'The+Napping+House'+Read+Aloud

__Background Information:__
====//The Napping House, Audrey Wood, Illustrated by Don Wood, Harcourt Inc. 1984, 27 pages. // ====
 * ====Second Grade, Cherry Creek, and Ms. Marceau ====
 * ====Bibliographic information: ====

====The Napping House is filled with sleeping creatures. Using the cumulative writing style, we find all the sleeping creatures pile on top of each other, with a flea on top. With one bite, the flea wakes all the creatures and soon the napping house isn’t full of sleeping creatures anymore! ====
 * ====Plot summary ====

====//The Napping House// uses cumulative language, each page adding another verse to the clever rhyme. The vocabulary is creative and not so difficult that the children will not be able to understand the story. The text also cleverly introduces “descriptive words” by adding an adjective to each character. Repetitions of text are always included – such as the word “on” at the beginning of every line. This helps children recognize the pattern of the text and makes a perfect opportunity for shared reading. The illustrations are creative and playful; perfectly in sync with the text. The use of light is perfectly placed in the illustrations. The illustrator also slowly alters the perspective of the illustrations as more creatures are piled on top of each other in the story. Again, the perfective is altered as the individual creatures are removed from the pile. The illustrations are full of life and movement, without being overwhelming. ====
 * ====Rationale: ====

__Lesson Plan Format:__

 * 1) ====__Objectives for sharing the book__: ====

II. __Introduction/Motivation__:
====I will ask the students various questions including: Raise your hand if you have a pet at home. Whisper to your neighbor the name of your pet. How many of your pets like to sleep on your bed with you? Do your pets ever wake you up in the middle of the night or early in the morning (Call on 2-3 students and limit time so children don’t lose their interest)? What about when you’re taking a nap? I don’t have a dog or a cat to wake me up when I’m sleeping, but the family in this book, //The Napping House//, does and we’ll see what happens when one of the pets wakes up. ====

III. __Reading of the story__:
====I will ask the students questions about the pattern in the reading. Perhaps I will have the students read the last two lines with me as they stay the same throughout the first half of the book (“in a napping house, where everyone is sleeping”). I will also ask the students periodically what they think is going to be happing on the next page. I will draw their attention to the animals in each picture. The animals give away great clues as to what is happening in the next scene. ====

IV. __Discussion prompts__:
====What happened when the wakeful flea bit the mouse underneath? Why do you think that the pets started to pile on top of the boy and his grandma? Does this story remind any of you with pets about a time when your pet jumped on you and woke you up suddenly? Were you afraid? Do you think that the boy and his granny were a bit scared when they were awaken by the animals? For an extra challenge, I could ask the students if they could find all the components of the pile on one single page. I could show them a specific page and have one student at a time come look at the page and point out one of the parts. This activity would have to be kept to a minimum so that attention is not lost quickly. ====

<span style="display: block; font-family: Calibri,Calibri,sans-serif; text-align: justify;">V. __Extensions__:
====<span style="display: block; font-family: Calibri,Calibri,sans-serif; text-align: justify;">Afterwards, I would ask students to write their own napping house story. They could choose their own characters to use in the story and write a cause and effect story. I could also have the students write a short story from the perspective of one of the characters of the story. I would have them focus on the thought patterns of the character they picked when they were woken up. What were they thinking? What were they feeling? I could also have them write the story as if they were in it instead of the little boy. The students would be the little boy (or girl). ====