Lesson Plan: Duddle Puck, The Puddle Duck (Karma Wilson)

Title:  Duddle Puck: The Puddle Duck

Author:  Karma Wilson

Illustrator:  Marcellus Hall

Book Cover Summary:  Little Duddle Puck is a funny puddle duck who…CLUCKS, HONKS, OINKS, NEIGHS…and never, ever quacks! Now it's up to the other farm animals to teach Duddle how a proper puddle duck should sound. 

First Lines:  Silly Duddle Puck was a funny puddle duck. All the critters said he was a very odd duck.        

Grade Levels:  Preschool-Kindergarten

What I Like About It:  The story and illustrations are humorous.  Duddle is a quirky and fun character.  The language is rich.  Children are sure to love hearing it over and over again.  




Possible Teaching Opportunities

Animals Sounds

Prediction Skills

Ordinal Numbers

Story Sequence

Character Education:  Tolerance

Note:  The following lesson plan includes several ideas and activities you might use for teaching this book. Modify for your student abilities. Ideas can be used over a period of 1-3 days.

Pre-Reading

• Show the cover of the book. 
• Who do you think will be the main character? How do you know? (The duck is much larger than the rest of the pictures. Guide students, if needed, to figure out it is a duck.)
• What do you know about ducks?
• What sound do they make?
• This book is called Duddle Puck: The Puddle Duck.  Based on the cover, what do you think might happen in this book?  (Allow children to guess.)

Reading

• Read the book out loud.
• To emphasis prediction skills, you could stop after the first animal encounter and allow students to predict what might happen next.  
• Also, identify 1-2 other places ideal for pausing and guessing like when it says, “Instead he wandered to the barn and bellowed out a..."

Post Reading

• Did any of your predictions come true?
• What surprised you in the story?
• Have a visual (toy, picture, puppet) of each animal—duck, hen, goose, pig, horse, farmer, and rooster.  Tip:  Copy pictures on to heavy card stock.  Cut them out and adhere to craft sticks. 
• Who is the main character of the story?  (Duddle Puck—duck)
• Why were the other animals annoyed with him?  (He refused to say quack, quack.)
• You can introduce, teach, or review ordinal numbers by stressing first, second, third, and so forth as you review the order of events.
• What is the first sound that Duddle Puck makes?  (Cluck, Cluck)
• What animal makes that sound?  (Hen)
• Have a student come up to the front and hold the hen picture.
• Continue a review of the book with the previous line of questions for the honk/goose, oink/pig, neigh/horse, hip-hip hooray/farmer, quack/duck, and cock-a-doodle do/rooster.  
• Collect animals and students return to their seats.

Revisiting the Story 

• Re-Read the story. Ask students to look closely at the illustrations for ways that Duddle Puck also acts like the other animals.  As you read, allow the students to participate in saying the animal sounds. 
• On a large piece of paper, write out the order of events in the story emphasizing the ordinal words.  Use a picture of each animal to give a visual prompt as seen here. Example:

                   First, Duddle says, “Cluck, Cluck” like a hen.

                   Second, he says, “Honk, Honk” like a goose.

Reading Comprehension

• What are some of the ways that Duddle Puck acts like other animals?  Go back and show the pictures if the students need prompting. (In the mud with the pig, on top of the hen house like a rooster, hanging out with the hens in the coop)
• Why do you think Duddle Puck acts like animals other than his own kind?  (Answers may vary.)
• How does Duddle Puck trick the other animals?  (They all say “quack,” but they are not ducks.)

Character Education: Tolerance

• What are some ways people act differently?
• Have you ever met someone who did not act like you expected?
• How did it make you feel?
• Do you always act like people expect?
• How should you treat people who act differently that you expect?

Assessment Options

Teacher Created Worksheet.  Find a free printable with farm animals. Cut out the ones that correspond with the story.  Adhere to a blank sheet.  Make one copy for each student. You can use this worksheet for some of the following assessments or one of your own making.

Ordinal Numbers Teaching & Assessment

• Use large individual pictures of each animal with magnets on the back.  Put them in the correct order.  Ask:  Which animal is first?  Third?  And so forth.  Next, mix them up. Allow individual students or the class to help you put them in the correct order on the board, emphasizing first, second, third, and so forth.  You can mix them up and have volunteers try it.
• Using the Teacher Created Worksheet, instruct students to color and cut out the animals. Then, place and paste them in the correct order on a separate sheet with the ordinal words on it.  Write the word on the board to help students find the correct word on their sheet.
• Student volunteers can stand at the front of the room each with one picture in hand.  One or more students can direct volunteers to move to put them in proper order.  Ask questions:  Which student/animal is first?  Fourth?
• For other ordinal number practice ideas, click here and here.

Animal Sounds/Words Teaching & Assessment

• Show a picture of each animal.  Prompt the class to say the animal sound that goes with the corresponding image.
• First, direct students to color and cut out Teacher Created Worksheet animals.  Next, on a separate sheet have the animal sound written out.  Say the sound. Show it on the board.  Students can put the animal picture next to the corresponding sound and paste it.
• Practice animal sounds by singing “Old MacDonald.”  Sing it with the animals from book in the order they appeared. 
• Students can use the animals from the Teacher Created Worksheet to create their own stick puppets with craft sticks.  Make a sound.  Students can put up their stick puppets to show they know which animal makes the sound.  Bonus:  They can practice telling the story in their own words to another student and/or to their parents using these stick puppets. 

Other Activities

• Use the book and activities to prepare for a trip to a local farm.  Discuss other animals the students may find at the farm and the sounds they make. 
• Discuss rhyming words (lots in this book to identify).
• Extend the story by adding one or more scenes with other farm animals.
• Have students reenact the story in groups.  
• Introduce alliteration. Define it. Give examples from the story (Gilly Goose, Henny Hen, Hank the Horse).  Allow students to create their own alliterative animal names and draw/paint/color a picture to go with it.  Alternative: Give students air dry clay to create their animal.  

Visit Susanna Hill's blog for Perfect Picture Books posts and teaching ideas and The Homeschool Link Up for educational ideas around the web.

Stick and Stone (Beth Ferry)

Summary of Stick and Stone (Beth Ferry)

Stick is alone. Stone is alone. Pinecone comes along and makes fun of Stone.  Stick stands up to Pinecone. This act starts their friendship. Together, they "wander, explore, and laze by the shore." A storm occurs that separates them.  Stone does not stop until he finds his friend and rescues him. The duo realize they are better together, than alone. 

Evaluation

Sometimes the author uses a word or phrase, instead of a full sentence. With the rhyme and other sound devices, the simple language has a poetic flow that works well. The illustrations also add to the narrative. Tom Lichtenheld’s watercolor and pencil drawings make a stick, a stone, and a pinecone absolutely adorable and incredibly animated. 

Most children are familiar with the saying, “Sticks and Stones will break my bones, but names will never hurt me.” This book opens up the conversation on two important topics for youngsters—friendship and bullying. Adults can use the book to talk about bullying, to remind children that words do hurt, and to encourage them to "stick" up for others. 

There is another saying, "Leave no stone unturned." Stone represents this idea by searching for his friend, high and low, until he finds him.  Use the story to talk about characteristics of good friends like loyalty, sharing, and helping. 

A more advanced aspect of the book is the use of pun, a humorous way of using a word or a phrase that has more than one meaning. For instance, Stick says: "You rock, Stone." You could discuss the humor in using the phrase "you rock" in relation to Stone as well as the multiple meanings of "rock."  A rock is a "stone mass" in a concrete way.  However, it can also mean "a firm foundation or support."  In this instance, Stone just rescued and "supported" his friend. Slang for "rock" is "to be very good, impressive, exciting, or effective." Stick is telling his friend, "You are awesome or very good."  At the end, Pinecone says, "Sorry I needled you so much" and earlier there is the phrase "That's just what sticks (stick up for people) do." This lesson can be done in an informal way.  First, find out what they know about the meaning of the words.  Then, add one or more meanings.  It can be as simple as a 2 minute conversation after you finish reading.*

One of the sweetest parts is the ending. The book begins with Stick as "one" (as in one person alone) and Stone as "zero" (meaning noting). However, the end says, "Stick, Stone. A perfect 10. To The End." The final scene is them walking together with Pinecone tagging along and apologizing to Stone.  (You may also need to explain the significance of the reference "a perfect 10.") 

I highly recommend Stick and Stone for ages 2-6. 

* Definitions are from Dictionary.com.

Middle Grade Monday: Words with Wings (Nikki Grimes)

Title

Words with Wings

Author

Nikki Grimes

Book Jacket Summary
Gabby has been a daydreamer for as long as she can remember, but when her parents began arguing, daydreaming became as essential as breathing.  At first an escape, it’s now taken over her life.  In her new home with only her mother, Gabby misses the way their family used to be.  In her new school, she’s always alone.  The kids see her as Shy Girl Who Lives Insider Her Head and tease her.  Her teacher keeps telling her to pay attention, while her mother scolds her for drifting off.  Will Gabby ever find a way to keep her thoughts grounded?  Or could her daydreams help her take flight?

Sample Poem

“Words with Wings”

Some words

sit still on the page

holding a story steady.

Those words

never get me into trouble.

But other words have wings

that wake my daydreams.

They fly in,

silent as sunrise,

tickle my imagination,

and carry my thoughts away.

I can’t help

but buckle up

for the ride!

Evaluation

Language & Form

Words with Wings is a novella written in poetic form.  The free verse poems are so melodic and beautiful that I found myself reading over many of them multiple times.  I love the imagery she uses like “feel fire on my cheeks, then tears come to smother the flames” (37) and “the trees are whispering” (66). Despite being poetry, the images and words are written for middle graders. I was afraid of poetry until I was an English teacher for several years (still a little afraid). Many of my college students are afraid of poetry. I believe reading books like Words with Wings can help students feel comfortable with poetic language and, hopefully, learn to enjoy it.

Characterization

Gabby is a sweet protagonist. You will get swept up in her world right away with the story of the origin of her name, her family situation, and her imagination.  Many middle grade readers will identify with her experiences—watching her parent's marriage dissolve, dealing with divorce, moving to a new place, starting a new school, being bullied by peers, and making new friends.  Gabby deals with her feelings of alienation and powerlessness is a positive way—her imagination.  While it does sometimes distract her from accomplishing tasks, she learns how to manage it and use it for good. 

Another important character is her teacher, Mr. Spicer—based on a teacher the author had in school.  For teachers and parents, he can be an inspirational figure.  He values Gabby for her uniqueness and helps her focus her talents properly.  Mr. Spicer also encourages creativity and imagination in his other students.  He is a great reminder to sometimes set aside the “objectives” to accomplish significant learning.

Theme

The title Words with Wings sums up the theme of this novella well.  Gabby learns that her words, ideas, and imagination have metaphorical wings. They lead her through darkness and loneliness.  They help her cope with life’s difficulties. They make her who she is.  She does not change to fit it.  Instead, she finds people who appreciate her uniqueness, and she does the same for them in turn.

Young people feel that their clothes, physical appearance, tattoos, piercings, and other superficial things define them, making them who they are.  They feel it is how they “express themselves.”  I reject that idea. I believe your words, your ideas, your imagination, your personality, your talents, and, most importantly, your actions define you, making you who you are.  This book epitomizes that idea for me.  It is an idea worth discussing and challenging students with.

Extension Ideas

• Journaling:  Like Mr. Spicer, have the class randomly stop everything and daydream.  It simply means, letting the students journal their ideas. Younger children could draw their ideas. They should write/draw without stopping for an age appropriate amount of time.
• Writing Poetry:  Like many of Gabby’s poems, give the students a word (or allow them to pick a word).  Have them write down a description of it in free verse.  Encourage the age appropriate usages of figurative language like simile, metaphor, personification, understatement, hyperbole, and so forth.
• Literature Circles:  Pick one or more poems from the book.  Assign the students to small groups to discuss what the poem(s) means.  They can brainstorm the connotations and denotations of key words or discuss why the narrator used specific figurative devices.  Then, discuss how the poem illustrates a key aspect of the novella, such as characterization or theme.  Finally, students can discuss the motifs in each poem, including how they relate to their lives.
• Character Education:  Discuss as a class what it feels like to be the new person in a school or place. Have the students brainstorm ways to help new people feel welcome and become involved.  Create a class or individual plans to put into action.

For other Marvelous Middle Grade Readers, visit Ramblings of a Wanna Be Scribe.  

Paul Goble and Native American Starlore

In the ancient world, people looked to the sky to understand the world around them and to navigate while traveling. Most cultures developed stories about the celestial bodies—the stars, moon, and sun. They were often associated with origin stories and other myths. The natives of North American had many different ideas about what the stars meant. Two stories representing this tradition are recorded by Paul Goble who has over many decades developed a close relationship with some of our native American tribes. His writing and illustrations demonstrate a great reverence for these people and their traditions. Her Seven Brothers and Star Boy illustrate a strong feeling of connection that many cultures had to the stars, sun, and moon. 

Her Seven Brothers

A young Indian girl lives as an only child with her parents. She is never alone though because she can speak with the birds and animals. Her mother teaches her to embroider with the dyed porcupine quills. The tribe marvels at the amazing skill she develops. They are sure her talent comes from the spirits. One day she begins to sew clothes for a man—a shirt and a pair of moccasins. Her mother inquires as to why she is making them. The girl reveals that there are seven brothers who live in the north country who she plans to travel to in order to become their sister.  After many months, she completes all seven sets and loads them up for her journey. Leaving her mother she says, “Soon you will see me again with my brothers; everyone will know and love us!”  The retelling of this Cheyenne legend reveals what happens when she meets her brothers and how they become the stars of the Big Dipper. 

Star Boy

Two sisters awake as Morning Star fills the sky.  The older sister declares her great admiration for him and longing to be his wife. Morning Star comes to her as a man and sweeps her up to the sky to meet his mother (the moon) and father (the sun). Together they live happily there, eventually having a son. Her mother-in-law gives her a stick to dig up roots.  She is told she can dig up any plant except ones with pink flowers. Like Eve and Pandora, she eventually does the one thing she is commanded not to.  When she does, she sees her family and the world she left behind. The Sun angrily tells her, “Now your heart will always be in two place; you will never be happy here, nor in the world below.  You must go back to your people.”  The woman and baby return to the tribe. The woman dies when the boy is still young, and she becomes Evening Star. Her son, Star Boy, falls in love with the chief’s beautiful daughter. She agrees to marry him but first he has to go on a quest.  This story from the Blackfeet tribe explains how he ends up in the sky too!  The book includes the traditional “Song of the Rising Sun.”

Check out these books at your local library or bookstore to find out how they end! 

Teaching Resources

• Literature: Read Additional Stories on Native American Starlore.  Compare and contrast different ones. 
• Astronomy: Use the stories to connect to a unit on astronomy. 
• Local History: Study the local tribes that live(d) in your state or area. 
• Ancient History: Compare and contrast starlore stories of Native American cultures to other ancient cultures. 
• Other Activities: Check out this Native American Sky Legends Teacher’s Guide  for some additional teaching ideas.

TIME for Kids Explorers: Robots (Mark Schulman)

Summary of TIME for Kids Explorers: Robots (Mark Shulman)

(from Amazon)

Robots is the first book in an exciting, new series from TIME For Kids. Aimed squarely at readers who want to know more, this book answers the questions that children ages 8-12 want to learn the answers to.

Do you know what makes something a robot? Can you name the six types of robots? Can robots really fly? What kinds of robots are being designed by spy agencies, the military, and our first responders? And best of all, what's next?

Robots covers the world of robots as it exists today - and will exist tomorrow.

Evaluation

Before I had a chance to read over the book, my husband picked it up.  (He never looks at my picture books.)  He did not put it down until he was finished reading it and sharing information with me as he did. That being said, it clearly appeals beyond the 8-12 year old target audience. 

I finally picked the book up myself to look at more closely. The book is the perfect size for reading together with children.  It has numerous vibrant pictures and small bits of text to engage readers. 

At the beginning, there is a time line of the history of robots.  It combines fiction (literature, television, and movies) with reality (how robots have come about in the real world). Each event includes a photograph and textbox.  I enjoyed seeing the relationship between fiction and reality.  As a result, the book engaged me immediately. 

Next, the book is broken up into 6 categories—robots that work, that protect, that explore, that fly, that help, and that play.  Again, numerous photographs highlight the text. The author keeps the information kid-friendly and not too technical.  The only downside is sometimes the textboxes/text is too small.  However, the book gave me a much greater appreciation and understanding of how robots are a part of every day life, often in ways people do not realize. 

The last two sections are on robots that kids made and robots of the future.  For children interested in the subject, these sections may just inspire some creativity and discovery on their own. To get inquiring minds started, the book includes “Robot Resources” of books, apps, and web sites to look into for further study. 

The TIME for Kids Explorers: Robots is an ideal section for a classroom or home library. 

Lesson Plans and Teaching Resources for Robots

Robotics Lesson Plans from NASA

Robot Activities and Additional Books for Younger Kids

PBS Lesson Plan:  What is a Robot?

Build Your Own Robot Arm

Robotics and Legos Idea