Won Ton: A Cat Tale Told In Haiku

Won Ton: A Cat Tale Told In Haiku

Publisher: Hanry Holt & Co.                                                                    Publication Date: 02/15/2011

Pages: 40                                                                                                                     Delivery: Read-Aloud

Lexie: n/a                                                                                                                  Age Range: 4 – 8 Years

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ELECTRONIC RESOURSES:

  • Cats – This short 2 minute video is a great introduction when learning about Cats. This video would be most useful for a younger audience.
  • Author Website – This author of this novel, Lee Wardlaw, has a create website to explore for both educators, parents, and children alike.

ELA TEACHING SUGGESTIONS:

  • Procedural Text – Have students learn about cats and create a how-to-cat-care guide for future cat owners.
  • Poetry – When reading the book, have students play close attention to the rhythm in which it is read. By stoping and analyzing specific passages, clapping out syllables will not only help the student engage with the text, but reenforce the rhythm of specific poetry.
  • Persuasive Text– Have students write an essay as to why they should have a pet in the classroom. Give them several sources as well as having them reflect on wether they should adopt a cat from the shelter, like Won Ton, or adopt one “privately”.
  • Key Vocabulary:
    • Haiku – a major form of Japanese verse, written in 17syllables divided into 3 lines of 5, 7, and 5.
    • Muzzle – the projecting part of the head of an animal,including jaws, mouth, and nose.
    • Knead – to manipulate by similar movements, as the bodyin a massage.
    • Eavesdropping – to listen secretly to a private conversation.

       

  • Before Reading:
    • Think-Alouds – Students discuss their predictions of the novel and what they can expect to see.
  • During Reading:
    • Echo Reading – Students repeat what is written in the book after the teacher reads it to re-enforce the rhythm of a haiku.
  • After Reading:
    • Haiku – Students will write a haiku of their very own

WRITING ACTIVITY:

  • When you read these poems, do you think that the author is able to successfully capture the inner voice of a cat. Compare and contrast your evidence from the text with information you have conducted on cats. Provides examples from both forms of texts.
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