Yeh Shen: A Cinderella Story from China

Yeh-Shen was the orphan daughter in her stepmother’s home, but the stepmother favoured her own daughter. Yeh-Shen’s friend, the fish, would come out of the water, rest on the shore, and she should feed it from her scarce resources. Her stepmother put on Yeh-Shen’s coat, lured out the fish, and killed it. As Yeh-Shen grieved, an old man appeared and told her to retrieve the bones, for they had power to grant wishes. Yen-Shen then wished on the bones for food. When the spring festival arrived (where young men and women could find partners), Yeh-Shen was not allowed to go. The bones of the fish made her an azure gown, a kingfisher feather cloak, and shoes of solid gold. When it looked like her stepmother would recognize her, she fled, leaving behind one gold slipper. In searching for his “bride”, the king noticed Yeh-Shen’s tiny feet, and when she tried on the slipper, her spring festival clothes reappeared on her. Ta da!

Ai-Ling Louie, illustrated by Ed Young, ©1982, Philomel Books, 978-0-399-21594-0

Comparison

Using a Venn diagram, students can prepare a chart comparing how this Cinderella story is the same as, and different from, the European version. It is your decision whether to read them a picture book, or count on their knowledge of the Disney version.

A simple method is to ask students to first write a rather pedestrian opening sentence such as: This is a comparison of the classic European Cinderella with the Yeh-Shen version; then they choose and write about at least three ways in which they are similar. Begin with the best idea for a comparison, end with the second best, put others between. Next, they write about at least three ways in which they are different then follow the same process of beginning with their best idea, ending with the second best, and putting the others between. They can conclude by stating whether the two stories are more similar or more different. At this point, the students can re-write the opening sentence to be more dramatic and interesting, and also write a conclusion that has pizzazz. (From analyzing the similarities and differences between the story of Yeh-Shen and Cinderella we may conclude that the tale began in China.) Voila! It may not be amazing, but it is serviceable.

Mutilating the Body

Another mini-research project topic could be customs that involve altering the body to create “beauty”, such as the custom of foot-binding in China. Customs, such as foot binding, actually distort the body to such an extent that it can even be crippling. A discussion with students, about potentially not making any changes to their body that cannot be reversed would be fruitful.

  1. Extending the ears (Inca, Tutankhamen, Africa, etc.)
  2. Tiny feet (China)
  3. Elongated necks (some African tribes where if the rings are removed the person suffocates).
  4. Teeth blackening (in Elizabeth I’s court she had eaten so much sugar that her teeth were black, so some women as a fashion statement blackened their teeth)
  5. Cranial binding (the head to create a shape. Very common in Incas)
  6. Facial Scarring (Sudan, Papua New Guinea, Aboriginal tribes in Australia, Karo people of Ethiopia)
  7. Teeth sharpening (Mayan, Vietnamese, Balinese, Africa)
  8. Lip plates (Ecuador, Sudan, Ethiopia, Central America)

CBS Storybreak: Yeh-Shen

CBC Storybreak has a really quite nice fully animated version of Yeh-Shen based on the book, but with more elaborated characters.

For 8 creative writing ideas, click Yeh Shen: A Cinderella Story from China to download.

Advertisements

Town Is by the Sea

Written in the first person, a boy tells of his simple day. First he describes the setting by the sea with a house, a road, a grassy cliff, the sea, and the town and his father digging coal under the sea. Then getting up, going to the playground, having lunch, doing an errand in town, visiting his grandfather’s graveyard and and going home, listening to the radio, having dinner, An ordinary day, and at every stage he thinks of his father digging coal under the sea.

Joanne Schwartz, ©2017, Groundwood Books, 978-1-55498-871-6

A First Person Story of Your Day

Using the story as a model, students could write a simple story of what happens during a typical day in their life. They could then mark 5 places where they will place sentences, “And my mother”….. followed by “and my father.” They may need to consult with their parents to find 5 things that they typically do throughout a day. Putting these things together will show the three lives happening separately but at the same time of the day. It could be a rather powerful little piece of writing.

Mining Songs

In Canada, the song Working Man, sung by Rita MacNeil, is considered a classic. It is also a perfect representation of the life of the men of Town Is By the Sea. 

The Power of Repetition

At each point in the story, our narrator repeats that his father is a miner and that he digs for coal under the sea; this is repeated 5 times. Before that statement, each time, there is a description of the state of the sea—its white tips, its sparkle, its crash, its calm quiet, the sun sinking into it, the sound as you fall asleep. Under that sea is where his father digs coal.

Ask students to listen for the repetition—half of them listening for the description of what his father is doing, and half for the mention of the sea. They could make a quick note of each one, or they could just count how many times it happens.

For 11 teaching ideas, click Town is By The Sea to download.

The Silk Princess

Hsi-Ling Chi is the daughter of the Emperor and is rarely noticed. The Emperor has been seeking for a cloth worthy of his nobility. One day, Hsi-Ling Chi notices a cocoon has fallen in her mother’s tea and is unraveling. They play a game to see how long it is and the little girl ties it around her waist. She goes out past the stone garden, past the spider, outside the palace, to the holy mountains where a dragon threatens her. Along the way she loses the thread, but meets a hermit who shows her how the silk can be woven, and offers to take her home. She falls asleep, wakens to no silk cloth but still with the silk thread tied around her waist—the whole thing was a dream. When she gets back her mother hears her story and thinks, “Hmm? Is this possible?” She summons the royal weavers and the rest is history.

Charles Santorre, ©2007, Random House books for Young Readers, 0-978-03-7-5883-664-0

A Fabric Study

Students could learn the difference between various kinds of fabrics. You will need study packets with labels—one packet for every 4 students. You will also need matching “test” packets where samples are only numbered. Students have a certain amount of time to feel and try to learn the characteristics and look of various kinds of cloth. You could include a note about each of them to help them understand which are artificial, made from wool, silk, cotton, etc.

Here are 16 suitable cloths that can be quite easily distinguished from one another: cotton, silk, velvet, faux fur, denim, leather, wool, brocade, burlap, cheesecloth, corduroy, flannel, knit, satin, taffeta, ultra suede. Choose 8 that would work for your class. Ask the fabric store to cut you 4 inch strips—use remnants if you can get them—then cut them up to create your samples. It’s a bit of work, but you can use it year after year.

Studying World Gardening Styles

Here’s an opportunity to inquire into different styles of gardens around the world. What are the characteristics of individual garden styles? What are the purposes of these gardens? What are the sizes of these gardens? Why were these gardens created? for whom?  Attached are 12 different gardening styles from different countries and different time periods that students could show images of and explain to their fellow students.

You can also choose to include: The Victory Garden (growing vegetables and fruit for the soldiers overseas in WWII), Shakespeare Garden (growing plants mentioned in Shakespeare’s pays), Biblical Garden (similarly, growing plants mentioned in the Bible), Herb Garden (a small garden growing herbs needed for cooking or sometimes medicines), orangeries (a protected garden for growing oranges and other fruits that could be killed in a harsh winter), and Rock Garden (a garden featuring smaller rocks and plants tucked into nooks and crannies).

Inquiry into Chinese Inventions

Begin with a provocation after reading this book, something to really stimulate their interest in Chinese inventions, like a class set of chopsticks. You also need a class set of small plastic zip top plastic bags from the dollar store. In each bag there would be 2 pieces of coloured 8cm x 8cm yardsticks, and about 8 pieces of uncooked bowtie pasta. Teach students who don’t know how, how to use chopsticks. Students then put the two pieces of card stock out, put the bow tie pasta on one of them, and use the chopsticks to transfer the pasta from one piece of card stock to the other.

Here is a slide deck of different Chinese inventions. Students can brainstorm their class inquiry questions: what, where, when, why, and how are good starting questions.  Another is “Is there a pattern?” and what purposes were these inventions for? Did they travel to Europe on the silk road? When? Were they invented independently in Europe and when?

Each student keeps those questions in mind as they investigate their particular invention. Have them start in Wikipedia, then ask for two more references. Ask them to write out 20 interesting facts about their invention—and then turn that into a mini-essay. Finally, show the slide deck, and have each student make an oral presentation of what they found out about the invention.  Conclude by referring back to the questions posted at the beginning of the Inquiry for discussion.

For 10 teaching ideas, click The Silk Princess to download.

 

Weighing the Elephant

In the mountains of China was a small village living peacefully with their working elephants. They especially liked the baby elephant who would play with the children. The Emperor demanded the baby elephant but it refused to play with the Emperor’s children. The Emperor determined to put him death, but first posed an absurd riddle—whoever could weigh the elephant could win it. A little boy in the village solved the problem (by using displacement) and the baby elephant returned home.

Ting-xing Ye, ©1998, Annick Press, 0-978-155-037526-8

Impressing Students with Hei-dou’s Ingenuity

Read the story to the point where Hei-dou realizes how to solve the problem. In groups, have students propose methods for weighing the elephant. Discuss. Choose the best. Then read the ending so that the students can really appreciate the boy’s ingenuity.

Show images of scales in general. Ask students to explain how they work. (Bringing actual scales in to class would be more exciting.)

Extreme Writing Topics

Always present three possible topics for Extreme Writing so that students will have a choice. My book, The Power of Extreme Writing, is available at ASCD for a complete explanation of this unique approach to journaling.

  1. Stories about weighing things and being weighed yourself. What about measuring how tall things are?
  2. Times when you lost something or had it taken away.
  3. Stories about your pet.

Elephants and Humans

This might be a time to look into the difference between an African and an Indian elephant, and the range of their natural habitats, their behaviours in the wild, and what they have been trained to do by people or ways they have been used by humans.

Starting from this picture book as a stimulus, you can show the first few minutes of the BBC documentary on Hannibal’s army with elephants, to get them interested in elephants in history:

Students then see the list of what they might explore. There are 21 choices on the PDF you can open. With those in front of them, students could pose questions such as:

  • What role in history have elephants played?
  • Are their any patterns to their use?
  • What species of elephants are alive, and which are extinct?
  • How do humans use elephants now?
  • Etc.

As they research their individual topics, they should keep the questions they posed in mind.

Unless you have a small class, students can work in pairs to do their research. Give them a short period of time and ask them to write something like 20 interesting facts about their topic while keeping the class’s inquiry questions in mind. They can then use those facts to individually write a short essay. Finally, you can create a PowerPoint using images I have collected on Pinterest. Students would finally present their information for each page orally as each image appears, sharing their presentation to the class.

Finally, close with a discussion of the original class questions. Have you answered all of them? Are there any patterns to the information? Why have elephants been so important in history? How do you feel about elephants when you are finished?

For 7 creative writing ideas, click Weighing The Elephant to download.

Ada Lovelace, Poet of Science: The First Computer Programmer

The story of how 200 years ago, the daughter of Lord and Lady Byron, Ada Lovelace, wrote the first program—before there was electricity to make it work. Working with Thomas Babbage on the Analytical Engine, she wrote step-by-step how Bernoulli numbers could be coded for the machine.

Diane Stanley, ©2016, Simon and Schuster, 978-1-4814-5249-6

Author Study

Because Diane Stanley has written at least 16 books about historic characters, now might be a good time to do an author’s study. Begin by gathering as many copies of all 16 of them as you can. For the purposes of an author study that can be done quickly, students should read 3 of them, not counting Ada Lovelace, Poet of Science. That would provide them 4 to consider. Below is a possible outline for their report:

  1. RANK
    List them from favourite (#1 ) to least favourite( #4). Summarize each book in a paragraph, with a sentence for each indicating why they are in that position.
  2. DIANE STANLEY’S LIFE
    Write 20 sentence facts about Diane Stanley’s life. Check out her biography on her website, Wikipedia, Penguin Random House, Harper Collins, or Simon & Schuster. Include whether you think what she says about herself is reflected in her books.
  3. ART
    Check her website’s “art stuff” section for an explanation of how she does her illustrations. She has many styles of art. Of your 4 books, which did she illustrate herself? Which style of art did she use for each? Why do you think so?
  4. ADDITIONAL FACTS ABOUT THE HISTORIC CHARACTER
    Take one of the books that has the least number of additional notes about the historic character and research 10 additional interesting facts she does not include. Do they make a difference to how you see the historic figure
  5. HOW MANY WORDS IN HER BOOK
    Approximately how many words are in each book. Count 3 of the pages from the middle of the book, total, and divide by 3 to create an average number per page. Multiply that by the number of pages in the book (Usually 32). If you have something interesting to say about a topic you have gathered information on, this is all you need to write to be an author who makes money for your work.

Unrecognized Women Scientists and Inventors

Historically there has been a lack of recognition of the work of women scientists beyond Ada Lovelace. It is often true as well that their work has actually been credited to others. It might make an interesting quick inquiry project for students to select a woman to investigate. What was the discovery or invention? What happened? Is there any pattern in what happened? And any other questions the class as a whole wishes to investigate.

  1. Rosalind Franklin: DNA. The Nobel prize went to Watson and Crick.
  2. Chien-Shiung Wu: Disproved the law of parity. The Nobel prize went to Tsung-Dao Lee and Chen Ning Yan.
  3. Jocelyn Bell Burnell: Found the first pulsar and Antony Hewish and Martin Ryle got the Nobel prize.
  4. Esther Lederberg: Found a bacterial virus. Her husband and two others got the Nobel prize.
  5. Lisa Meitner: Found that atomic nuclei can split in two and Otto Hawn won the Nobel prize.
  6. Nellie Stevens: Discovered sex is determined by chromosomes. It was credited to Thomas Hunt Morgan.
  7. Margaret Knight: Patented a paper bag machine. The patent was stolen by a man although she won her case in court.
  8. Elizabeth Magie: Invented Monopoly (she patented it as The Landlord’s Game) and Parker Brothers credited it to themselves.
  9. Judy Malloy: Wrote the first hypertext fiction. That “first” was credited to Michael Joyce.
  10. Candace Pert: Found the receptor that allows opiates to lock onto the brain. Dr. Solomon Snyder received an award for it.
  11. Martha Coston: Designed the signal flares for US Naval vessels. Although he had been dead for 10 years, the patent went to her husband Franklin Coston.
  12. Mary Anning: Only now famous as a British finder of fossils. She was unrecognized because of her class and sex.
  13. Marthe Gautier: Discovered the cause of Down’s syndrome. Two men received the credit.
  14. Emmy Noether: Her theorem united two pillars of physics: symmetry in nature and the universal laws of conservation. Her foundational work was used in the textbook by B. L. van der Warden but not mentioned by him until his 7th edition.

Algorithms

Because we we are introducing programming at earlier ages, now might be a good time to explain the concept of an algorithm—an incredibly detailed set of directions to do something . We have “algorithms” in our head to do many automatic tasks such as tying shoes, getting dressed, typing, searching on the Internet, etc.

For a computer, an algorithm can’t miss a single tiny step. To avoid having to develop a part of the code each time, if you need to count something in the game you are designing, you “plug in” the “count this” algorithm, already designed by an earlier programmer.

The Khan Academy has a really good explanation of algorithms at here.

Ask students to write the most detailed algorithm they can for something like borrowing a book from the school library, or riding on public transit, or making the grilled cheese sandwich.  Students can suggest other possibilities and they can exchange and “debug” each others algorithms, by pointing out essential, simpler steps that need to be included or errors that would have them frying the sandwich before putting the cheese in.

For 13 creative writing ideas, click Ada Lovelace to download.

The Real Story of Stone Soup

The fisherman in this story is fooled by his three nephews.  They persuade him that they will make stone soup, then distract him at each point, in order to add real ingredients to the soup.  He is

Ying Chang Compestine, ©2007, Dutton Books for Young Readers, 978-0-52547-493-5

The Chopsticks Game

Our fisherman makes bowls and chopsticks from bamboo. It might be fun to gather a class set of chopsticks.  Some students will be accomplished users, and others will never have held them.

Buy about 90 pieces of butterfly pasta.  Make 60 pieces of 4 cm x 4 cm coloured cardstock.  Each student gets one pair of chopsticks, 1 pair of yardstick pieces, and 6 pieces of butterfly pasta. (Put the cardstock and butterfly pieces in individual ziplock bags for ease of distribution.)

Ask students put their pasta on one of the pieces of cardstock.  They are then to transfer each butterfly pasta to the other piece, using their chopsticks.  When they are accomplished at the transfer, you could allow them to play with them during recess to have chopstick races.

I think that chopsticks may have “created” Chinese cuisine.  That is, Chinese dishes are cooked in sauces with small bites, easy to pick up with chopsticks.  Western cuisine on the other hand is eaten with a knife and fork because it is cooked before cutting it up.  The Chinese tended to think that all the “butchering” (that is cutting it up) should happen before the food is served.

Extreme Writing Topics

Always present three possible topics for extreme writing so that students will have a choice. My book, The Power of Extreme Writing, is available at ASCD for a complete explanation of this unique approach to journaling.

  1. Food I prepare myself
  2. Stories of playing a trick on someone, or having a trick played on me.
  3. Stories of working hard, and stories of being lazy (doing a whole lot of nothing

Stone Soup and Creative Mornings

Creative Mornings meets once a month and is an organization that is free to attend and belong to.  Speakers also speak for free to an audience of  about 200 “creatives”—writers, artists, software developers, advertising pr people, photographers, actors, etc.

Creative Mornings Stone Soup is made to demonstrate the values of community and sharing using the story of Stone Soup.  Each of their speakers over the last year or so, has one line from the story, and the effect is really terrific.  You could think of doing something like that with your students.

For 6 creative writing ideas, click The Real Story of Stone Soup to download.

King Louie’s Shoes

King Louis XIV ruled France (the superpower of its day) for 72 years. He had the biggest army, the biggest palace, the biggest parties and gifts, but, he was short. To compensate, he first commissions the highest throne, then the biggest wig, then the highest heels. Dancing in his new heels, he falls and is embarrassed.

D.J. Steinberg, ©2017, Simon and Shuster, 978-1-4814-2657-2

Vocabulary
Partly because England was invaded by the Norman French in 1066, many English words have French origins, and have made their way into everyday use.  In this book, baroque and derriere are two of the French words used.

From the letter B, here is a small sample of English words that began as French:

  • baroque, bachelor, bacon, bailiff, ball (the party not the toy), bandage
  • banquet, barge, barrette, barricade, base, basil, basket, basset (the hound)
  • baste (sew), batter, bauble, bayonet, beagle, beast, beautification, beauty
  • beef, beggar, beige, belfry, benevolent, berate, beret, bestial, beverage,
  • bias, bigamy, bikini, billiards, billion, binocular, biopsy, biscuit, bison
  • bistro, bizarre, biscuit, blame, blank, blanket, blemish, blister, block, blouse
  • boil, boisterous, bomb, bon appetit, butcher, bon voyage, border, botanic
  • bottle, butler, boulevard, boundary, bouquet, boutique, bowl, buzzard
  • brace, bracelet, Braille, branch, brave, bribe, brick, browse, brunette
  • brute, bucket, buccaneer, buffet, bugle, bulge, bullet, bulletin
  • bureaucracy, burglar, bushel

Several vocabulary activities are possible to play with words:

  1. FRENCH THROUGH THE ALPHABET
    Students in teams select 3 letters of the alphabet and find 20 English words that started as French words. Wikipedia has a good list—Google List of English Words of French Origin.
    Or, give them a list of countries in the world that have contributed words to English and have them identify 15 loan words and their definitions. One characteristic of English is how flexible it is in adopting words from other languages.
  2. COMPLETE SENTENCES IN FRENCH-ORIGIN WORDS
    Challenge students to write the longest totally English sentence, using as many words that began as French words as possible. For example, “The buccaneer berated the butler for boiling bacon for the buffet.” (6 words out of 11) and “The bestial brute (with bayonet drawn) browsed the banquet, barricading the beggar from crossing the boundary to the buffet.”
  3. CATEGORIES OF WORDS FROM FRENCH
    Put the words above on individual cards, and ask students create categories for the words as much as possible. For example: words about clothing include baste, bauble, beret, blouse, bracelet, brunette, bikini, and boutique; words about food include: basil, banquet, bacon, biscuit, bistro, bon appetite, butcher, bracelet, buffet, beverage, batter, boil, and beef. Discuss what the categories might mean; for example, the French are famous for good food, so a lot of food words were borrowed.

Roman Numerals

King Louis in this book is actually Louis XIV. This could be an interesting opportunity to introduce students to Roman numerals.

Teaching Roman Numerals below provides a clear and entertaining explanation of how to read the numbers. Plus, it gives the reasons to learn them: to read the titles of royalty, Egyptian dynasties, and the pope; to read the date of issue of movies; to read the titles of many computer games; to read the numbers on analog watches and clocks; Olympic Games (Games of the XXVIII Olympiad; for sections in the introduction to a book (section II); on public buildings and monuments; World War I and World War II; and so on.

For 10 creative writing ideas, click King Louie’s Shoes to download.

It’s a Snap: George Eastman’s First Photographs

In 1877, George Eastman started what was then the complicated hobby of photography. He decided to invent a camera—the Brownie—that would make it possible for everyone to take pictures and today, we can take pictures with our phones.

Monica Kulling, Tundra Books, ©2009, 978-0-99776-881-1

Taking a Good Photo

Students can learn some of the basics of good photography. They can practise improving photos by cropping magazine and newspaper photographs. When so many cameras are now available in schools, students can practise taking good photographs, as well. (The first two tips in italics are also mentioned at the back of the book.)

  1. Frame your shot—look at what is behind the person. Why take their picture in front of a garbage can, or where it will look like a post is growing out of their head?
  2. Almost always you can move closer and get a better shot.
  3. Avoid clutter in the picture—a clean single image is best.
  4. No more than 3 people in the picture—unless it’s a crowd shot where you don’t want to see individuals.
  5. Keep the sun behind you, so that it falls directly on the subject.
  6. Fluffy or dramatic clouds always look good in the background of a picture.

Kodachrome

In 1976, Kodak had 95% of the market for film. Kodachrome film was the standard of photography, although kodachrome discontinued production in 2010 after over 75 years because there are fewer pictures now that are developed.

Paul Simon’s song, Kodachrome (below), has a chorus that celebrates photography.

KODACHROME
You give us those nice bright colours
You give us the green of summer
Makes you think all the world’s a sunny day
Oh yea!
I got a Nikon camera
I love to take a photograph
Mama, don’t take my Kodachrome away

Students might be interested in writing their own 9-line poem celebrating or making fun of taking photos in their life, or being photographed. First, brainstorm words and phrases related to photography such as: snap, smile, say cheese, hold that pose, be natural, camera, capture, iphone, flash, pic, paparazzi, focus, selfie, lens, enlarge, digital, zoom, or edit.

For 8 creative writing ideas, click It’s a Snap to download.

How the Leopard Got His Claws

This picture book is a modern pourquoi story set in Nigeria. As long as the animals cooperated and were kind, life in the forest was good. But, when the dog, flooded out of his cave, attacks the leopard and takes over as king without the rest of the animals objecting. Leopard visits Thunder and a blacksmith. After he receives his claws, teeth, and roar, life would never be the same in the jungle.

John Iroaganachi, Candlewick. ©2011, 978-0-7636-4805-3

Pouquoi Stories

Pourquoi is French for “why.” These are fanciful stories or how things came to be the way they are. Find some sample pourquoi stories so that the class can see how they are structured.

The characteristics of a pourquoi story are:

  • explain a phenomenon of nature
  • short
  • talking animals
  • the animal, or object changes
  • it is magical
  • it arises out of the oral tradition of a particular culture

Some worth questions when reading pourquoi stories are:

  • What is the moral? Morals? Of this book? Other pourquoi stories?
  • What does a pourquoi story tell you about the values of the culture it comes from?
  • What “stereotypes” have been attached to the animals as typical?
  • What do you think are several reasons humans create stories about “where things come from?

Some examples stories are:

  • How the Animals Got Their Colours (Michael Rosen, Multicultural)
  • Why Mosquitoes Buzz in People’s Ears (Verna Aardema, Africa)
  • The Story of the Milky Way (Joseph Bruchac, Cherokee)
  • The Story of Lightning and Thunder (Nigerian)
  • Why Little Possom’s Tail is Bare (Cheyenne Cisco, N. American)
  • Just So Stories (Rudyard Kipling)

Write Your Own Pourquoi Story

Here are some steps you can suggest to students:

  1. Select what natural phenomena you will explain and write the title: “How Sunlight Came to the North.
  2. Select the original setting, before the change. “Long long ago the north was dark 24 hours a day, 365 days a year. Humans used torches and candles to find their way in the dark.” When, where, describe.
  3. Think about how you will answer the question in the title. This is a magical story, so magic is fine.
  4. Select a few animal characters, each of which should have a personality and way of talking. Don’t give them names, they are donkey, monkey, polar bear, etc.
  5. Write your story. Use dialogue to bring it to life, and maybe have another problem or two along the way.
  6. End with “This is why ” …

Nigerian Picture Books

There are many picture books set in Nigeria. Accumulating a collection, could allow for an interesting mini-unit on an African country.

          

               

For 10 creative writing ideas, click How the Leopard Got His Claws to download.

The Strongest Man in the World

In graphic novel style, we hear the story of Louis Cyr, a French-Canadian who was the “strongest man in the world.” His life story is told in flashback with some of his amazing feats of strength.

Nicholas Debon, Anansi Press, ©2007, 13: 978-0-88899-731-9

Writing in Flashback

This book begins with Louis Cyr’s report to his daughter that the doctor says due to his health problems he must retire. He then tells his daughter the story of his life, and ends with his final show. For students to imitate this style, I think they should begin with the complete draft of a story they have already written that is in time order. Then after you read them the story so that they can see how it is done, they would re-write their story, beginning with the moment before the ending, and then the full story, and finally the full ending of the story.

Other Books in Flashback

These picture books are variations of the concept of the flashback. They could be read as further examples of this style of writing. Point out that “money can be made” and “A’s can be gotten” by using an interesting style:

  • Miss Rumphius
  • Kamishibai Man
  • The True Story of the Three Little Pigs
  • One Small Blue Bead
  • Pink and Say

Guinness Book of World Records

Students love the Guinness Book of World Records. Select several records a day to read aloud…and then be sure that the library has a couple of copies for students to read on their own.

If you look on the Internet, Louis Cyr is still considered to be the strongest man who ever lived. This Canadian boy apparently weighed 18 pounds when he was born.

For 7 creative writing ideas, click The Strongest Man in the World to download.