Folktale- Rapunzel

Title- Rapunzel

Author- Paul O Zelinsky

Illustrator- Paul O Zelinsky

Publisher- Puffin Books

Copyright Date-  1997

Number of Pages- 36

Awards- Caldecott Medal (1998)

Reading Level- Ages 5-8

Genre- Folktale

Summary

In this retelling of the classic story of Rapunzel, the author gives his own twists to the plot.  The story begins with a couple who is having a baby.  Like many pregnant mothers she has cravings, she wants some rapunzel to eat.  Her husband has to climb a wall into a private garden to steal her some Rapunzel to satisfy her cravings, and one day he gets caught.  To save his wife he agrees to give away his unborn daughter to the sorceress who owns the garden.  The baby is born, named Rapunzel, and then taken away by the sorceress who raises her like her own child.  Once she is grown the sorceress locks Rapunzel in a tower.  This is where the story takes a big twist, and you will have to read it to find out how this one ends. 

Teaching Idea

I would tie this book into a science lesson and grow rapunzel in the classroom.  The English word for this plant is Rampion, and you can easily order the seeds.  After reading this book we would investigate the seeds, plant them in individual containers, and then take care of them as they grew.  During the process the children would take notes and track the progress in a journal.  Once the project was done all students would have their own plant to take home and share with their family.  To see the plant and find a link to order the seeds you can visit the authors website here:  Paul O. Zelinsky.

Here are a few additional teaching resources for this book:

Scholastic

Fresh Plans

Rating

Element of Literature	Excellent	Average	Inadequate	Not Addressed	Rating
Plot	The plot is engaging; the reader is invested in the outcome.  Contains conflict, a climax and a resolution.    The reader buys into the story line; it is believable to the reader.	The plot is average it contains some of the essential elements such as conflict, climax and resolution.  One element is either missing or poorly developed.  The reader may or may not buy into the storyline, it is just not that believable.	Multiple essential elements, conflict, climax and/or resolution are missing or poorly developed.  It is not believable and overall a bad plot.		The plot is engaging; the reader is fully invested in the outcome.  This book contains conflict, a climax and a resolution.  The reader connects to the story and it is believable.
Characters	Characters are unique and believable.  The characters come to life when the reader is engaged in the story.  When the book is done, the reader still connects with the characters of the book.  Characters have personalities, flaws, and feelings. There is a protagonist, possibly an antagonist and some supporting characters.	Characters are similar to other books, have little to no uniqueness.  When the reader is done with the book, they are also done with the characters, there is no lasting connection.  Characters display little in terms of personality.  There are no supporting characters, or no clear protagonist.	Characters are dull and lifeless, there is no connection to the characters.  There is no clear protagonist and no supporting characters.  The characters are too farfetched.		Characters are unique, believable and come to life.  There reader wants to know what happens even when the book is done.  There is a clear protagonist, antagonist and well developed supporting characters.  Each character has their own personality, they are also flawed and show feelings and emotions.
Illustrations	The illustrations share in the story telling. The pictures help to develop the characters, establish the mood, and setting.  They contain some of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures themselves may be created out of different mediums in order to support the plot.  Visual elements are used effectively (line, shape, color, texture and composition).	The illustrations support the story telling.  The pictures help with some but not all of the following, establish mood and setting, and developing characters.  They contain few if any of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures are basic and do not use visual elements effectively.	The illustrations are in conflict with the story.  The pictures do not develop or establish anything in relation to the book.  There are no additional elements in the illustrations.  Visual elements detract from the plot.		The illustrations are award winning and beautiful.  The book was created using oil paints and the pictures benefit from the alternate medium.   The illustrations help establish mood and setting.  There are facial expressions, supporting details, and action depiction.
Word Choice	There are a more than two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are one or two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are none of the following elements or they are not used effectively, precise vocabulary, figurative language, dialogue, and music in language.		This book uses precise vocabulary, dialogue and some figurative language.

Folktales of Russia

Title- Folktales of Russia

Author- Various Authors

Illustrator- Various Illustrators

Publisher-  India Book House

Copyright Date- 2000

Number of Pages- 64

Awards- None

Reading Level- Ages 7-11

Genre- Folktale, Graphic Novel

Summary

This book is not your average collection of folktales; it is Russian folktales combined with a comic book.  There are a bunch of tales, from clever soldiers to magic trees, a Russian Jack Frost, and even swans and young children.  Each separate story has a theme and usually a moral or lesson learned. 

Teaching Idea

This book is a great addition to a folktale unit.  After introducing folktales in standard story form, I would introduce this book.  It would pique the students interest, and provide a change compared to what they are accustomed to.  I would read this book over a couple days.  Then I would have students create their own comic book out of any folktale they choose.  This gives the students an opportunity to make a choice, and feel like they have control over their own comic book project.  

Rating

Element of Literature	Excellent	Average	Inadequate	Not Addressed	Rating
Plot	The plot is engaging; the reader is invested in the outcome.  Contains conflict, a climax and a resolution.    The reader buys into the story line; it is believable to the reader.	The plot is average it contains some of the essential elements such as conflict, climax and resolution.  One element is either missing or poorly developed.  The reader may or may not buy into the storyline, it is just not that believable.	Multiple essential elements, conflict, climax and/or resolution are missing or poorly developed.  It is not believable and overall a bad plot.		There are multiple plots within this one book.  They all contain some kind of conflict and resolution.  Many of the stories are unusual, leading to story lines that are not entirely believable.  The reader does not always buy into the story.
Characters	Characters are unique and believable.  The characters come to life when the reader is engaged in the story.  When the book is done, the reader still connects with the characters of the book.  Characters have personalities, flaws, and feelings. There is a protagonist, possibly an antagonist and some supporting characters.	Characters are similar to other books, have little to no uniqueness.  When the reader is done with the book, they are also done with the characters, there is no lasting connection.  Characters display little in terms of personality.  There are no supporting characters, or no clear protagonist.	Characters are dull and lifeless, there is no connection to the characters.  There is no clear protagonist and no supporting characters.  The characters are too farfetched.		Characters are unique, although there is no lasting connection to any of the characters.  There are clear protagonists and antagonists.  Some characters are shown with personality but not all of them.
Illustrations	The illustrations share in the story telling. The pictures help to develop the characters, establish the mood, and setting.  They contain some of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures themselves may be created out of different mediums in order to support the plot.  Visual elements are used effectively (line, shape, color, texture and composition).	The illustrations support the story telling.  The pictures help with some but not all of the following, establish mood and setting, and developing characters.  They contain few if any of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures are basic and do not use visual elements effectively.	The illustrations are in conflict with the story.  The pictures do not develop or establish anything in relation to the book.  There are no additional elements in the illustrations.  Visual elements detract from the plot.		The illustrations make this book what it is.  They develop the characters, establish the mood and the setting.  They have hidden details, facial expressions, action depiction, and supporting details.
Word Choice	There are a more than two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are one or two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are none of the following elements or they are not used effectively, precise vocabulary, figurative language, dialogue, and music in language.		The word choice is basic, it contains some dialogue, and some precise language.

Runny Babbit- Silly Poems

Title- Runny Babbit:  A Billy Sook

Author-  Shel Silverstein

Illustrator- Shel Silverstein

Publisher- Harper Collins

Copyright Date- 2005

Number of Pages- 96

Awards- 2005 Quill Award winners- Children’s Illustrated Book

Reading Level- Ages 4-10

Genre- Poetry

Summary

Runny Babbit is a book about Runny Babbit, and his friends Toe Jurtle, Skertie Gunk, Rirty Dat, and many more.  They experience real world events and go on silly adventures together.  Runny and his friends speak their own language, they switch the first letters around in words.  Reading this book isn’t easy, but as you become familiar with their language it becomes easier.    Runny cuts his own hair and lies to his mom about it, he reads a book, pretends to be Yankee Doodle, gets a girlfriend, shows kindness to smaller animals, and much more.  Many of the poems contain important ideas for children to learn, and some are just fun and silly.   The pictures help the poems move along and show details you just cannot fully comprehend just reading the poems.   

Teaching Idea

I would use this to help with correcting of sentences.  I think it would be a great way to introduce poetry and at the same time work on editing sentences.  I would put the poems up on the board with some added errors in punctuation.  Then I would have students make the poems grammatically correct.  After that I would have the students read both versions of the poems.  The original poems by Silverstein with the made up language, and their modified (corrected) versions.  I think it would add a fun element to correcting sentences. 

Here is the link to more lesson ideas:

Silverstein Lessons

I particularly like the activity in this link that has the students act out the poems.  They are up and moving around, and at the same time working on poetry.

Rating

Element of Literature	Excellent	Average	Inadequate	Not Addressed	Rating
Plot	The plot is engaging; the reader is invested in the outcome.  Contains conflict, a climax and a resolution.    The reader buys into the story line; it is believable to the reader.	The plot is average it contains some of the essential elements such as conflict, climax and resolution.  One element is either missing or poorly developed.  The reader may or may not buy into the storyline, it is just not that believable.	Multiple essential elements, conflict, climax and/or resolution are missing or poorly developed.  It is not believable and overall a bad plot.		The plot is average, it has some hints of conflict, climax and resolution.  They are not fully developed.  The reader may or may not buy into the story line.
Characters	Characters are unique and believable.  The characters come to life when the reader is engaged in the story.  When the book is done, the reader still connects with the characters of the book.  Characters have personalities, flaws, and feelings. There is a protagonist, possibly an antagonist and some supporting characters.	Characters are similar to other books, have little to no uniqueness.  When the reader is done with the book, they are also done with the characters, there is no lasting connection.  Characters display little in terms of personality.  There are no supporting characters, or no clear protagonist.	Characters are dull and lifeless, there is no connection to the characters.  There is no clear protagonist and no supporting characters.  The characters are too farfetched.		Characters are similar to other books; they could easily be replaced or removed.  There was no lasting connection to the characters.  Though they do have personalities.  The antagonist is clear and he has a strong supporting staff of characters.
Illustrations	The illustrations share in the story telling. The pictures help to develop the characters, establish the mood, and setting.  They contain some of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures themselves may be created out of different mediums in order to support the plot.  Visual elements are used effectively (line, shape, color, texture and composition).	The illustrations support the story telling.  The pictures help with some but not all of the following, establish mood and setting, and developing characters.  They contain few if any of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures are basic and do not use visual elements effectively.	The illustrations are in conflict with the story.  The pictures do not develop or establish anything in relation to the book.  There are no additional elements in the illustrations.  Visual elements detract from the plot.		The illustrations are great; they add depth to the poems.  At times you can see emotion, varied viewpoints, interesting asides, supporting details and action depiction.  The pictures add an extra element to the poems.  They also provide visuals to support the content of the poems.
Word Choice	There are a more than two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are one or two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are none of the following elements or they are not used effectively, precise vocabulary, figurative language, dialogue, and music in language.		There is precise vocabulary, figurative language, and multiple areas of music in the language.