The Man With the Yellow Hat

Copy of Character 31


Curious George by H.A. Rey

Book Synopsis: A curious monkey is brought to the city from the jungle and gets into all sorts of trouble being curious.

Instructional Focus: (Numbers are for the Virginia Standards of Learning, generally Reading/English)

Cause and Effect (4.5G, 5.5J) Problem and Solution(2.8F, 3.5H, 4.5E)  Predictions (K9C, 1.9D, 2.8A, 3.5C, 4.5I, 5.5K)

Creating the Costume: I took a white shirt and white pants and used Rit to die them bright yellow.  I found a white straw hat and used spray paint to make it yellow.

Delivery:  This book is good for predictions, since George is a predictable character that consistently gets into trouble.  It also worked well with looking at it through the lens of cause and effect, as taking a George out of Africa had a variety of effects.

Rainbow Fish

Character 32

Rainbow Fish by Marcus Pfister

Book Synopsis: A fish with beautiful scales learns to share.

Instructional Focus: (Numbers are for the Virginia Standards of Learning, generally Reading/English)

Problem and Solution (2.8F, 3.5H, 4.5E) Character Actions (1.9F, 2.8E, 3.5D, 4.5B, 5.5B)

Creating the Costume: This was one of the first character costumes I created.  I cut felt scales as well as sequin scales and sewed on a skirt I didn’t wear often.  The sequin silver scales are velcro and removable so they could come off during the story.  However, the first time I did that I had a mob of kids trying to pull the other ones off afterward, so that’s a secret I keep to myself now.

Delivery:  Sometimes I think that something was lost in the translating of this book, as there are some questions I have, like why does the female octopus have a deep voice?  However, there are some great words in this book that can be used in a vocabulary lesson such as wavered, shimmering and the like.  It’s a good read to to help with behavior, making friends and sharing.  Problem and solution as well as character actions are other areas we focus on when we read this book.

The Giving Tree

 

Character 31

The Giving Tree by Shel Silverstein

Book Synopsis: The story of the relationship between a boy and the apple tree who loved him.

Instructional Focus: (Numbers are for the Virginia Standards of Learning, generally Reading/English)

Sequencing,  (K9f, 1,9G, 2.8h, 3.5f, 4.5k, 5.5l)  Compare and Contrast (1.9F, 2.8E, 3.5D,4.5K,5.5l 5.5B) Writing: Descriptive (1.13C, 2.12C,3.9F, 5.7f) Character: 1.7F, 2.8E, 3.5D, 4.5B, 5.5B

Creating the Costume: A pair of pants with a heart that says “Me +T” and felt leaves and apples sewn to a brown shirt were used for this costume.  The apples were velcroed on so that I could remove them if I wanted to re-enact part of the story.


Delivery:  
As I kid I read this book and was more caught up in the creepy portrait of the author superimposed on the back of the book.  However, this is a good book for comparing the tree and the boy with one another.  We also were working on increasing our use of adjectives in our writing, so we did an activity where we listed adjectives to describe each character.  Another possible focus could be character development.

Lucille Beatrice Bear

 

Character 30

You Will Be My Friend by Peter Brown

Book Synopsis: An enthusiastic Lucy decides to make a new friend, but encounters a few setbacks before finally finding one.

Instructional Focus: (Numbers are for the Virginia Standards of Learning, generally Reading/English)

Predicting (K9C, 1.9D, 2.8A, 3.5C, 4.5I, 5.5K) , Problem and Solution (2.8F, 3.5H, 4.5E) Character Actions (1.9F, 2.8E, 3.5D, 4.5B, 5.5B)

Creating the Costume: This costume was created from parts of other costumes.  The pink tutu is from Pinkalicious and Angelina, the bow from Camilla Cream and the ears from Corduroy.  Character costumes can be pretty easy to put together.

Delivery:  This is one of my absolute favorite books.  I happened upon it as a fluke from one of the book boxes my mom sends me.  She finds books at thrift stores and sends them to me in bulk and this one by far is one of the best she’s ever found.  I use this book with social skill instruction on how to make friends.  At one point Lucy tries positive self-talk (which I teach my students who need it) but it doesn’t work.  This allows us to have a discussion about how one strategy might not always work so we need to have a couple to try and be familiar with.  This book is very funny and a good example for students to see more complex humor.  It also can be used with the other focus areas listed above.

The Cat in the Hat

Character 29

The Cat in the Hat by Dr. Seuss

Book Synopsis: A mischievous cat causes havoc for two kids and their fish when mom is away.

Instructional Focus: (Numbers are for the Virginia Standards of Learning, generally Reading/English)

Poetry, Rhyming Words (K.1A, K.4B, 1.1C, 5.5D)

Creating the Costume: This was not a character I planned but one I was asked to do for Read Across America.  Another teacher actually had all the parts to this costume that she shared.  White knit gloves, a felt hat and tail went with a Christmas bow to create this costume.

Delivery:  I am not a fan of Dr. Seuss.  I just did not have good experiences reading his books as a child.  I don’t care much for rhyming, made up words and made up creatures.  HIs drawings also always creeped me out a bit.  However, I made the sacrifice to read this book and kindergarten liked it in particular.

Sylvie

Character 28


Sylvie by Jennifer Sattler

Book Synopsis: A flamingo wonders why she is pink and tests the maxim “you are what you eat!”

Instructional Focus: (Numbers are for the Virginia Standards of Learning, generally Reading/English)

Compare and Contrast (with A Bad Case of the Stripes and Pinkalicious) (1.9F, 2.8E, 3.5D,4.5K,5.5l 5.5B)  Character Development (1.9F, 2.8E, 3.5D, 4.5B, 5.5B) Predict (K9C, 1.9D, 2.8A, 3.5C, 4.5I, 5.5K),  Cause and Effect (4.5G, 5.5J

Creating the Costume: This was a situation where I wanted to make a flamingo costume with feather boas and my pink pants so I set out to find a book with a flamingo as a character.  I got lucky with this book since it tied in so well with other books I had been using instruction.

Delivery:  This book is good for using predict and prove as a metacognitive skill.  Also, it is good to use as part of instruction on character development by comparing it with Camilla Cream and Pinkalicious. It also does well with teaching cause and effect in a simpler, more linear way.  I used this as an early text in teaching cause and effect before going deeper and using non-fiction texts with cause and effect.

Camilla Cream

Character 27 (2)

A Bad Case of the Stripes by David Shannon

Book Synopsis: Camilla Cream is so worried the other kids will find out that she loves lima beans that she breaks out in a bad case of stripes.  Her appearance keeps changing with every attempt to make her better until she admits that what she really wants is a plate of lima beans.

Instructional Focus: (Numbers are for the Virginia Standards of Learning, generally Reading/English)

Reading: Problem and Solution (2.8F, 3.5H, 4.5E) Cause and Effect (4.5G, 5.5J)  Compare and Contrast(1.9F, 2.8E, 3.5D,4.5K,5.5l 5.5B)  It is also good for comparing with Pinkalicious and Sylvie as part of a unit on character development (1.9F, 2.8E, 3.5D, 4.5B, 5.5B)

Creating the Costume: Fabric paint and a white turtle neck were used to create the body of this costume.  I reused the wig from Viola Swamp and Halloween face paint to complete the look.

Delivery:  My kids were waiting for this book to come to life as a character.  I’m not sure how they knew it was in the cards, I think they just know me pretty well and what I like.  We used this book after Pinkalicious and Sylvie so that with some of my groups we worked on comparing character development and development.  All three books have similarities as the main characters change in appearance and at the end of the books, are happy to be back to themselves.  However, Camilla does not enjoy the change the way that Sylvie and Pinkalicious do and does not choose to change the way those other two characters do. I did problem and solution with one group and with a higher group did cause and effect.  There are so many avenues to take with this book.