Sunday, October 11, 2009
FOOTPRINTS IN THE SNOW
By Mei Matsuoka
Publisher: Henry Holt & Company
FROM THE FLAP: Wolf is feeling offended and indignant: all the wolves he’s ever read about are nasty, scary, and greedy! To set the record straight, he decided to write a story about a nice wolf. But will his wolfish instincts get the better of him after all?
EXCELLENT ENDINGS (Verbal/Linguistic)
Ask students to write an ending to FOOTPRINTS IN THE SNOW from the wolf’s point of view and another ending from one of the other animal’s points of view. If students are emerging writers, have them illustrate their ending and have them dictate the story to you.
FOOTPRINT BORDERS (Visual/Spatial)
Have students mount their stories from Excellent Endings onto white construction paper. Then have them stamp a border of footprints around their stories. If you don’t have stamps, use potato prints.
FOOTPRINT SCAVENGER HUNT (Bodily/Kinesthetic and Logical/Mathematical)
Photocopy six different sets of footprints. You’ll need about twenty of each kind. Place the footprints throughout the room or school. Divide students into teams of three or four and have them follow their animal footprints. Every five footprints or so, right a clue on the footprint about the size of the animal, whether it’s prey or predator, habitat, and size. At the end of the footprints, children will find a photo of the animal. Challenge students to identify their animal before they find the photo. Go to www.bear-tracker.com for drawings of various mammal footprints and useful information about their habitats and diets.
FOOTPRINTS IN THE SNOW MATH STORIES (Logical/Mathematical)
Talk about each animal in the story and about its diet. Create addition and subtraction problems such as: Five flies flew around frog’s head. Frog ate two. How many flies were left? Or, rabbit ate three carrots from one garden and five from another. How many carrots did rabbit eat all together? After doing many as a class, ask students to create their own math stories.
STEPS TO FRIENDSHIP (Interpersonal and Intrapersonal)
Wolf sets out to make friends, but he is unsuccessful. As a class brainstorm a list of things to say to someone when trying to initiate a friendship. The other animals weren’t friendly to wolf either. Brainstorm a list of friendly responses children can say when someone approaches them and asks to be friends. Ask students to trace their footprint, cut it out, and sign their name on their footprint. Post the prints around the room.
-My Lucky Day by Keiko Kasza
-The Spider and the Fly by Mary Howitt and Tony DiTerlizzi
-The True Story of the Three Little Pigs by Jon Scieszka
-Wolves by Emily Gravett