Here we go!
This is a GREAT book! Thank you, Jamie Larson, for introducing this book to me! It is a very accessible book with tons of ways to go with it.
Reading Teaching Points
Vocabulary:
What does “chums” mean? How do you know?
What does "cackled" mean? How do you know?
What does "dismal" mean? How do you know?
What does the word “menace” mean? How do you know? What helped you to know?
Character Traits:
Why did the Wolf change into his “best clothes” to tell his story? Beyond just he wanted to look nice, he wanted to look like a hero.
Notice how the characters of the pigs are displayed through the verbs.
Look at the visual of the wolf after the third pig yells, “Tell the truth!!” What do we see? What do we see when we look deeper?
Why can't the wolf SAY he is sorry? Why does he have to sing it?
Notice how the characters of the pigs are developed in their responses to the wolf's apology.
Comprehension:
Have the group visualize the wolf’s version of the first pig’s house (don’t show the picture until after they complete the visualization).
Cover up the picture on the page that begins “The wolf hurried home. He read, and thought, and planned, and drew lots of pictures.” Ask what is the wolf doing? How do we know? Then show picture to validate responses. (Surprisingly, several of my kiddos had some difficulties knowing exactly what the wolf was doing. They wanted to be simplistic and say, "He is drawing pictures." When I pushed them to explain what kind of pictures, they hesitated. We need student to make connections from beginning through to the end of the story.
How does the point of view affect this story?
Why is the setting a library for the most of the story?
What is the theme of the story?
Text Features:
Be sure to point out the purposeful use of font and text features (underlining and definitions) on the Bodacious, Bookish, and Benevolent page---this is a great page to support Fig. 19.
Discuss why the author made the choice to include songs in the text.
What are the allusions strewn throughout the story? Why are these important to know?
WritingTeaching Points
Verbs:
Look at strong verbs. Create an anchor chart of many of the verbs in the book---have the students draw what the verb expresses. What would the opposite of the verb be? Why did the author choose that particular verb instead of another--what do we learn about the character through that verb?
Sentence Structure:
Go back to the page that begins “The wolf hurried home. He read, and thought, and planned, and drew lots of pictures.” This is a great sentence to explore sentence structure. Why did the author make the choice to write with “and…and…and…” (We usually tell students that is poor writing, so why is it ok here? It shows that it is a process, a looonnnnggg process that is very purposeful.) Then show the picture. When would using this type of sentence structure work in a piece of their writing?
Use the first sentence from above and explore why it is a compound sentence. Have students model that structure: I was __________________, and I ______________. Have students change the conjunction---how does that change the meaning of the sentences they create?
Puns:
Have students mirror some of the puns in the story such as "No one is falling for your story," cracked Humpty Dumpty.
Dialogue:
Have students examine and mirror dialogue in the story. Students can create other responses from various characters (the crocodile, the mouse, Humpty Dumpty, etc) that mirror those in the book like: "Why not trim the house with gingerbread." the witch suggested.
Transitions:
Explore elevated transitions such as:
Just then I heard someone shout,
From this day forward,
In no time at all,
Figurative Language:
Play with onomatopoeia like the sentences "I was gathering flowers one morning, and I picked a big dandelion puff. I blew on it -- whoo! -- and made a wish." Have students model the sentence structure here with other situation and onomatopoeia words.
This is a GREAT book! Thank you, Jamie Larson, for introducing this book to me! It is a very accessible book with tons of ways to go with it.
Reading Teaching Points
Vocabulary:
What does “chums” mean? How do you know?
What does "cackled" mean? How do you know?
What does "dismal" mean? How do you know?
What does the word “menace” mean? How do you know? What helped you to know?
Character Traits:
Why did the Wolf change into his “best clothes” to tell his story? Beyond just he wanted to look nice, he wanted to look like a hero.
Notice how the characters of the pigs are displayed through the verbs.
Look at the visual of the wolf after the third pig yells, “Tell the truth!!” What do we see? What do we see when we look deeper?
Why can't the wolf SAY he is sorry? Why does he have to sing it?
Notice how the characters of the pigs are developed in their responses to the wolf's apology.
Comprehension:
Have the group visualize the wolf’s version of the first pig’s house (don’t show the picture until after they complete the visualization).
Cover up the picture on the page that begins “The wolf hurried home. He read, and thought, and planned, and drew lots of pictures.” Ask what is the wolf doing? How do we know? Then show picture to validate responses. (Surprisingly, several of my kiddos had some difficulties knowing exactly what the wolf was doing. They wanted to be simplistic and say, "He is drawing pictures." When I pushed them to explain what kind of pictures, they hesitated. We need student to make connections from beginning through to the end of the story.
How does the point of view affect this story?
Why is the setting a library for the most of the story?
What is the theme of the story?
Text Features:
Be sure to point out the purposeful use of font and text features (underlining and definitions) on the Bodacious, Bookish, and Benevolent page---this is a great page to support Fig. 19.
Discuss why the author made the choice to include songs in the text.
What are the allusions strewn throughout the story? Why are these important to know?
WritingTeaching Points
Verbs:
Look at strong verbs. Create an anchor chart of many of the verbs in the book---have the students draw what the verb expresses. What would the opposite of the verb be? Why did the author choose that particular verb instead of another--what do we learn about the character through that verb?
Sentence Structure:
Go back to the page that begins “The wolf hurried home. He read, and thought, and planned, and drew lots of pictures.” This is a great sentence to explore sentence structure. Why did the author make the choice to write with “and…and…and…” (We usually tell students that is poor writing, so why is it ok here? It shows that it is a process, a looonnnnggg process that is very purposeful.) Then show the picture. When would using this type of sentence structure work in a piece of their writing?
Use the first sentence from above and explore why it is a compound sentence. Have students model that structure: I was __________________, and I ______________. Have students change the conjunction---how does that change the meaning of the sentences they create?
Puns:
Have students mirror some of the puns in the story such as "No one is falling for your story," cracked Humpty Dumpty.
Dialogue:
Have students examine and mirror dialogue in the story. Students can create other responses from various characters (the crocodile, the mouse, Humpty Dumpty, etc) that mirror those in the book like: "Why not trim the house with gingerbread." the witch suggested.
Transitions:
Explore elevated transitions such as:
Just then I heard someone shout,
From this day forward,
In no time at all,
Figurative Language:
Play with onomatopoeia like the sentences "I was gathering flowers one morning, and I picked a big dandelion puff. I blew on it -- whoo! -- and made a wish." Have students model the sentence structure here with other situation and onomatopoeia words.