?” “I have never had a hot dog before?"  The guilt begins. The Duckling's hilarious and clever, questioning of the taste of the hot dog causes the Pigeon to question his greediness. Although frustrated with the Duckling's questions, the Pigeon allows for a compromise, letting the Duckling carry out his plan of splitting the hot dog for both to enjoy. The Pigeon suggest that he has been had by the Duckling with his last statement being, “You know, you’re pretty smart for a duckling.” The Pigeon, sitting next to the duckling on the final page, expresses that the best decision has been made, which was to share the hot dog with the curious Duckling.   

CRITICAL ALALYSIS

Mo Willems story is a reminder that big things come in small packages. Willems' simple story is short in words but carries a powerful punch for readers. Compassion, consideration and sharing are three important lessons that readers will obtain from reading the story of the Pigeon and the Duckling. Willems story instills qualities in his readers that will continue to produce positive experiences that will create meaningful relationships throughout the lives of his readers. 

Willems utilizes a painting technique to illustrate this simple yet powerful story from the front of the book to the back. Willems utilized crayons for his illustrations, giving the story a childlike feel. The plain and linear backgrounds allow Willems' images to jump right off the page at the reader. Willems' simple but detailed illustrations give the reader the exact image of the attitude and curiosity of both the Pigeon and the Duckling throughout the story. The scowling slant of the Pigeon's eyes and eyelids gives the reader the idea that the Pigeon is annoyed and the Duckling's big blue wide eyes looking up at the Pigeon creates a sense of curiosity in the Duckling. Willems' illustrations also create seniority among the characters. The Pigeon is large in size with big stout wings and a bold loud voice, creating an intimidating image for the reader. The duckling is small in size with tiny little wings and small voice, expressed with a smaller, less bold font, creating a quiet more timid image for readers. Willems’ illustrations of the Pigeon and the Duckling create a meaningful and important lesson that promotes positive human characteristics, for his readers to appreciate at any age.

REVIEW EXCERPT(S)

Booklist- “In this follow-up to Don't Let the Pigeon Drive the Bus, the wheedling pigeon with the short fuse meets his match.”

School Library Journal- “In this second book featuring the star of Don't Let the Pigeon Drive the Bus!, the shoe is on the other foot. Once again, the action starts on the title page, with the pigeon's joyous discovery of a hot dog.”

Kirkus Reviews – “The determined pigeon of the Caldecott Honor-winning Don't Let the Pigeon Drive the Bus!, returns in a more subdued performance that will nevertheless appeal to fans of the first.”

Publishers Weekly- “In Don't Let the Pigeon Drive the Bus!, the hero was subordinate to an unseen person who withheld bus-driving permission; here he has the dominant role and must placate his own pesky interloper, as he bargains with a duckling over a discarded hot dog.”

CONNECTIONS

If you are a teacher or parent looking for creative ways to teach your children the importance of sharing, without a lecture, The Pigeon Finds a Hot Dog! is a great tool for you. There are also many other fabulous picture books that will help promote the importance of sharing.

Sharing Books:

The Rainbow Fish by: Marcus Pfister - ISBN: 0760787220
Should I Share My Ice-cream? by: Mo Willems- ISBN: 1423143434
Stone Soup by: Ann Mcgovern - ISBN: 0590416022 (There are a couple of versions of this book and all are great examples.)

ACTIVITIES

Activity 1

The Pigeon Finds a Hot Dog! is a great tool to develop and accessing children’s story telling abilities as well as comprehension through illustrations.

What to do:

Step 1: Read The Pigeon Finds a Hot Dog! once through, out loud with your child/children.

Step 2:  Place sticky notes over the words so the children can retell the story in their own words.

Step 3: Listen and assess

Activity 2

Allow children to tell stories about both giving and receiving acts of kindness.

Activity 3

Discuss current events and articles in the paper or on the news where people contribute their time or talent to others. Have student cut out pictures from magazines and newspapers that they feel are examples of sharing, placing them on construction paper. Have students share with their peers why they feel their selected pictures are examples of sharing.