The Fox and The Falling Leaves by Julia Rawlinson - Teaching Ideas

This book was originally called Fletcher and the Falling Leaves and then was changed to The Fox and the Falling leaves - I am not really sure why?!?!
Little Fletcher has a favorite tree and he doesn't understand why the tree is turning brown and the leaves are all falling off. Fletcher is trying with all his might to save the leaves on his favorite tree, but he just can't do it. Poor Fletcher is so worried, he just can't stop thinking about his poor tree. One night he decides to go out and check on his tree when he sees that is it covered in beautiful icicles and seems to be singing in the breeze. This is such a comforting site to Fletcher that he no longer is worried about his favorite tree.

The illustrations in this book are so wonderful and the author uses such vivid, colorful words and phrases and descriptions, you and your students will thoroughly enjoy this book!

I have a freebie for this book focusing in on the beautiful words the author uses, but if you are looking to create a reading skill or strategy lesson, I hope some of the below information will help you out.

Reading level: 3.5

Theme/Subject: Fall

Genre: fiction

Suggested Vocabulary: bounded, crinkly, ruffled, rustle, whirled, swirled, bounding off, snuffled, whoosh, icicles

Colorful phrases to explore: the rich green of the forest, dusty gold, soft, swishing sound of summer, crinkly whisper, patted the rough bark, caught it gently, a tiny rustle, little lost leaves, birds fluttered away, branches still danced, leaves shivered and shook, they tossed and turned and twitched and twirled and tumbled to the ground, filled his dreams with a whispering sound, sudden whoosh of wind, branch bounced high, fluttered like a little flag, pale stars glimmered, shining silver in the early light, sparkling branches nodded   

Reading skills and strategies:

• asking questions - {possible questions before} I wonder what the story will be about? I wonder what the fox will do with the falling leaves? {possible questions during} How come the fox didn't know that trees are supposed to change color and loose their leaves?  I wonder why the birds were putting the leaves back on the tree?  {possible questions after} I wonder what Fletcher will think when the leaves start to come back? **Remember to have your students answer/reflect their questions.
• author's point of view - 3rd person. Be sure to find 3 pieces of evidence to support this.
• author's purpose - entertain {evidence} The illustrations show Fletcher and his mom sitting around a fire with a kettle over it. Fletcher is a fox that is talking to a tree. The illustrations show Fletcher, a fox, walking on his two hind legs. All these things make a very cute and entertaining story.
• beginning, middle, end - {most important event from beginning} Fletcher was worried about his favorite tree turning brown. {most important event from middle} Fletcher thought his tree was safe after the birds put the leaves back on the tree. {most important event from end} Fletcher saw his beautiful tree with icicles all over it and was not worried anymore.
• cause and effect - Why did Fletcher worry about his favorite tree? because it looked dull, dry and brown. Why did Fletcher tell the tree that he would fix him? because the tree's leaf fell off. Why did the porcupine need the leaves? so he could keep warm. Why did the leaves blow off the tree? because it was autumn. Why did Fletcher climb the tree? because there was one leaf left in the tree and he wanted to protect it. Why did Fletcher make a cozy little bed for the leaf? because he told the tree he would protect the leaf. Why did Fletcher tiptoe outside? because he couldn't stop thinking about the tree. Why did Fletcher think the tree was more beautiful than ever? because it was covered in thousands of icicles, shining silver.
• character analysis - describe Fletcher {looks like, feelings, thoughts, character}
• character changes - In the beginning of the story Fletcher is very worried about his tree. At the end he is no longer worried.
• classify & categorize - Things that happen in the fall and things that happen in the winter.
• compare & contrast - fall and winter
• connections - {possible text-to-self connections} Seeing leaves fall off a tree because of fall. Having a favorite something and wanting to take care of it.
• fact & opinion - {facts} about fall {opinions} about fall
• main idea & details - {main idea} Fletcher wanted to protect his tree. {details} He tried to tie the leaf back on to the tree. He climbed up the tree to save the last leaf. Fletcher went out to ask the tree if it was okay.
• plot - the turning point or climax in the story was when the last leaf fell off. There was nothing more Fletcher could do to protect his tree.
• predict - What do you think the story is going to be about? What do you think Fletcher is going to do with the leaf that he caught? What do you think is going to happen to the tree? What do you think Fletcher is going to do about his favorite tree? What do you think will happen to the tree with all the wind? Why do you think the birds put the leaves back on the tree? What do you think is going to happen to the tree while Fletcher is sleeping? What do you think Fletcher is going to do about the one leaf left on the tree? What do you think Fletcher is going to find when he goes out to check on his tree?
• problem & solution - {problem} Fletcher was sad because nothing he did helped his tree. {solution} When Fletcher asked his tree if it was all right, the sparking branches nodded and the wind through the icicle branches sounded like laughter, he knew his tree was alright.
• sequencing - Fletcher thought his tree was sick. He tried to save the leaves that blew off. The squirrel and porcupine took the leaves. The birds put the leaves on the trees. Fletcher took a nap under the tree and when he woke all the leaves were gone. He saw one leaf left on the tree. He tried to save it but it fell off. Fletcher took the leaf home to take care of. When Fletcher came out to ask the tree if it was alright the tree answered yes.
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
• strong thought - What would you tell Fletcher to make him understand what fall means to a tree?
• summarize - {someone} Fletcher {wanted} wanted to help his tree feel better {but} but the leaves kept falling off {so} so he took the last leaf home to take care of.  Fletcher couldn't stop thinking of his tree so he {finally} finally went out and saw that it was covered in beautiful icicles. 
• theme - there are a number of theme's you could get from this book. What you think is a problem might not really be a problem. There are times with you just can't help. Change can be a good thing. 

Here is the Descriptive Phrases Activity I created. 

IT'S FREE!!

Happy reading!

0

A Bad Case of Stripes by David Shannon - Teaching Ideas

A Bad Case of Stripes by David Shannon is a great book for teaching individuality, or being unique. I like to use the word unique because, to me, the sound of it and the spelling really make it a one of a kind word. This book really lends itself to showing students that it is okay to be yourself, to like things that other people may not like, to be good at something that other people may think is strange or different and to not worry about what those people think.

If you search for activities for this book, you will find plenty, but if you want to make your own, to fit with what you are teaching here is a list of reading skills and strategies and some ideas on what you could teach using this book.

Instead of creating my usual skills and strategies packet to go with this book, I took the character trait and created some activities that have to do with being unique, but first here is the information you will need for your lesson planning.

Reading level: 3.5

Theme: individuality

Genre: humorous fiction

Suggested Vocabulary: lima beans, fretting, impress, relieved, ointment, distraction, contagious, prodded, virus, bacteria, fungus, bizarre

Reading skills and strategies:

• asking questions - {possible questions before}I wonder what made her striped? Is she sick? I think this is going to be a silly story because David Shannon writes silly books. {possible questions during} What made Camilla get stripes? I wonder why her stripes keep changing? What are specialists? I wonder why the old lady thinks she can cure Camilla? {possible questions after} What does eating lima beans have to do with getting a case of the stripes?
• author's point of view - 3rd person point of view {evidence} have students find 3 examples that show 3rd person.
• author's purpose -  entertain {evidence} David Shannon is the author and his other books are silly. No body has ever gotten a case of the stripes. How can someone turn into their bedroom. All these things are silly and make an entertaining story.
• beginning, middle, end - {most important event from beginning} Camilla was too worried about what other people thought of her. {most important event from middle} Every time someone suggested something it happened to her: stripes, bacteria, virus, pills, her room. {most important event from end} The sweet old lady came in and asked Camilla if she liked lima beans. When Camilla finally admitted that she did the lady gave her the lima beans and Camilla changed back to her normal self.
• cause and effect -  How come Camilla never ate lima beans? because her friends hated them and she wanted to fit in. Why did Camilla scream? because she looked in the mirror and saw the stripes. Why was Camilla relieved not to have to go to school? because she was afraid of what the other kids would say. Why did the Dr. say Camilla could go to school tomorrow? because she was not sick she only had stripes. Why did Camilla's stripes change at school? because the kids kept yelling out different shapes and colors. Why did Camilla turn into a pill? because that is what the Dr's gave her. Why did Camilla start to grow fuzzy little virus balls and squiggly little bacteria tails? because that is what the specialists guessed was Camilla's problem. Why were there reporters in front of Camilla's house? because they wanted to tell the story of "The Bizarre Case of the Incredible Changing Kid". Why did Camilla melt into her walls? because someone said she should become one with her room. Why did the old lady give Camilla lima beans? because Camilla lied about liking them and the old lady thought that if she admitted she liked them she could change back. Why did Camilla not care that the kids thought she was weird? because she ate her lima beans and never got a case of the stripes again.
• characterization - describe Camilla {looks like, feelings, thoughts, character}
• classify & categorize - Have your students classify and categorize different shapes. Camilla was covered with many different shapes because of the kids at school.
• compare & contrast - Camilla and her classmates, Camilla and you, you and a classmate
• connections - {possible text-to-self connections} Being afraid that people will laugh at you. Liking lima beans. Liking something your friends don't. Being weird.
• drawing conclusions & inferencing -  Why do you think Camilla got a case of the stripes? {text clues} Camilla likes lima beans but wouldn't eat them because her friends didn't like them. Camilla wanted to fit in. Camilla worried about what other people thought. {what I know} I know that it doesn't matter what other people think. I know that having stripes that change is more embarrassing than saying you like lima beans. {my conclusion} I think Camilla got stripes because she wasn't true to herself.
• plot - the turning point or climax in the story was when Camilla finally admitted that she liked lima beans.
• predict - Why do you think Camilla got stripes? What do you think will happen at school? Do you think the specialists will help Camilla? Do you think the experts will help Camilla? Do you think Camilla will ever change back? What do you think the old lady will do to help Camilla? Do you think Camilla cares about what other people think now that she changed back? Why or Why not.
• problem & solution - {problem} Camilla cared so much about what other people thought of her she got a bad case of stripes. {solution} Camilla finally changed back when she admitted that she liked lima beans.
• sequencing -  Camilla was worried about not fitting in. Camilla put on a pretty red dress, looked in the mirror and screamed. Camilla got a bad case of stripes. Camilla's mom called the Dr. Camilla went to school and got teased and sent home. The Dr. called in specialists, they turned her into a pill. The Dr then called in the experts, they caused her to have virus balls, bacteria tails and fungus blotches. News reporters wanted to tell the story of "The Bizarre Case of the Incredible Changing Kid". An Environmental Therapist told Camilla to become one with her room, Camilla became her room. An old lady came to the door saying she could help. The old lady offered Camilla lima beans but Camilla refused them. Camilla finally said she liked lima beans and turned back into her old self.
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
• strong thought - the students might have strong thoughts as the experts and specialists come in and keep changing her.
• summarize - {someone}Camilla {wanted} wanted to fit in with everyone so nobody would laugh at her {but} but she got a bad case of stripes {so} so all the kids laughed at her. {then}Then all these experts and specialists came to help but they couldn't so {finally} finally a little old lady came and helped Camilla change back by having her admit that she liked lima beans.

  Here is the "Unique Activities" activity packet that I created for this book.

Included in the packet is:
* Compare and contrast - 2 different sheets
* I am unique writing & coloring page
* I am unique folding activity
* Story Map folding activity
* A "unique" vocabulary card
* My favorite part of the book writing paper - unique because everyone might have a different favorite part.
* Patterning cards to practice patterns with recording sheet - unique because there are lots of different patterns
* Making number boards plus recording sheet - every number is unique
* Noun, Verb, Adjective, or ABC order cards plus recording sheet for each activity - because all words are unique

You can find this in either my Teachers Notebook or TpT store.

Preview pages of the packet.

 

Some of the completed activities from the packet

This FREEBIE was featured on freebie friday...YEAH!


 Last but not least a shape sorting FREEBIE.

I have also created a True False Comprehension Game.

You can find this game in either my TpT store.

Happy reading,

5