| TITLE AND AUTHOR/Illustrator: Provide the above information and write 3 informational sentences about the author. 4 pts | Title: The Frog Prince Continued By: Jon Scieszka Illustrated By: Steve Johnson Jon Scieszka was born in 1954 in Michigan. He is the second oldest of 6 boys. His parents are from Poland and his land name actually means “path” in Polish. Jon was an elementary teacher for 10 years before becoming a published author in 1989 (with illustrator Lane Smith), with his first book being The True Story of 3 Little Pigs. His books had been turned down by many publishers because they were too serious or too dark, until editor of Viking Books, Regina Hayes, said she liked it and thought the illustrations were funny. In 2008, Jon was named the first National Ambassador for Young People’s Literature by The Library of Congress. |
| TYPE: Identify this book as one or more of the following: Picture Book Picture/Board Book Picture/Concept Book Picture, Early/Easy Reader Picture/Wordless Book Picture/Rhythmic Book Young Reader/Chapter Book Middle Grades Book Young Adult Book 2 points | The Frog Prince Continued is considered to be a fairy tale, a picture book, and a parody sequel. It can also be considered as an Early/Easy Reader. |
| INSERT A PIC OR SCREEN CAPTURE OF THE BOOK COVER 2 points | |
| PRIMARY CHARACTERS Identify both the protagonist and the antagonist. Explain whether each of the primary characters, including the protagonist and antagonist, is flat, round, static, dynamic, foil, or stock. Tell how you know that the characters are flat, round etc. 3 pts | The frog prince is the protagonist in this story. He is a dynamic character because he changes throughout the story. In the beginning, he is unhappy and wants to be a frog again. Then, after many instances of danger and conflict with the witches, and an unfortunate event of being turned into a carriage, he realizes that he is happy as a prince. But ultimately become a frog again with his princess and is happy once again. The antagonist in this story is the princess. She is also a dynamic character because she changes from the beginning of the story to the end of the story. The witches would also be considered antagonists. They are also static characters because they do not change throughout the story. The fairy godmother is also a static character because she does not change throughout the story either. |
| CHARACTER DEVELOPMENT How does the author allow you to get to know the characters? Through their actions, their words, thoughts, or any combination of the 3? Use the exact words: action, words, thoughts, and include at least one quote to demonstrate your point. 2 pts. | The author allows you to get to know the character through their actions, thoughts, and words. An example of how he lets you know them through their actions is by showing the prince frantically searching for a witch to turn him back into a frog. He shows that he wants to escape through his actions of running away. You also get to know the characters through his actions by coming back to the princess in the end. Just as the princess shows you more about her in the beginning by the words, “nagged the princess” when she threw her fit. An example of how he lets you know them through their thoughts is all throughout the story, especially when the prince talks to the witches. They make statements about what they plan on doing, and the prince “who knew his fairy tales”, would take off and run away. You also get to know the prince through his thoughts in the beginning when he thought “Still a frog…Yes! That’s it!”, when he decides that it would be best if he was still a frog instead of a prince. An example of how he lets you know them through their words is when the witches tell the prince that they are going to cast a nasty spell on him or have him eat an apple to keep him away from the other princess from other fairy tales. Also, when the fairy godmother tells the prince that he certainly does need help because he was the worst looking frog she had ever seen. |
| Give a synopsis of the plot. 8 pts | Exposition: The story starts out with the prince and the princess living not so happily ever after. They are moping around and not getting along because they thought that everything was supposed to be like it is in all the other fairy tales when everyone lives happily ever after. Rising Action: However, that is not the case in this story. The prince and princess are not living happily ever after. They are both extremely unhappy, which leads to a big argument between the two of them. The princess is mad that the prince does not do heroic things, while the prince is mad that the princess does not go to the pond with him anymore. Climax: The climax of the story is actually a large portion of the book. It is not one single moment. The book starts out in turmoil (the exposition and the rising action), then the climax is many pages of the books as it is when he has run away and meets three different witches. Witches that the prince tries to get to turn him back into a frog, but they have other things on their minds to do with the frog prince. The ultimate climax is when the fairy godmother turns him into a carriage, instead of a frog like she said. Falling Action: After the prince is turned into the carriage, this climax is over, and the falling action begins. He starts to realize how wrong he was for running away and wanting to be a frog again so he could be away from his wife, the princess. But he realizes that he is wrong for feeling that way because his princess truly loved him from the beginning when he was just a slimy frog. Resolution: Once the clock hit midnight, he turned back into a prince again. Having realized that his princess truly loved him, and that he was wrong for wanting to be a frog instead of with her, he felt remorse for his actions. So, he ran back home to her. She was worried sick about him because he was seven hours late and his clothes were a mess. The prince and princess made up and kissed. When they kissed, they both turned into frogs, and actually lived happily ever after this time. |
| CONFLICT Identify the type conflict in this story and give at least 2 sentences describing the conflict. Character vs. self (internal) Character vs. character Character vs. nature Character vs the supernatural Character vs technology (There can be more than one type of conflict.) 2 pts | This story had multiple types of conflict in it. The story exemplifies character vs. self (internal) with the frog prince because the frog thinks that he wants to be a frog again instead of remaining a prince and living happily ever after. He doesn’t know why he wanted to be a prince to begin with and would rather be back on his lily pad eating flies. However, he also has a conflict of character vs. character with the princess and then also the witches. The princess is angry with him because he doesn’t want to do anything or to go out and be heroic like most princes want to do. His conflict with the witches is different with each one, but all were very much alike. He wanted them to turn him back into a frog, but they each had other things in mind, like casting nasty spells on him, making him eat a poisoned apple, and even trying to eat him for dinner. Another example would be character vs. supernatural. Obviously, he is struggling to find someone (a witch) to turn him back into a frog with their magic. He was turned into a prince through magic and needs magic to get back to being a frog. |
| THEME What is the theme of this story and how is the theme applicable to the lives of elementary students? (This must be a thoughtful, reflective answer, not just a few words.) 5 pts | This story has a lot of different themes in it. The first theme is about appearances. As a sequel, it is pertinent to know that the Frog Prince was actually a frog before this sequel began. Then, as a human prince, he still maintains a lot of the frog like qualities, such as eating flies and hoping on all of the furniture. He does not want to be a human anymore and wants to be a frog again because he thinks it will make him happy again. But he realizes at the end that he is happy as he is because he found someone that accepted him just as he was. Another theme in this story is love. The story starts and ends with love, while the exposition and rising action talks about how their love is not what they thought it was going to be. But in the end, they realize that they are so lucky to have each other and love each for being who they are. The next theme is acceptance. The prince did not think that his princess could accept his frog like qualities. He could not accept her nagging or her wants for him to be more heroic. Finally at the end though, he learns to accept himself as a prince instead of a frog because he realized that his princess had accepted him for being a frog prince when nobody else would and that he was lucky to have her. Another theme would be the supernatural. Obviously, the fairy godmother and the witches are of the supernatural. The whole story makes references to other fairy tales as well. There is a lot of magic in this story because of all the witches could cast spells, the prince being turned into a prince, then a carriage, and finally back into a frog again at the end. This could be useful in a classroom because many children learn through imagination and believing that the supernatural can really happen. A lot of children learn through fables and fairy tales. When the fairy tale has a happy ending like this story did, it especially resonates with a child. Like this story, many fairy tales that involve magic have a happy ending, and children learn to have hope because they believe in the possibility of getting a fairy tale happy ending in life as well. |
| POINT OF VIEW What is the point of view of this story? (1st, 2nd, 3rd person limited or 3rd person omniscient) 2 pts | The point of view in this story is told through 3rd person limited. The reader is only getting to know the main character through his thoughts and actions. The reader is only able to see what the author wants them to see through the characters actions and thoughts. It is as if you are watching a film unfold. In a sense, you can almost visualize this same story in other fairy tales that are told the same way. The characters don’t know what is going to happen until they actually happen in the story. |
| MOOD What is the mood of this story? (Mood refers to how the author’s words make YOU feel when you read it.)2 pts | The mood of this story changes throughout the story. Most of the story, from the beginning, to nearly the end is a constant state of turmoil and chaos. There is a lot of heated emotions between the prince and princess in the beginning. There is also a lot of self-pity. Due to the intense nature of the story in the beginning, it makes me feel anxious and uneasy. I hate that the prince is so miserable in the beginning, but I am anxious because I want him to be happy. Each time he meets a witch, I know that something bad could happen, but he avoids it. This gives the reader a sense of relief, but only to bring anxiety again when he meets the next witch. Once he meets the fairy godmother, I feel a sense of relief and hope, but then I felt hopeless when he was turned into a carriage. I kept thinking; I just wish he could be happy. By the end of the story, I felt ecstatic that the prince and princess were both turned into frogs and were able to actually live happily ever after. This is so relatable to because a lot of people do this in their life. They get married, think they are going to live happily ever after, but end up miserable. Then something bad happens, and they realize how lucky they were to begin with. It reignites the love they had for each other in the beginning, just like with the prince and princess. |
| LITERARY DEVICES Identify at least two different literary devices from this book. Quote these specifically. For example: “That very night in Max’s room, a forest grew,” is an example of imagery. These must be true LITERARY DEVICES. BECAUSE MOST OF THE FOLLOWING OCCUR IN ALL STORIES,DO NOT USE THEM: CONFLICT DIALOGUE PLOT( including exposition, rising action, climax, falling action, resolution) SETTING CHARACTERS MOOD TONE THEME 10 pts | One literary device used in this book is repetition. The author uses repetition throughout the book in both words and scenes. The author uses repetition in phrases such as: “Miss Witch, Miss Witch. Excuse me, Miss Witch. I wonder if you could help me?” He also uses repetition with the phrase by the first two witches that said: “Well, no matter. If you’re a prince, you’re a prince.” The author used repetition in his scenes because he used no just one which, but three witches, that were all out to get him. Another literary device used in the story is tension. This is used throughout the book when the author starts a thought or statement on one page, but then leaves the reader on a cliff until the next page. This can be seen when the author writes: “And with that the Fairy Godmother waved her magic wand and turned the prince into a beautiful…” on one page, then you have to flip to the next page to finish the sentence: “…carriage.” You believe that the prince was going to be turned into a frog again because that is what the fairy godmother usually does, but that was not the case here. |
| PERSONAL REFLECTION How does the theme of the story compare to your own thoughts on the subject? Again, I am looking for substantive answers here. 5 pts | I feel like the themes in this story can relate to a wide range of audiences. First you have the theme of love and acceptance, which everyone seeks and hopes to find. Everyone, no matter who they are or where they are from, want to be loved and accepted. This is a universal truth with all people. It is an innate sense that we seek to fulfill. The frog prince has the same situation. He thought he had found love, but then became unhappy. Not only was he unhappy, but his princess was unhappy too. So, he tried to run away and find what he thought would make him happy. But after many dramatic events, he realized that he was so lucky to have the love that the had because she accepted him for who he truly was. He realized that maybe he was a bit selfish and wanted to go back and fix his mistakes, only to find that his wife was still there with all her love that she had always had for him. |
| 11. Provide two instructional uses (specific KAS-Kentucky Academic Skills- that can be taught) using this book in the elementary classroom. Cite the specific standards by providing both the number and text. The first skill must be a reading/language arts skill. For example, you might use a book to address a KAS skill in phonological awareness, sight word vocabulary, fluency etc. Then, briefly describe an assessable activity that can be used to teach this skill. IN ORDER TO BE ASSESSABLE, THE STUDENTS MUST PRODUCE SOMETHING. TELL WHAT THE STUDENTS WILL PRODUCE.The second KAS must address an integrated subject (science, social studies, or math.) How will you incorporate the integrated subject into your reading lesson? HOW WILLYOU MEASURE WHETHER OR NOT STUDENTS LEARNED THE SKILL? All instruction must be assessed (measured.) Failure to include how you will assess student work will result in an automatic loss of 3 points. Here is an example: I will grade their writing based on whether they have identified a minimum of 2 similarities and 2 differences. Repeat the same process for this strategy as for the reading strategy. You may not use “find the main character or characters in this book” as the skill you are teaching. You may not use the same KAS standards twice in a bi-term. 10 pts | Reading: Literature: RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters. The lesson will start with reading the book to the whole class. Then we would have whole group discussion. The students will be given a short time to Think-Pair-Share with their classmates about the events, characters, and scenes in the text. Afterwards, students will then be given a pre-made worksheet that will allow them to distinguish their point of view about what they think each character may be feeling or thinking. I will grade their answers based on whether they have given substantial reasoning for their responses. |
| Assessment using this book. Write 2 questions that can be used to assess whether the students have met the two objectives that you cited above AND PROVIDE THE CORRECT RESPONSE or possible correct responses. The questions MUST BE ASSESSABLE (gradable) and OUTCOME BASED. For example: Do not use questions such as “I will ask the children to tell me about…” because that is not something that can be measured. Then, tell which level of Bloom’s each question measures. 4 pts | Bloom’s Taxonomy Question (understanding): We heard the story from the prince’s point of view. How different do you think the princess’s point of view might be as compared to the prince’s viewpoint? Correct Response: The princess probably doesn’t understand why the prince ran away. She loved him for the way he was. The whole story from her point of view would have been her attempts in trying to find her missing husband. Bloom’s Taxonomy Question (analyzing): Assuming that we had a map of all the stops the prince made through his journey, could you calculate how far he travelled by plotting points on a map? Correct answer 1: Yes, because we would be able to count his units of measurements through adding and multiplying distance from point a to point b to find the total distance of travel. |
| RESOURCES Insert a pic or screen capture of at least one (Marzano congruent) resource that could be used with this book. You may make your own (group assignment, graphic organizer, creative writing assignment, technology tool, bulletin board from Pintrest, word wall etc.) or look online at sources such as “Teachers pay Teachers” for some really great ideas. Identify which of the Marzano’s strategies your resource employs. You must tell how this resource can be used with this particular book. MARZANO’S ESSENTIAL 9 Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cooperative Learning Nonlinguistic Representation Cues, Questions, and Advanced Organizers. Summarizing and Notetaking Assigning Homework and Providing Practice Identifying Similarities and Differences Generating and Testing Hypotheses 4 pts Score: ___________ of 65 possible points | Assigning Homework and Providing Practice: The students will be given a grid paper to plot points at random to represent the stops that the prince made on his journey through the book. Students will be able to plot their points wherever they like, to give a variety of possibilities and answers. The students will then be required to find the units of measurement for distance, and/or total area of his distance travelled. An example of what this might look like: |
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