If You Give A Mouse A Cookie by Laura Joffe Numeroff

Numeroff, L. (1985). If You Give A Mouse A Cookie. New York: HarperCollins. Grades PreK-1.

Subject Area: Language Arts

Genre: Fiction, Picture book

Summary: The boy in this story gives a mouse a cookie. With the cookie, the mouse needs to have a glass of milk. After that he needs to get cleaned up, but every thing that the mouse does, he fails to finish and gets distracted. He keeps starting something new without finishing the last. Eventually, the mouse wants another cookie but the boy is so exhausted that he falls asleep right on his desk.

Themes/Topics: Sharing, Clean-up, Friendship

Initiating Questions & Activity:

• Questions: What do you like to drink when you eat cookies? Does anyone have any pets? Would you give your pet a cookie?
• Activity: As a class, we will do an A-B-C brainstorm to figure out what we think might happen in the book given the title. We will also discuss the questions that are presented.
  

Culminating & Extending Questions:

• Questions: Did you like this book? Do you have a favorite part? Would you want a pet mouse like this one? Would you give him cookies if you knew he would tire you out this way?
• Activity: After reading this book, each student will come up with a different animal to base their own story on (like Numeroff will later do with her stories). Each student will come up with a story about giving a certain food to that animal and explain to us what will happen. This will take place in small groups. Students will be encouraged to draw a picture to accompany their story. 

The Help by Kathryn Stockett

Stockett, K. (2011). The Help. New York: Putnam Publishing. Grades 10-12.

Subject Area: Language Arts
Genre: Historical Fiction

Summary: This novel is about a young college graduate who yearns to be a writer and a reporter. She takes a job writing a mediocre column as she awaits the opportunity to write something meaningful. During a time when racism was at its peak in our country, the girl decides to write what its like to be "the help" and exposes the ways that these women are being mistreated.

Themes/Topics: Culture, Racism, History

Initiating Questions & Activity:

• Questions: What is it that you already know about civil rights? What would you like to know? How do you think this book will end?
• Activity: In small groups we will discuss these questions. The students will be asked to list three things that they already know about civil rights as well as three things that they would like to know about civil rights. We will also brainstorm as a class about what we think might happen in the book based on the description given on the back cover.

Culminating & Extending Questions:

• Questions: What did you learn from the book? Did you have a favorite part in the book? What questions do you still have regarding civil rights?
• Activity: Being that a story such as this could have ended in several different ways, both good and bad, I will ask the students to individually write their own alternative ending to the story. We will then share our alternative endings in small groups.
• Activity: 

Little Blue and Little Yellow By Leo Lionni

Lionni, L. (1959). Little Blue and Little Yellow. New York: HarperCollins. Grades Toddler-PreK.

Subject Area: Language Arts

Genre: Picture Book, Colors

Summary: This story is about the color yellow and the color blue. They are the best of friends. One day, they can't seem to find each other. They search and search and eventually they find one another. They are so relieved to finally have found each other that they hug so tight that their colors mesh together and they turn into one, the color green.

Themes/Topics: Colors, friendship

Initiating Questions & Activity:

• Questions: What is your favorite color? Do you have a second favorite color? What would happen if you mixed those two colors?
• Activity: We will discuss and share with the class everyone's favorite colors and what that color reminds them of. We will also discuss and name one object that represents each color, giving every student an opportunity to contribute.

Culminating & Extending Questions:

• Questions: What do your two favorite colors make when they mix together? What does this story make you think of? Did you enjoy the story?
• Activity: We will actually take the opportunity to mix our favorite colors with painting stations. Each student will choose their two favorite colors and mix them together and  find what the resulting color will be. Each child will report to the class what they ended up with and tell us whether or not they like that color.

Brown Bear, Brown Bear, What Do You See? By Bill Martin Jr.

Martin, B. (1996). Brown Bear, Brown Bear, What Do You See? New York: Henry Holt & Co. Grades Toddler-PreK.

Award: IRA-CBC Children's Choices Award

Subject Area: Language Arts

Genre: Picture Book, Poetry

Summary: This book goes from page to page showing us different animals in order to gain familiarity for the children who are reading it. Animals such as the brown bear, the green frog, the red bird and many others are shown while using the rhyming poetry that helps the young reader to know what animal is coming next.

Themes/Topics: Animals, rhyming

Initiating Questions & Activity:

• Questions: Who has a favorite animal? What is your favorite animal? Can you think of one word that rhymes with the name of your favorite animal? Is this the kind of animal you can have as a pet?
• Activity: We will discuss the questions that are asked as a class and consider the different types of animals that could be in this book besides the brown bear. We will also discuss the types of animals we would like to see appear in the book.

Culminating & Extending Questions:

• Questions: What was your favorite part of the book? What was your favorite animal in the book? If you could take one of the animals home which would it be?
• Activity: We will create our own story much like Brown Bear, Brown Bear, What Do you See? The difference between our story, however, will be that we will use each other in the story rather than using animals. We will sit in a circle and everyone will take turns saying someones name in the place of the animal. For example, "Jessica, Jessica, what do you see? I see Brandon looking at me." Each student will take a turn.

Chicka Chicka Boom Boom by Bill Martin Jr.

Martin, B. (1989). Chicka Chicka Boom Boom. New York: Simon & Schuster. Grades PreK-1.

 

Award: Kentucky Bluegrass Award Winner, Parents' Choice Award

Subject Area: Language Arts, alphabet

Genre: Picture book

Summary: This rhyming book has each of the letters of the alphabet climbing up to the top of a coconut tree. But is there enough room for all of the letters? "Chicka chicka boom boom" is the sound it makes when the letters fall from the top of the tree. Some are wearing bandages, some have black eyes but they all continue to march up the coconut tree.

Themes/Topics: Alphabet, Rhyming

Initiating Questions & Activity:

• Questions: Who knows all of the letters of the alphabet? Can you recite them? Do you need to sing a song in order to do so? Would it help to learn a new song?
• Activity: We will recite the original alphabet song that each of the students is already very familiar with. We will also discuss the questions that I have presented to the students before the reading of the book.

Culminating & Extending Questions:

• Questions: What was your favorite part of the book? Do you like this book or the original song that we sang better for learning the alphabet? Why did the letters keep falling down the tree?
• Activity: As a class we will make our own life-size coconut tree. Each student will be responsible for making one letter of the alphabet. With that letter, they will also have to come up with one word that begins with that letter. At the end of the activity we will tape the tree and letters to the wall to demonstrate the way they climbed the tree in the story.

Quake! A Novel by Joe Cottonwood

Cottonwood, J. (1995). Quake! A Novel. New York: Scholastic Trade. Grades 6-8.

Award: Young Readers Book Award (1998)

Subject Area: Language Arts, Science

Genre: Science Fiction

Summary: This book begins with two young girls who grew up together and had to separate after one of them moved away. They are eventually reunited right before the 1989 Loma Prieta earthquake took place in California. Without their parents around, the two girls must rely on their instincts and knowledge of earthquakes in order to deal with this 7.1 Richter scale earthquake that damages everything around them. 

Themes/Topics: Earthquakes, friendship, survival

Initiating Questions & Activity:

• Questions: What do we know about earthquakes? Do earthquakes often happen in this area? Has anyone ever had to move away from a friend or had a friend move away from them? Did you remain friends?
• Activity: Together as a class we will review and discuss what it is like when an earthquake occurs. We will talk about what the Richter scale is and how bad earthquakes can be. We will also discuss any personal stories that can be shared about students who have been separated geographically from a friend or friends.

Culminating & Extending Questions:

• Questions: What was your favorite part of the book? Did you enjoy the book? What is one thing that you know about earthquakes now that you did not know before this book? Has anyone ever experienced an earthquake?
• Activity: We will use the fishbowl activity after reading this book which will have a small group in the middle of the classroom discussing the book. Several groups will rotate in and discuss similar aspects of the book or whatever aspects they prefer.

Always There For You by Sasha Quinton

Quinton, S. (2006). Always There For You. Indiana: Books Are Fun. Grades PreK-1.

Subject Area: Language Area

Genre: Fiction, Poetry

Summary: This story is about two bears that are wonderful friends. As the pages go on, the bears explain that they will be there for each other through all of the seasons. Through springtime, summer, autumn and wintertime and regardless of what troubles come their way, they will always be the best of friends.

Initiating Questions & Activity:

• Questions: Who here has a best friend? Do you have more than one best friend? What do you think it means to be a best friend? What is one thing that you do with your best friend?
• Activity: The students will answer and discuss the questions together as they are posed to them. We will also consider and brainstorm what a good best friend does within a friendship.

Culminating & Extending Questions:

• Questions: Does this book sound like a friendship that you have? Could this type of friendship exist between you and a family member? Can it exist between a group of friends or only two people?
• Activity: We will break the students up into four groups in order to represent all four seasons of the year that were described in the book. Each group will brainstorm and come up with ideas of fun things to do with their best friend during that season.

If I Could by Susan Milord

Milord, S. (2008). If I Could. Massachusetts: Candlewick Press. Grades PreK-2.

 

Subject Area: Language Arts

Genre: Poetry, fiction

Summary: This story is about a mother and her child and the love that they share for each other. A love that is as bright as flowers, as lovely as a song, and as deep as the ocean. The mother in this book explains all the things she would do for her child if she could.

Themes/Topics: Love, family, rhyme

Initiating Questions & Activity:

• Questions: Who is the person that you love most in the world? What would you do for them if you could do anything in the world? Would you write that person a book?
• Activity: The students will answer the posed questions as well as take a moment to predict what they think is going to happen in this story given a look at a few of the pages before reading.

Culminating & Extending Questions:

• Questions: What was your favorite part of the book? Who would you dedicate this book to? Is this a book that you would want to read again? Who would you read it to?
• Activity: To tie along with the theme, each student will draw a picture of something that they would go for their person of choice if they were able to. We will use markers, crayons, sparkles, and any objects to make our pictures pop out and look great.

Eating Fractions by Bruce McMillan

McMillan, B. (1991). Eating Fractions. New York: Scholastic Press. Grades 1-4.

 

Award: American Library Association Notable Book (1991)

Subject Area: Mathematics

Genre: Picture Book

Summary: This book makes fractions of halves, thirds and quarters make sense in a delicious way. These fractions are presented through the use of bananas, strawberry pie and pizza. Two young children eat their way through the wholes of fractions. There are also recipes included.

Themes/Topics: Fractions, food

Initiating Questions & Activity:

• Questions: How many halves are in a whole? Have you ever had to split food with someone else? Or more than one person? Do you realize that you are using fractions all of the time?
• Activity: As a class we will discuss and review the basics of fractions that we have already learned in order to refresh our memories. We will also discuss the questions that were presented and I will prompt the students to begin to brainstorm even before the book about certain times that fractions are used that you may not have noticed.

Culminating & Extending Question:

• Questions: Did you like this book? Do fractions seem to make more sense now? Does it help to see fractions visually the way that they are shown in the book with foods? What are some of the other foods you can think of that are often divided into fractions?
• Activity: We will discuss the questions that were asked, getting input from each student if possible. Also, given the right environment, we will make one of the simpler recipes that is given in the book and make fractions out of it. If it is easier, pizza or pie can be bought instead of making it ourselves.

Love You Forever by Robert Munsch

Munsch, R. (1986). Love You Forever. Ontario: Firefly Books. Grades PreK-2.

Subject Area: Language Arts

Genre: Fiction, Picture book

Summary: As the story begins, a son has just been born. The story then continues through the life of the boy until he is a grown man. The mother continues to rock her son to sleep singing "I'll love you forever, I'll like you for always, as long as I'm living my baby you'll be." Later, the role is reversed and he holds his elderly mother and says the same thing. At the very end of the story, the mother passes away and her son is the father of a little girl, rocking her to sleep; singing the same song that his mother used to sing to him.

Themes/Topics: Family, tradition

Initiating Questions & Activity:

• Questions: Are there certain lullabies or stories that your parents tell you before bed? Your parents care for you now, will you care for them when they are too old?
• Activity: We will discuss the questions that I posed as a class and get feedback from each student. I will share personal background information about the meaning of this book for me and ask if there is a book that is special to the students in the same way.

Culminating & Extending Questions:

• Questions: What was your favorite part of the story? Did it make you feel happy or feel sad? Do you have traditions in your family?
• Activity: Because the book is based on a family tradition between this mother and son, we will do an activity where we take turns sharing with the class our favorite traditions in our family.

A Sick Day for Amos McGee by Philip Stead

Stead, P. (2010). A Sick Day for Amos McGee. New York: Roaring Brook Press. Grades K-2.

Award: 2011 Caldecott Medal

Subject Area: Language Arts

Genre: Fiction

Summary: Amos McGee is an old man who gets up early, winds his watch, enjoys his breakfast, and gets on the bus that takes him to his job at the nearby zoo every day. He plays chess with the elephant, runs races with the tortoise, sits with the penguin, lends a handkerchief to the rhinoceros and reads with the owl. One day, when Amos wakes up, he finds that he’s not feeling well and decides to stay in bed. The animals wonder where he is and in time decide to go to his house. When they find that he is sick they keep him company and take care of him in order to reciprocate all that he has done for them. 

Themes/Topics: Friendship, routine

Initiating Questions & Activity:

• Questions: Who here loves to go to the zoo? Would you ever like to work at the zoo? Do you think you would make friends with the animals? What is your favorite animal at the zoo?
• Activity: We will discuss the questions presented as a class. We will talk about what my favorite animals are as well as each students favorite animal, too. We will discuss who has animals at home and if they consider them to be friends. We will also discuss what they do to take care of their pets as well as what they think would need to be done to care for animals at the zoo.

Culminating & Extending Questions: 

• Questions: What was your favorite part of the book? After hearing the story, do you have a new favorite animal? What do you think Amos felt when his animal friends showed up at his house?
• Activity: The students will form small groups and have a discussion about the reading that they just heard. When they are finished with that they will explain to their group what their favorite animal in the story was and then draw a picture of that animal or of their favorite scene in the book.

Africa Is Not A Country by Margy Burns Knight

Knight, M. B. (2002). Africa Is Not A Country. Minnesota: Lerner Publishing Group. Grades 1-4.

Award: Civil Rights Award, Children's Africana Book Award

Subject Area: Social Studies

Genre: Cultural, Picture book

Summary: This book illustrates the experiences of children at play, at school, and at home, and also explores the cultural, environmental, ethnic, and social diversity of the 53 countries that make up the African continent. There is mention of Rwanda where there are refugee children making pictures of war. In Kenya, children race to school, dreaming of one day becoming professional runners. Every group is represented with general facts also given in the back of the book.

Themes/Topics: Geography, cultural difference

Initiating Questions & Activity:

• Questions: What is Africa? Is it a state, a continent, a country? Who can find Africa on the map for me? 
• Activity: We will discuss that Africa is a continent which contains 53 different countries. We will also, as a class, look on the map and find Africa as well as point out some of the countries that will be discussed in the book that we will read.

Culminating & Extending Questions:

• Questions: Can someone tell me what the children in Kenya were doing in the story? Why do you think this is important? What was your favorite part of the book?
• Activity: The students will take time to discuss with me, as a class, the answers to some of the questions that I will pose. After questioning, we will move to tables and do an arts and crafts activity where they students will have the opportunity to color and label the different parts of the African continent.
• Activity: 

A Chick Hatches by Joanna Cole

Dorros, A. (1997). A Tree is Growing. New York: Scholastic. Grades K-4.

Award: Book Award Winner 1998, Orbis Pictus Honor Book 1998

Subject Area: Science

Genre: Picture Book

Summary: This book uses many pictures and simple explanations to portray how trees grow and what helps them to grow. The author gives general information about leaves, roots, bark, flowers, and seeds, and how they change through the seasons. It also mentions the wildlife animals that live and interact with these growing trees. 

Themes/Topics: Life cycle of a tree

Initiating Questions & Activity:

• Questions: Where do trees come from? Has anyone ever seen a very small tree? How do you make a tree grow? What does it eat and drink?
• Activity: Discuss with the class how they grow and what they eat and drink. Students will be encouraged to ask questions before and throughout the story to get a better understanding of the life cycle of a plant such as a tree.

Culminating & Extending Questions:

• Questions: Has anyone ever helped plant a tree? Who can tell me what animals contribute to the life cycle of a tree? How long does it take for a tree to grow fully?
• Activity: Since our book has to do with the growth of trees, we will plant our own seeds in order to make a tree and though the students will not see much of the progress, for the remainder of the school year they will observe changes and we will discuss what the tree needs to grow.

Math Curse by Jon Scieszka

Scieszka, J. (1995). Math Curse. New York: Viking Press. Grades K-2.

Award: Maine's Student Favorite Book Award, the Texas Bluebonnet Award, The Great Stone Face Book Award

Subject Area: Math

Genre: Picture Book

Summary: In this story, the character's teacher mentions to her that everything in life can be turned into a math problem. Because of this, she begins to think of everything as a math problem whether it be cupcakes considered as fractions or a trip to the store becoming a lesson in money. Eventually she finds herself becoming a math zombie. She falls asleep and is trapped inside a math lesson and can only get out by solving every math problem there is. Eventually she does, waking up to find that she has the ability to solve any math problem that is given to her, breaking the math curse.

Themes/Topics: Math problems, fractions, etc.

Initiating Questions & Activity:

• Questions: Who here really likes math? Does anyone really hate math? Do you ever wonder what you'll need to use math for?
• Activity: We will discuss the different types of math problems and what types of math problems are favored over others.

 

Culminating & Extending Questions:

• Questions: Did this book change your view of math problems? Does anyone feel like they have the math curse? Do you feel any more confident in math?
• Activity: In connection with the book, we will come up with a typical day that any given student will have. Within that day, we will point out every time that they must use math and come up with a math problem to relate as we become "math zombies"

Barack Obama: Son of Promise, Child of Hope by Nikki Grimes

Grimes, N. (2008). Barack Obama: Son of Promise, Child of Hope. New York: Simon &
        Schuster. Grades K-5.

 

Award: NAACP Image Award for Outstanding Literary Work, Children's category

Subject Area: Social Studies

Genre: Biography

Summary: This biography is framed around a young African-American boy who asks his single-parent mother to tell him about Barack Obama. Obama's life is then traced from when he was a young boy himself, living in Hawaii. There is mention of his parents divorce during his childhood and the fact that they both remained supportive of Barack and his education as well as his needing to confront racism. Towards the end of the story it is brought back to the frame of the young boy and his mother as he explains to her that he, too, would like to be president some day.

Topics/Themes: Presidency; Racism

Initiating Questions & Activity:

• Questions: Who can tell me the name of the President of the United States of America? Would anyone like to be the president some day? Who knows what a biography is?
• Activity: We will discuss President Obama and the election that he fought to win in 2008. For higher level grades, we will review who the first president was and perhaps the president before Obama. We will also discuss what the students think makes a good president for our country.

 

Culminating & Extending Questions:

• Questions: What was one thing that you learned about President Obama that you might not have known before we read this book? What is one thing that you would do if you were president? If you could vote, would you vote for President Obama?
• Activity: To focus a bit more on the fact that the story we read was a biography, we will do an activity in which each student will create their own biography which tells about their life thus far. They can do so with pictures or words and are encouraged to highlight the most important parts of their lives so far.

The Night Before Christmas by Clement C. Moore

Moore, C. (2009). The Night Before Christmas. New York: Sterling Publishing. Grade 2-5.

Subject Area: Language Arts

Genre: Cultural; Poetry 

Summary: This poem describes the anticipation that a child feels the night before Christmas. The child dreams of sugar plums and is awaken by the noise of Santa Claus arriving on the rooftop and coming down the chimney. Once Santa Claus has arrived, the child is in awe of his appearance. He leaves gifts under the Christmas tree and quickly gets back to his reindeer and heads to the next house on his list but not before saying the classic line, "Merry Christmas to all, and to all a good night!"

Themes/Topics: Christmas

Initiating Questions & Activity:

• Questions: Who here celebrates Christmas? Has anyone heard this famous story about the night before Christmas? What are you asking Santa Claus for this year?
• Activity: The students will discuss the questions that I presented to them and we will discuss as a class what Christmas means to them. If they do not celebrate Christmas, what is their equivalent and what can they teach us about that holiday?

Culminating & Extending Questions:

• Questions: What was your favorite part of The Night Before Christmas? Has anyone ever seen Santa in their homes? What do you think Santa does if there is no chimney in your house?
• Activity: We will discuss the book by tying it into the personal lives of the students. I will ask the students to describe to me what special traditions or routines that they celebrate the night before Christmas. For those that do no celebrate Christmas, I would like them to share with the class their favorite holiday to celebrate and teach their classmates about that special day.
  

Oh, the Places You'll Go by Dr. Seuss

Seuss, Dr. (1990). Oh, the Places You'll Go. New York: Random House. Grades K-3.

Award: Mom's Choice Standard Award (2005)

Subject Area: Language Arts

Genre: Poetry; fiction

Summary: This story poetically describes what it is like for the character in the book to travel through phases in his life. After visiting many places, he finds himself at "the waiting place" which is described to be a place in which time does not pass and only waiting occurs. After this, however, the character is able to see what is in store for him and the many new places he will visit in the future. This book symbolizes what it is like to go through life's transitions.

Themes/Topics: Life transitions

Initiating Questions & Activity:

• Questions: What is a place that you would like to go? Does anyone know what it feels like to have to wait and wait for something you want or for something to change? Do you like when things change?
• Activity: Discuss some places your students have been or where they would like to go in the future as well as discuss the questions that are asked of them such as their feelings about changes and what it's like to have to wait.

Culminating & Extending Questions:

• Questions: What was your favorite part of this book? Do you have any rhymes that stood out to you? Where do you want to go in the future?
• Activity: Because this book talks about the different places that you will go, we will do an activity that gives the students an opportunity to think of their future and where they will be at certain times in their life. They must finish the sentence starters that are given to them such as, "By the end of this school year, I hope to...", "After I graduate from high school I plan to..." etc.

Do Princesses Wear Hiking Boots? By Carmela LaVigna Coyle

Coyle, C. L. (2003). Do Princesses Wear Hiking Boots. Arizona: Rising Moon. Grades K-3.

Subject Area: Language Arts

Genre: Fiction

Summary: This story is about a little girl who is eager to know what a princess is really like. Throughout the book, the young girl continuously asks her mother if princesses do certain things such as clean the house or climb trees. By the end of the story, she wants to know if princesses look anything like she does and her mother explains that she must look in the mirror and see for herself.

Themes/Topics: Self-perception; family

Initiating Questions & Activity:

• Questions: Who here knows any princesses? Do you think it would be fun to be a princess? What do you think a princess does from day to day? Would you like to be a princess?
• Activity: Because this book is really for the self-perception of young girls, this is not a book that I would necessarily use with a full classroom of boys and girls so much as I would use it only with a group of girls. We would discuss what we think a princess looks like or how a princess acts. We may also discuss a real life figure such as Princess Kate in England or the legendary Princess Diana.

Culminating & Extending Questions:

• Questions: What was your favorite thing that the little girl in this story did? Has your view of what a princess is changed since we have read this story? Do you consider yourself to be a princess? Would you still want to be a princess if you were able to be?
• Activity: Because this story focuses a lot on positive self-perception, I would like to see the group of girls that I was working with list qualities within themselves that they really like and also qualities that they think reflect that of a princess.

Goodnight Moon by Margaret Wise Brown

Brown, M. W. (1947). Goodnight Moon. New York: HarperCollins. Age: Pre-K.

Award: Caldecott Medal (1947)

Subject Area: Language Arts

Genre: Fiction

Summary: This book is a poem that is classically favored among many as a wonderful bedtime story. The bunny in the book takes time to say goodnight to all of the objects in his room before finally heading off into his slumber. These objects consist of things such as the kittens, the mittens, the dollhouse, the mouse, the red balloon and of course, the moon. Saying goodnight to these objects becomes a nightly ritual for this bunny.

Themes/Topics: Bedtime; family

Initiating Questions and Activity:

• Questions: What are some of the things that you do before you get into bed at night? Do you ever read bedtime stories? Who do you say goodnight to?
• Activity: Discuss with the class different bedtime rituals that I perform each night and ask them to discuss what they do before bed. The students will be encouraged to ask questions throughout the book as we go through each page.

Culminating & Extending Questions:

• Questions: What was your favorite part of the story? Do you see anything on these pages that the bunny did not say goodnight to? What objects do you think you would say goodnight to? Which objects wouldn't you say goodnight to?
• Activity: After the book is finished, the students will go to their seats and will be asked to draw a picture of their own room and the objects that are in it. They will draw pictures of the objects that they will say goodnight to in the same way that the bunny does in the story. Throughout the activity the students will continue to discuss the parts they did and did not like about the book.
  

The Very Hungry Caterpillar by Eric Carle

Carle, E. (1969). The Very Hungry Caterpillar. New York; Cleveland: The World

        Publishing Company. Ages: Infant-Pre-K

Award: American Institute of Graphic Arts Award (1970)

Subject Area: Science; Math (Counting)

Genre: Picture Book

Summary: This is a story about the life cycle of a butterfly and the transitions that are made from an egg, to a very hungry caterpillar and ultimately into a beautiful butterfly. Throughout the book, the author shows us how much the caterpillar eats as we count our way through the days of the week and the foods that he eats. After eating his way through the week, the caterpillar forms himself a cocoon. On the final pages of the book, the caterpillar exits his cocoon and is revealed as a beautiful butterfly.

Themes/Topics: The life cycle of a butterfly; Counting; Days of the week

Initiating Questions and Activity:

• Questions: Who has seen a butterfly before? Has anyone ever seen a cocoon? Butterflies come in many different colors, what is the prettiest color butterfly you could imagine? What happens when you eat too much? Do you think this is what happened to the caterpillar?
• Activity: Discuss with the class the different stages of the life cycle (egg, caterpillar, butterfly). Show pictures of different types of butterflies and encourage the students to ask questions.

Culminating & Extending Questions:

• Questions: What was your favorite part of the story? What was your favorite part of the butterflies life? Why do you think the caterpillar ate so much? Do you get bigger and stronger when you eat?
• Activity:  The students will have the opportunity to create their own butterfly after the reading. We will use coffee filters by coloring them with markers and then spraying them with a little bit of water to make the colors run together. Each student can make their butterfly whatever color they would like. Then, the coffee filter is folded like an accordion and secured in the middle with a clothes pin to represent the body of the butterfly. Wire cleaners can be used as antennae. As the children perform this arts and crafts activity we will recap the book and answer the questions that I will present.