Tikki Tikki Tembo by: Arlene Mosel (multicultural)

Set in ancient China, this book tells the story of two brothers, Chang and Tikki tikki tembo-no sa rembo-chari bari ruchi-pip peri pembo who decide to play near a well, even though they are told not to. Their names were so different because in ancient China it was custom for parents to give their firstborn sons elaborate, short names and their second-born sons unimportant, short ones. One day when they are playing, Chang accidently falls into the well, leaving his older brother to run and find his mother so they can rescue him. However, when his brother Tikki tikki tembo falls into the well he shouts to his mother that Tikki tikki tembo has fallen in the well over and over again because his mother cannot hear him, so he goes to an old man. The old man gets the ladder and uses the ladder to get Tikki tikki tembo out of the well just in time. It takes a long time for Tikki Tikki Tembo to be found which goes to show it is better to give children shorter names instead of great, long names. This is also the reason Chinese names are often short and one syllable.

After reading this story to students, I would ask them how they thought the two brothers felt about each other and why. I would then discuss the Chinese culture with them and use other books from the library as references. I would ask students to get into groups and read another Chinese story, discussing what they liked about it. If possible, I would invite a Chinese guest to share a story, custom, or tradition with the class shortly after.

Sarah, Plain and Tall by: Patricia MacLachlan (historical fiction)

This book is set during the late 19th century in the western United States and begins with a woman from Maine named Sarah. Sarah replies to an advertisement looking for a wife and mother for Jacob Witting, a widowed farmer that needs help taking care of his farm and two children, Anna and Caleb. When Sarah first arrives, she is homesick for Maine and misses the ocean tremendously. The children are afraid that Sarah will not stay and Caleb is saddened when he thinks that she won’t return after she goes into town alone. However, the children are surprised when she comes back with colored pencils to show them the beauty of Maine through the use of pictures. She explains to the children that if she left she would miss them more than she ever missed Maine.

After reading this story, I would have students create their own cover page that includes a title similar to the book. Sarah uses the words plain and tall to describe herself through the letters she writes to Caleb and Anna. I would have students come up with a title including two adjectives that describe themselves. After they come up with a title, they should create a drawing to match their description. To extend this activity to incorporate writing, you may have students write a story about an experience they’ve had.

http://www.pindax.com/messageBoard.asp?bid=7421

The Three Little Wolves and the Big Bad Pig by: Eugene Trivizas (folktale)

This story is another version of the three little pigs, with wolves instead of pigs and a big bad pig instead of a wolf. After mother wolf warns the three wolves about the big bad big, they set off to construct their first house which is made of bricks. Although the brick stands strong through the pig's huffing and puffing, it is no match for his sledgehammer. As their houses grow sturdier with each new attempt, the pig becomes more clever in his tactics to tear them down. Just as the pig thought he had won, the wolves create a house made of flowers that intoxicates the pig so much until he turns a new leaf and befriends the wolves. After the wolves see that the pig is tame, the three little wolves and the big bad pig live happily ever after.

After reading this story, I would conduct a science lesson and experiment with my students. I would gather various materials for students to build their own versions of the wolves house to see which ones are built the best. It is up to the students to decide what materials to use to build the strongest house and one that can withstand the wind. After students are finished building their houses, they can test the sturdiness by first blowing on them with their mouths, then with fans or blow dryers. Have students guess what they think will happen to their houses as well as their classmates houses. Afterwards, discuss what worked well and what didn't, as well as what may have surprised them. Ask student groups to explain how they constructed their models and how they decided what materials to use while the remains are still present. This is a great activity to engage students in the story and have them get creative with their house designs.

The Rough-Face Girl by: Rafe Martin (multicultural)

This story is a Native American version of Cinderella, where two cruel sisters attempt to marry an "invisible being", but must first prove that they can see him. They ask for ornate clothing and jewelry from their poor father as they prepare to go visit the invisible being. When they go to his wigwam, they see the invisible being's sister and can't answer any of her questions, proving that they had not seen him. While they fail,their sister Rough-Face Girl is able to see him and answer his sister's questions correctly. Although Rough-Face Girl has a scarred face because she is forced by her sisters to feed the fire, she is kind-hearted. Eventually, the two get married and the and the rough face girl becomes pretty with the powers of the invisible being's sister.

I would use this book with students during a fairytale unit. I would read the original version of Cinderella to students first and then the Native American version of the story. Students would then compare the two stories using a Venn diagram, outlining similarities and differences between the two versions.

Goldilocks and the Three Bears by: Valeri Gorbachev (traditional literature)

This is the classic tale of three bears who lived in the forest and find their home broken into by Goldilocks. The bear family, consisting of Papa bear, Mama bear, and baby bear, decide to go to the forest for the day. While they are gone, a blonde-haired little girl named Goldilocks visits their house, eats their porridge, sits in their chairs and ultimately falls asleep in baby bear's bed. When she tries to find the right sized porridge, chair and bed, Goldilocks notices that there are three different sizes for each item. She finds that Papa and Mama bear's stuff is too big, and always seems to think that baby bear's things are "just right". When the bears finally come home and find Goldilocks in the bed, they are surprised and eager to meet her. However, when Goldilocks wakes up and sees the bears surrounding her, she runs away into the forest.

After reading this story, I would have students do a writing activity by rewriting the story ending or changing Goldilocks to a boy. After students complete the new versions of the story, we will combine them into a class book. With younger students,such as Kindergarten, I would have them do a sequencing activity using pictures from the story to make sure they understand the order of events.

James and the Giant Peach by: Roald Dahl (modern fantasy)

This story begins with a little boy named James Henry Trotter who has to go live with his two mean aunts after his parents die in a rhinoceros accident.  His wicked aunts, Aunt Sponge and Aunt Spiker, treat James very poorly, leaving him miserable for the next three years. Then, James is approached by a mysterious old man that gives him a bag of magic crystals and tells him that they can help reverse his misery forever. In the midst of his excitement, James accidentally slips underneath an old peach tree in the garden, spilling all of his crystals. Little does he know that the crystals dig into the roots of the tree, causing the growth of a massive peach! His aunts become very excited about this big peach and begin charging people to come see it. James is forced to pick up the trash that people leave, and his curiosity leads him to begin touching the peach. After noticing a huge hole on the peach, he crawls inside and follows a tunnel to the center. Inside the peach, James meets several over sized insects which include Miss Spider, Earthworm, Grasshopper and Centipede who seem to have swallowed the crystals that James spilled.  After the peach's stem is removed, the peach rolls off and their adventure begins!

There are several things that could be done after reading this book with students. First, you could start off by doing a compare and contrast activity with them using the movie. Students could watch the movie and see how it compares to the book by creating a Venn diagram.  Another way to use a Venn diagram would be to compare and contrast two characters from the book. Students would be able to take a closer look at specific characters to see how they are different and/or similar. After reading the book, you could also talk with your students about themes in the story. One of the recurring theme's of the book is overcoming fear, so you could have students write about a time they had to overcome a fear. This will give students a chance to connect with the characters as well as sharing a personal experience and making connections. 

The True of the Three Little Pigs by: John Scieszka (folktale)

Everyone knows the story of the three little pigs, but this time it is told from the wolf's point of view with a twist of humor. In this book, we hear the wolf’s account of what really happened the day the three little pig’s homes were destroyed and how his name as the Big Bad Wolf was a simple misunderstanding. It all started when Al Wolf was making his grandma a cake and realized that he was missing sugar. As he went from house to house, his cold kept him sneezing, which is the real reason those three houses got knocked down.  He claims that he was never blowing down the houses on purpose and was innocently just looking for some sugar. After the pigs were already killed, the wolf decided to stop and have them for snack. In his opinion he did nothing wrong and was framed for the whole thing.

After reading this story, I would have students brainstorm what more they would like to know about the wolf. Then, I would have the students write letters to the wolf, asking him any questions they might have about what happened to the pigs.  Another activity could be to come up with an alternate ending to another well known fairy tale.  This would give students the chance to get creative with their writing and tell a story from a different point of view. You could also simply have students create a Venn diagram comparing the two versions of the story, outlining the similarities and differences.