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FOR GRADES 4-8 4-8

AND K-3 PENGUINCLASSROOM FOR GRADES GRADES FOR AND PENGUINCLASS PENGUINCLASSROOM.COM and reimagined classics COMMON CORE STATE STANDARDS STATE CORE COMMON YOUNG READERS READERS YOUNG GROUP PENGUIN A guide using to traditional tales

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FAIRYTALES FOLKLORE ALIGNED TO ALIGNED TO DEAR EDUCATOR,

Folklore has an important place in the classroom under the Common Core standards. The tales are perfect for reading aloud or for new independent readers, already familiar with the basic stories, to read alone. The standards call for students to pay close attention to words and illustrations, and learn to identify characters, , and . The many illustrated books in this brochure offer pictures that repay careful study and language enriched by and the rhythms of oral . Folktales work beautifully for the Common Core emphasis on comparing and contrasting, an analytical exercise enhanced by graphic organizers. Even kindergarten students can point to key similarities and differences between the traditional song “Old MacDonald Had a Farm” and Rachel Isadora’s delightful African version, Old Mikamba Had a Farm. Middle grade students will be able to analyze how tales enrich like Jane Yolen’s Snow in Summer: Fairest of Them All and Nikki Loftin’s Nightingale’s Nest. The stories revolve around themes children can understand and discuss, whether it’s the hard work of the third little pig or the sense of belonging in a version of “The Ugly Duckling.” The tales also connect readers to other countries from the Russian setting in Jan Brett’s Cinders: A Chicken to the Chinese region of Xi Shuang Ban Na in The Real Story of Stone Soup. Teachers can keep a map of the world up and add a flag or pushpin for each international setting. This brochure highlights traditional folktales, fairy tales, and modern takes on folklore. Organized by grade ranges of K-3 and 4-8, it offers succinct descriptions of each book along with activities that tie in with the Common Core State Standards. The activities encompass discussions, writing projects, art responses, oral presentations, and more, geared to different learning styles and the need for variety in classrooms. Keep in mind, too, that upper elementary and middle school students still love being read to. Folktales are perfect for reading aloud to older students with well-honed language skills to spark discussions about themes and language, and to use as a model for writing. We hope you enjoy uncovering new spins on familiar tales and reimagining classics with your students today.

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2 FOR GRADES K-3 3 PENGUINCLASSROOM

Jamie O’Rourke and the Big Potato: An Irish An Potato: and the Big O’Rourke Jamie

PENGUINCLASS . PAOLA de RACHEL ISADORA RACHEL 9780399257407 • $17.99 • 9780399257407 GRADES K-2 song, folk the sets Isadora unfamiliar, and familiar the of combination appealing this In “Old MacDonald Old Had onthe Mikamba, a Farm,” plains Africa. The of farmer, has animals baboons, like elephants, and sheep, instead cows, zebras of and pigs. Children thewill recognize rhythm learn and use to animal it new names and sounds. Isadora’s large, colorful reading a group.illustrations The for media mixed work well to pictures add and The theemotion final story. two to pages each recap animal with a facts. intriguing several and picture small INCLUDINGSTORIES, FAMILIAR RETELL SUPPORT, AND PROMPTING RL.K.2 WITH OLD MIKAMBA HAD A FARM OLD MIKAMBA BY TOMIE TOMIE tale. RL.K.3 WITH PROMPTING AND SUPPORT, IDENTIFY CHARACTERS, SETTINGS, AND LITTLE GRUNT AND THE BIG EGG: AND LITTLE GRUNT TALE FAIRY A PREHISTORIC BY • $6.99 9780142411438 GRADES K-2 Little Grunt,When his mother go the gather caveboy, tells to eggs, the only egg he find can Chief surprise,is huge. out hatches He it baby a dinosaur. drags home it everyone’s where, to Rockhead Grunt lets Little Grunt the keep dinosaur large. too The and boy the until grows it named George,dinosaur, heartbroken are part to but meet they again just when matters it most. Only with the help George of Little can Grunt and his family survive the eruption a of The volcano. tidy vivida illustrations setting create and the add humor to this entertaining of FOR GRADES K-3 GRADES FOR Read the book aloud to the class, sharing the pictures. Create a large chart on a whiteboard or chart a whiteboard on large a Create pictures. the sharing class, the to aloud book the Read Little Grunt and the Big Egg Grunt and the Big Little . Gather these books and have children have and Gather. books these Students may also enjoy hearing dePaola’s hearing dePaola’s may also enjoy Students The non-profit website Reading Rockets has a video interview with Tomie dePaola. dePaola. with Tomie has a video interview Rockets Reading website non-profit The

Rachel Isadora has retold several traditional several has retold Isadora Rachel

Read this book with your students, sharing the pictures. Review with them the traditional song, “Old MacDonald “Old song, traditional the them with Review pictures. the sharing students, your with book this Read

Old Makimba , and comparing it to it to , and comparing PENGUINCLASSROOM.COM FOLKTALE FOLKTALE TIE-IN: Folktale enjoy the final, four-minute section, “Tomie dePaola Reads an Excerpt from Tom,” about his childhood and his Tom,” from an Excerpt Reads dePaola section, “Tomie the final, four-minute enjoy with his grandfather. relationship as a class, put the pictures in the right sequential order on a bulletin board. on a bulletin order sequential in the right as a class, put the pictures AUTHOR TIE-IN: may especially students small sections. Kindergarten into down is broken It (readingrockets.org/books/depaola) to where the story takes place, and how they know. After this reading, ask students what they noticed about time and place in the about time and place noticed what they ask students this reading, After know. they and how place, takes the story where to and major is right, characters or detail put it on the chart. the same thing for Do that an answer agrees When the group story. Then story. the in events the one of of picture a large draw to small groups into divide students the chartcomplete, is After events. MAJOR EVENTS IN A STORY. pay attention to students again, telling the story Read and major events. characters, setting, for columns flipchart that contains similar to to similar similarities and differences for the illustrations compare among the books. lead when it’s their turn in the song. To add an art component, have students create simple to wear of their animal’s face. face. their animal’s of wear to simple masks create students add an art component, have their turn in the song. To lead when it’s TIE-IN:AUTHOR them with a style and illustrating them in Africa setting tales, each animal. Give each group a sign with the name of the animal and the sound it makes, or have them make the sign. Then have the sign. Then them make or have the animal and the sound it makes, a sign with the name of each group each animal. Give in a themselves arrange the book again while students sound aloud. Read name and speaking their animal’s practice each group the taking or small groups pairs the in the book. a class, with each of the sequence sing the song as Then following line or circle, KEY DETAILS. divide the Then recognize. identify animals they having students Makimba, in Old the animals presented Discuss Farm.” a Had the book about at the back of aloud the information each animal in the book, and read one for or small groups, pairs class into 4 FOR GRADES K-3 Sad? Exciting? Write thequestionsorwhite board. onaflipchart Add more questions thatyou thinkareThen read important. www.keikokasza.com/keiko/tguide.pdf TIE-IN: AUTHOR each smallgroup share whatthey found. very littleabout how itlooks. The pictures show meadows andwidelyspaced trees. together Gather again as aclassandhave each of three categories: , setting, andevent. For example, Moka runs away tomountaintop,” a“high butthetext says groups to study the pictures carefully. Ask them to come up with one thing not mentioned in the text that the illustrations add to and follow upwithhow thepictures were similaranddifferent thanstudents hadexpected. Have thestudents break into small mind. Whatdidthedoglooklike? WhatdidMichelle andherhouselooklike? Then read thebookagain,sharingpictures, with compare themto TIE-IN: AUTHOR similar anddifferent. aloud, andhave students compare someof theanswers to seehow stories are different pages? Use thegeneral questions again for other books you read language whichcould leadto aquestion like: Whatisthewolf feeling on have students answer those questions. For example, thewolf shows different emotions through facial expressions andbody if they have answers. Then collectquestions specificto thebookthatarose during thereading. Re-read thebookaloudand the story aloud,showing thestudents thepictures. After thefirst read-through, gothrough thequestions withtheclassto see PENGUINCLASSROOM.COM Wolf’s Chicken Stew The Dog WhoCriedWolf The Dog Keiko Kasza’s website hasanextensive teacher’s guidewithcurriculum connections for many of herbooks: Have students read someof Kasza’s other books and describedabove: Pen-and-watercolor illustrations show a personable little dog both in his cozy home cozy home his in both dog little show a personable illustrations Pen-and-watercolor monkeys. about a book him reads she Michelle….until with reunion a joyful Moka has home, real wolves back for and ishard food are hunting to scary. Dashing that only find to mountains, off the runs away and sneaks he to So Moka. attractive looks howling, and hunting its with wild, life the in Suddenly wolves. to reads about she him day one until Michelle, named enjoys life agirl quiet his with who Moka, dog for the Life isperfect GRADES K-2 9780399242472 •$16.99 BY THE DOGWHOCRIEDWOLF sharing thepictures withthem.Have adiscussionabouthow they sawthestory intheir PLOT. ITS OR OF SETTING, UNDERSTANDING DEMONSTRATECHARACTERS, TO TEXT DIGITAL OR PRINT A IN WORDS AND ILLUSTRATIONS THE FROM GAINED INFORMATION USE RL.2.7 adventure just a little frightening. make his night dark of the spreads two-page where venturing into outdoors, and the . Here are somepossibilities, along KEIKO KASZA Who isinthestory? Whatdothey do? Where doesittake place? Is itfunny? might askaboutany storybook.Students maycome upwithquestions like: Before reading thebookto theclass,leadadiscussionaboutquestions they TEXT.A IN DETAILS KEY ABOUT QUESTIONS ANSWER AND ASK RL.1.1 chicks. to for the bake cookies planning him has nice dinner.” ending feel-good The invite to him “a food—and great for the all thanks with welcome him chicks many to her and goes capture he she chicken, when the fat for my But stew!” nice and Get chicken. well, my “Eat pretty proclaims, he Each time house. her atall to and cake layer them secretly delivers and donuts, bakes pancakes, he of funny pictures, aseries In to first. up fatten her chicken decides but chicken on stew. loves A wolf who a likely heart to his spots sets He eat GRADES K-2 9780698113749 •$6.99 BY THE WOLF’S CHICKENSTEW KEIKO KASZA PENGUINCLASS Read thestory aloudto theclass,without PENGUINCLASSROOM

FOR GRADES K-3 5

Read the Read One of the best ways the best of One PENGUINCLASSROOM DAN SANTAT DAN illustrated by illustrated ILLUSTRATED BY BY ILLUSTRATED

Goldi The Ugly Duckling Ugly The PENGUINCLASS . The True Story of the 3 Little of Story True The DAVE HOROWITZ DAVE THE UGLY PUMPKIN UGLY THE COREY ROSEN SCHWARTZ, ROSEN COREY Witheye-catching illustrations, an animated storya orange rejection tells of vegetable that Hans of like ugly Christianand duckling. acceptance Andersen’s The first person opens,voice “I am the ugly pumpkin,” but readers who know their will vegetables thatrecognize the speaker is a squash. The poor is rejected vegetable three times in as a pumpkin,a row kids first by in costumes, then then a skeleton, finally a scary of near trees. Thanksgiving, grove Only in November, when lands it in gardena full happiness and dawn follow. light does squash of RL.1.2RETELLSTORIES, INCLUDING UNDER- KEYANDDETAILS, DEMONSTRATE STANDING OF THEIR CENTRAL MESSAGE OR drawing through is a story of understanding their demonstrate to students young for LESSON. panels: visual five into naturally falls story This the tale. retell to and using them pictures BY • $6.99 9780142411452 GRADES K-2 BY THE THREE NINJA PIGS THE THREE NINJA BOOK THEY ARE WRITING THAT SUPPORT ABOUT, STATE THE AN OPINION, OPINION, USE SUPPLY LINKING REASONS WORDS (E.G., BECAUSE, AND, 9780399255144 • $16.99 9780399255144 GRADES K-3 Students the will recognize story the of three little pigs while enjoying the jazzy setting new three pigs—twoand the details. big by wolf, Frightened and a girl—take boys up martial arts be defeat him. able to to The first pig tries aikido, but he gets bored. The secondlikes jujitsu but doesn’t study hard. to The want lessons third pig persists months, for at karate on she the how need if defeats wolf tell him take be. ready Catchy to so she’s day. the winning and brothers her inspiring fight, a without RL.2.2 RECOUNT STORIES, INCLUDING AND FROM FOLKTALES DIVERSE , AND DETERMINE THEIR CENTRAL MESSAGE, LESSON, W.2.1 OR WRITE . OPINION PIECES IN WHICH THEY INTRODUCE THE TOPIC OR by Rachel Isadora and Isadora Rachel by The Three Ninja Pigs Ninja Three The or Jon Scieszka’s Scieszka’s or Jon Encourage students to read Schwartz’s Schwartz’s read to students Encourage Since this book is so closely related to the Andersen tale, another tale, the Andersen to related is so closely this book Since The Ugly Duckling Ugly The and compare them to them to and compare PENGUINCLASSROOM.COM Rocks & the Three Bears & the Three Rocks Pigs sandwich fillings for reasons they think that’s the message; and bread again for the concluding statement. When the students statement. the concluding again for the message; and bread think that’s they reasons sandwich fillings for opinions. hear each other’s to orally their papers them share finished their writing, have have FOLKLORE TIE-IN: they believe to be the “central message, lesson, or moral” of this folktale. Discuss with students how to approach a simple opinion approach to how with students Discuss this folktale. of lesson, or moral” message, be the “central to believe they point. a sandwich chart called is a good starting organizer A graphic essay with the basics described in the writing standard. message; three describing the central opening statement the for on top with bread or hamburger a sandwich is shaped like It ALSO) TO CONNECT OPINION AND REASONS, AND PROVIDE A ORCONCLUDING SECTION. STATEMENT a paper about what write students have Then do so. own it on their read who can students or have than once, aloud more story approach would be to read both versions and have a class discussion comparing them. Two them. Two a class discussion comparing and have versions both read be to would approach are possibilities similarities and differences. highlight to diagram use a Venn a class, As Ingpen. Robert the characters rather than the . Then have them arrange the panels in the correct sequence and tell the story in their own the story and tell sequence the panels in the correct them arrange have than the action. Then rather the characters the story. of discuss the message a group, As sequences. the picture for bulletin Pumpkin an Ugly Create words. FOLKLORE TIE-IN: the squash among the pumpkins; the three rejections from the costumed kids, skeleton, and trees; and the happy ending with the ending with the happy and and trees; kids, skeleton, the costumed from rejections the pumpkins; the three the squash among drawing on panels, focusing five the each of paper for of piece use a different children have five, of or in groups squashes. Alone 6 FOR GRADES K-3 PENGUINCLASSROOM.COM which isthesetting of this story. TIE-IN: GEOGRAPHY they’ve found. their words do. Have students marksomeof thesedifferences withsticky notes, thenmeet again asaclassto discusswhat working hard whilethenarrator loungesaround. The Chang brothers’ facial expressions also show different emotions than says andwhatthepictures show. For example, herepeatedly calls theChang brothers lazy, yet thepictures show them THE re-read OF thestory ontheirown orinsmallgroups, payingcareful attention to thedifferences between whatthenarrator THOSE OR NARRATOR THE Discuss whoistelling thestory. OF Have students explain how they can tell it’s THAT afirst-person point of view. Then have them FROM VIEW OF CHARACTERS. POINT OWN THEIR DISTINGUISH RL.3.6 English, andillustrate itwithadrawing for a“Visual bulletin board. Glossary” projectup withanart where students take aword from theglossary, print itinSpanishand their own andthenasaclassdiscussthesimilarities anddifferences inthethree versions. Follow Cajun words into therhyming verses. Have thestudents re-read orlookthrough thebooks on unfamiliar words. Then read of Stop Spanishinthebook. whennecessarywhilereading to be sure theclassunderstands Then read Rouge: ACajunRed Riding Hood Little Roja Riding Hood This tale presents awonderfullessoninpoint of view. Read italoudto theclassonce, showing thepictures. Find adetailed mapof China to share withchildren andlocate theregion of Xi Shuang BanNa, Petite Rouge by Mike Artell.First review thebasicstory, havingstudents recall thedetails thatthey know. aloudaftershowing themtheglossary andexplaining therole aloud.It alsostarts withaglossary andintersperses 9780399247675 •$16.99 ILLUSTRATED BY BY ROJALITTLE RIDINGHOOD itself to comparisons to thetraditional tale andother versions such as CULTURES. DIFFERENT FROM OR AUTHORS DIFFERENT BY STORIES) CINDERELLA (E.G., STORY SAME THE 2.9RL OF COMPAREVERSIONS TWO MORE OR CONTRAST AND that endshappily(with anew securitysistema for Abuela’s house). who’s inbedusingherlaptop. energetic Colorful pictures extend thestory wolf andstarts to pickflowers whilehesidlesoff, hopingto Grandma, sets off onanATV to bringher ailing grandmother somesoup. Shemeets the into therhyming text. Astylish red girlinacolorful cape andcowboy boots glossary, preparing readers for themany Spanishwords woven seamlessly This snappy version of “LittleRed Riding Hood” openswithaSpanish/English GRADES K-3 SUSAN MIDDLETON ELYA PENGUINCLASS ink-and-watercolor illustrations tell adifferent story. the narrator explains how heinvented stone soup, butthe humorous out withthree helpers, theChang brothers. Whenit’s time for lunch, Incooking thiscase, pot. thenarrator, goes whoowns afishingboat, version of “Stone Soup” abouttravelers orsoldiers whohave onlya This droll tale gives theanswer, adifferent story thantheEuropean on abeachwithoutsomuch How asacooking pot. didthey manage? One day, someChinese fishermanhadto make hasit, lunch GRADES K-3 9780525474937 •$16.99 ILLUSTRATED BY BY THE REALSTORY OFSTONE SOUP YING CHANGCOMPESTINE SUSAN GUEVARA STÉPHANE JORISCH This version of afamiliar story lends PENGUINCLASSROOM Petite Petite FOR GRADES K-3 7

by by Jerry by by Paul Zelinsky Paul by by Leah Wilcox Leah by PENGUINCLASSROOM Hansel by Jerry Pinkney, Pinkney, Jerry by Waking Beauty Waking The Gingerbread Loose on the Fire Truck on the Fire Loose Man Gingerbread The by Paul Zelinsky, Zelinsky, Paul by by Leah Wilcox, Wilcox, Leah by The Little Match Girl Match Little The by Laura Murray, Murray, Laura by Rumpelstiltskin Falling for Rapunzel Rapunzel for Falling by Mark Buehner, Buehner, Mark by PENGUINCLASS by Paul Zelinsky, Zelinsky, Paul by TRADITIONAL TALES FRACTURED FAIRY TALES FAIRY FRACTURED by Jon Scieszka, Scieszka, Jon by JAN BRETT JAN Rapunzel In this sumptuous version of the Cinderella story, an outcast chicken called Cinders Inchicken thisthe an sumptuous of Cinderella outcast version story, attends a ball Cockerel. Prince and The of wins largepages the love filled are with beautifully pages detailed pictures on a Russian country in the past. estate Two a four-pageopen create outward to spread at the ball the of female in chickens gorgeous The story gowns and the plays males out in in the elegant wear. evening familiar pattern with Cinders losing a crystal slipper her carriage just before reverts a pumpkin.to In characteristic fashion, Brett adds the story to in detailed borders. A delightful variation on a well-known tale. RL.3.4 DETERMINE THE MEANING OF WORDS AND USED PHRASESIN A AS TEXT, DISTINGUISHING THEY ARE LITERAL FROM NONLITERAL LANGUAGE. uses but Brett is familiar story The pictures. sharing the aloud once, the story Read Then readers. to that may be new setting, the unusual to some related words, many CINDERS: A CHICKEN CINDERELLA CHICKEN A CINDERS: BY • $17.99 9780399257834 GRADES K-3 The Gingerbread Man Loose in the School in the School Loose Man Gingerbread The Goldilocks Bears and the Three Have students read some of Brett’s other folklore-related books: folklore-related other Brett’s some of read students Have by Jerry Pinkney, Pinkney, Jerry by http://janbrett.com/activities_pages.htm The Stinky Cheese Man Cheese Stinky The by Mike Artell, Mike by by Jan Brett, Jan by Jan Brett’s extensive website is loaded with ideas and activities for the classroom, some related to specific books to some related the classroom, loaded with ideas and activities is for website extensive Brett’s Jan The Little Red Hen Red Little The Laura Murray, Murray, Laura Pinkney, Pinkney, PENGUINCLASSROOM.COM Beauty and the Beast Three Little Cajun Pigs Little Three Penguin.com/commoncore and others for general use: general for and others integrate: to teachers lesson plans and book pairings for offers Brett Jan guide to comprehensive Penguin’s context and write down a possible meaning. Then come back together as a group to share and discuss the words. Have students Have and discuss the words. share to as a group back together come meaning. Then a possible down and write context the book. for Wall a Word Create and illustrate. define to a word choose TIE-IN:AUTHOR have students read it alone or in groups, jotting down words that are new to them. Have them try to understand the word in the word them try understand to them. Have to new that are words down jotting it alone or in groups, read students have 8 FOR GRADES K-3 in thisbookto theother books? How are they different? Johnston usesto thatof thetales above thatdePaola retells. How are hisillustrations similar by Tony Johnston andillustrated by Tomie dePaola. Have students compare thelanguage ILLUSTRATOR TIE-IN: those four categories inonecolumn andthetitlesacross thetop. together Gather asaclassto discusswhat eachgroup found. differences, keeping in mind the categories of , and character. setting, plot, Have them create with and fill in a simple chart all three books. They shouldre-read thebooks andstudy thepictures carefully. They shouldthentake notes onsimilaritiesand with theclass.Have ageneral discussionaboutsimilaritiesanddifferences. Then have students break into smallgroups with many features for students to compare, they are different enoughto provide contrasts, too. Read allthree aloud,sharingthepictures ABOUT ABOUT THE SAME OR CHARACTERS SIMILAR IN (E.G., BOOKS FROM A SERIES) RL.3.9 COMPARE AND CONTRAST THE AND THEMES, SETTINGS, PLOTS OF STORIES WRITTEN BY THE SAME AUTHOR . three all in setting and emotions, characters, the expand illustrations DePaola’s colorful carefully crafted, poinsettias. into turns gorgeous offering humble Her is. gift the showy In ofmiracle new flowers. it the with brings to Dream-Vision, his paint goal, His People’s his recounting love his pursues of art. stories painting, in Gopher WyomingLittle the state to warriors, boys flower,Paintbrush, be other learn While Plains. lives the tells on tribe of aboy whose Texas the Indian of of full bluebonnets, the Ahillside story The state tribe. her flower, gift. accept her spirits the shows that Bluebonnet the of of alive come Tomie flowers in origin the about first, dePaola’s illustrated the legends In Three retellings. beautifully PENGUINCLASSROOM.COM , an orphaned Comanche girl sacrifices her most beloved possession to the Great Spirits in order to help to order in help Spirits to Great the beloved most possession her sacrifices girl Comanche orphaned , an Students mayalsoenjoy reading The Legend of Poinsettia Legend the The PENGUINCLASS

, a Mexican girl trusts that giving with love is more important than how how than love with important ismore giving that trusts , aMexican girl The Tale of Rabbit andCoyote TOMIE AUTHOR STUDY: THE LEGEND OFTHEINDIAN GRADES K-3 9780399209376 •$17.99 BY BLUEBONNET THE LEGEND OFTHE GRADES K-3 9780399216923 •$17.99 BY POINSETTIA THE LEGEND OFTHE GRADES K-3 9780399214346 •$17.99 BY PAINTBRUSH TOMIE TOMIE TOMIE de de de de Whilethesethree charminglegendsshare PAOLA PAOLA PAOLA , retold , retold PAOLA PENGUINCLASSROOM The Legend

FOR GRADES 4-8 9

. The first. The In each ofeach In of the of Curse and Have students work in work students Have PENGUINCLASSROOM Snow in Summer Snow

Curse of the Thirteenth Fey the Thirteenth of Curse and aloud or have students read it independently. it independently. read students aloud or have Have students take a familiar and give it a and give tale fairy a familiar take students Have 6.3: Snow in Summer Snow SNOW IN SUMMER: FAIREST OF OF FAIREST IN SUMMER: SNOW THEM ALL • $16.99. 9780399256639 GRADES 5-8 MERLIN AND THE $7.99 • 9780140558913 GRADES 3-7 FEY: OF THE THIRTEENTH CURSE OF TALE THE TRUE • $16.99 9780399256646 GRADES 4-8 Merlin and the DragonsMerlin PENGUINCLASS Read Read AUTHOR STUDY: AUTHOR JANE YOLEN JANE The well-loved author, Jane Yolen, is a consummate storyteller Her folklore. of Jane with a love Yolen, The author, well-loved books draw in readers with their strong plots and language. lively Her work lends itself to reading aloud and model serves writing. own students’ for as an excellent take traditional fairy tales and give them new settings full of intriguing details. Have students read both books, both read students Have details. intriguing full of settings them new and give tales fairy traditional take PENGUINCLASSROOM.COM original tale. new setting, modeling their stories on the Yolen novels. Gather together fairy tale collections or single book versions of traditional of collections or single book versions tale fairy Gather together novels. on the Yolen modeling their stories setting, new which could setting, a changed of attributes the possible as a group Discuss stories. possible ideas of students give to tales fairy than the setting magical be a different or could in Summer, Snow like era and a specific historical location geographical be a real letters should introduce the characters to each other, as if they had never met. The following letters should describe the problems letters met. following The had never as if they each other, to the characters should introduce letters advice. each other and give each other, of ask questions facing, are they pairs to write an exchange of letters between the main characters in main characters the between letters of an exchange write to pairs battle tower? Why are they different colors? What relationship do they have to the kings? What do the dragons symbolize? symbolize? What do the dragons the kings? to have do they What relationship colors? different they are Why battle tower? EFFECTIVE USINGEVENTS EXPERIENCESOR IMAGINED OR REAL DEVELOP TO WRITING.5.3-6.3 WRITE TECHNIQUE, DESCRIPTIVE RELEVANT DETAILS, AND WELL-STRUCTURED EVENT SEQUENCES. RL.5.4 DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A TEXT, INCLUDING FIGURATIVE TEXT, A IN USED ARE THEYPHRASESRL.5.4 ANDAS MEANINGDETERMINEWORDS THEOF SIMILES.AND AS SUCH LANGUAGE the in destroying do they role What story. in the dragons the of role the about talk and small groups into them break Have taking notes about the time, place, and people involved. Then have them compare the settings in detail, noting geographical noting in detail, the settings them compare have Then and people involved. place, about the time, notes taking their from fill in with details to students for diagram Venn a large Create and the like. transportation, houses, furniture, features, in the settings. similarities and differences show to reading RL.5.3 COMPARE AND CONTRAST TWO OR MORE CHARACTERS, SETTINGS, OR EVENTS IN A STORY OR DRAWING ON ,SPECIFIC INDETAILS THE TEXT (E.G., HOW CHARACTERS INTERACT). Fey Thirteenth must solve problems and overcome obstacles, facing dangers along the way. Have students choose one of the books and analyze the books one of choose students Have along the way. dangers facing obstacles, and overcome problems solve must and events. characteristics about specific details citing journey, a hero’s reflects the plot in a short essay how DETAILS; PROVIDE A SUMMARY OF THE TEXT DISTINCT journey FROM the hero’s Discuss PERSONAL journey. OPINIONS hero’s a traditional of has some components story OR the main character’s books, these three JUDGMENTS. hero The world. magical sometimes a different, home and encounters leaves the hero example, For students. with your pattern RL.6.2 DETERMINE A THEME OR CENTRAL IDEA OF A TEXT AND HOW IT IS CONVEYED THROUGH PARTICULAR 10 FOR GRADES 4-8 and trace itsconnectionswith“Hansel andGretel.” TIE-IN AUTHOR ofabout theimpact figurative languageonthe reader. to media like books orradio; andso on.Come together asaclassto share thoughts about thecategories and categoriesidentify from whichthelanguageisdrawn, such aslanguagerelated Nightingale;” to “The to nature; a handout and have students meet in small groups to go over the handout and discuss the imagery. Ask them to piece of paper. Create a“Words withWings” bulletin board where they can post theirchoices. Print thefigurative languageon reading journal. Whenthey are finishedreading, have themchoose ten examples of figurative languageandprint eachon a . As students read withthenovel, have themlookfor figurative languageincludingimagery, AND metaphors, andsimilesto write inthe MEANING ON WORD SPECIFIC CHOICE A OF IMPACT THE ANALYZE CONNOTATIVEMEANINGS; AND FIGURATIVE INCLUDING TEXT, A BOOK TIE-INS: looking atdifferences inapproach. the group taking onevoice andhalftheother. Have eachsmallgroup thencompare thepoemsandprose version of onetale, groups withoneof thetales andcopies of the differences. To extend thisexercise, gather together prose versions of thetales in students think-pair-share aboutthedifferences between thepoetry andprose tellings. Come backtogether as agroup to discuss retelling. Follow thiswithareading of “Panache” from topunctuation change meaning.Then read aloudaversion of “PussinBoots” such asJerry Pinkney’s beautifullyillustrated book to thatpage, orproject thepoemsoeveryone Discuss theformatting can seeit. of thetwo poemsandhow thepoet uses OR DRAMA WRITING TEXT.WHEN AND A ABOUT DIRECTIONS) METER) STAGESPEAKING DIALOGUE, RHYTHM, DESCRIPTIONS, VERSE, SETTINGS, (E.G., CHARACTERS, POEMS OF CASTS OF (E.G., ELEMENTS STRUCTURAL THE TO REFER AND PROSE, PENGUINCLASSROOM.COM Pair theSinger bookwithherother collectionof fairy-tale basedreverse poems, : For have another project, students read Loftin’s seems like LittleJohn magic. wants to helpherbuthefaces anearlyimpossible choice between friendship. Gayle, afoster childinaharsh family, hidesintrees andsingslike a bird inaway that for thelocal businessmanknown astheEmperor, hemeets amysterious young girlwhoneedshis John feels helplessto changethings.But whenthe12-year-old starts helpinghisfather cuttrees he feels itwas hisfault. His father hismother sadandwithdrawn. andimpatient, isangry Little Life has been especially hard for Little John since a tragedy took away someone he loved—and GRADES 5-8 9781595145468 •$16.99 BY NIGHTINGALE’S NEST L64 EEMN TE ENN O WRS N PRSS S HY R UE IN USED ARE THEY AS PHRASES AND WORDS OF MEANING THE DETERMINE RL.6.4 and themagicof friendship, enrichedby echoes of Hans Christian Andersen’s Nightingale.” “The her andhisfamily’s financialfuture. This beautifullywritten explores tragedy, hard choices, Read thefirst poem,“Fairy Tales,” aloudto theclass.Have eachstudent opentheircopy of the NIKKI LOFTIN FOR GRADES 4-8 Before theclassstarts thenovel, read Nightingale” them“The by Hans Christian Andersen. Follow Follow RL.4.5 EXPLAIN MAJOR DIFFERENCES BETWEEN POEMS, DRAMA, AND AND DRAMA, POEMS, BETWEEN DIFFERENCES MAJOR EXPLAIN RL.4.5 Lamp. full-pageillustrations Colorful dividedintwo reflect both voices. tortoise eachgive theirrespective points of view, asdoAladdin andtheJinni of the mattresses, onecomfortable, theother disturbed by thepea.The hare andthe the first. Two voices speakinpairs such astwo princesses sleepingonastack of has thesametext asthefirst, buttheorder isreversed sothelast linebecomes tales. The poemsform apair, each with thesamenumber of lines.The second poem In this ingenious , Marilyn Singer creates “reverso poems” about well-known GRADES 4-6 9780803737693 •$16.99 BY POEMS FOLLOW FOLLOW: ABOOK OF REVERSO MARILYN SINGER Follow Follow PENGUINCLASS . Have eachgroup read thepoemsrelated to theirtale aloud,withhalf The Sinister Sweetness of Splendid Academy , whichhasthevoices of thecat andthemiller’s boy. Have Follow Follow Mirror Mirror PENGUINCLASSROOM . Divide the class into small . Divide theclassinto small .

FOR GRADES 4-8 11 . The brother and brother The . PENGUINCLASSROOM , twins Jorinda and Joringel and twinsJorinda ,

A Tale Dark and GrimmA Tale The Grimm Conclusion follows the of Jack and Jill through encounters with goblins with encounters through Jill and Jack of quest the follows PENGUINCLASS InGlassA Grimmly adamgidwitz.com/adams-blog/defense-real-fairy-tales IN DEFENSE OF REAL FAIRY TALES IN DEFENSE OF REAL FAIRY Wall Street Journal Street Speakeasy Wall blog, ADAM GIDWITZ ADAM sister travel from their from fairy other own travel Grimmsister to tale theiras make they tales perilous back way to parents. their Welcome to the land Kingdom to than may moreexciting Grimm! you remember of Welcome from It’s a darker, the books. gentler fairy readers In this in children’s trilogy, tales go on a seriesharrowing of journeys withfairy children, tale starting with Hansel and in Gretel andgiants and deceiving . in Finally, meet “Cinderella,” “Sleeping and more on their Beauty,” scary home. sarcastic way Guided a funny, by A TALE DARK & GRIMM DARK A TALE BY 9780525423348 • $16.99 4-7 GRADES Write narratives to develop real or real imagined develop to narratives experiences usingeffective or events technique,Write descriptive Find an extensive teacher’s guidewebsite: at the author’s teacher’s Find an extensive Excerpted fromExcerpted his essay In Defense which appeared Real of Fairy Tales, on the ADAM GIDWITZ: GIDWITZ: ADAM PENGUINCLASSROOM.COM For the full essay, visit Adam’s website: website: visit Adam’s theFor full essay, hard to turn off).hard to And when the book and new needed contains wisdom, he will demand again it and again, until its lessons are the chagrin to the of mastered sleepy (much parent). than adults, unconsciously are in tune with needs the developmental their of bodies and minds. Their play is more educational and emotionallysalutary than anything a teacher or psychologist could prescribe. When a child is reading a book that he finds upsetting, he closes and it puts is one aside it structural (this movies, books so swiftly of advantage which over move and so are Over the course of my career as a teacher and writer for children, I have become aware of one of nature’s greatest gifts greatest bothOver to career as a teacher the my and course children, of writer for one become nature’s I have of of aware children andto their guardians. Children know what need. they Not that errorless—we are they their grab still to hands have the rush they street; still their into mustbefore help we the fear them of first day school. overcome of But children, much more ultimately conquered. transformed blood. Where are tears into so stare and together hands their clasp and laugh and gasp them see I children, with old, Grimm real, the tales share I When But does this mean that children benefittinghard I think are Or might over. they merely they fall titillated? are emotionally? which we get lostwhich has we symbolized the dark, hidden, near-impenetrable our world of unconscious.” Forests candy where wolves, our ourare houses, desires fears into turn into where our fathers turn loose us to ourselves,fend for where the emotional at home problems externalized, face physicalized, are and we Inmost fairy tales, thethe forest. a great wide form Bruno of world takes Bettelheim, the great in forest near-impenetrable the times “Since ancient explains, fairy tales, of interpreter psychoanalytic AUTHOR TIE-IN: adamgidwitz.com/sites/all/themes/gidwitz/pdf/A_Teachers_Guide_To_A_Tale_Dark_And_Grimm.pdf about the narrator’s voice, have students have alone do voice, a writing or in pairs,about exercise, the narrator’s in which take they a well-known fairy in not the tale Gidwitz books and the add telling. an to narrator intrusive Have them share the results with each other aloud compiling or by a book their of tales. read the first book or the whole series, in their them have notes reading make journals about the groups small in meet students have reading, finished has everyone When comments. narrator’s thinking to response a As role. narrator’s the about thoughts and entries journal their compare to or review the idea of an omniscient narrator, and then the theidea sub-category an omniscientorof review narrator, a voice thatsometimesis called “intrusive narrator,” that adds comments and opinions. has students Have Ask read other anyone if brainstorm books words with a similar narrator. describeto Ask the what voice. narrative the adds, narrator such as humor and . While students continue to details, sequences. and clear event Orient characters.the reader establishing by a situation and introducing and/or a narrator sequenceThen an that organize event unfolds naturally. Introduce voice. narrator’s the discuss and aloud chapter first the and book, introduction the start the read students Before 5.6 5.6 DESCRIBE HOW A NARRATOR’S OR SPEAKER’S POINT OF VIEW INFLUENCES HOW WRITING EVENTS5.3/5.3A ARE DESCRIBED. narrator, readers will ride a roller-coaster of breath-taking danger through fairy tales like they’ve never encountered before. encountered never they’ve like fairy tales through danger breath-taking of roller-coaster a ride will readers narrator, upon a tim nce e O ...

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