Using Denise Brennan-Nelson’s
Books in the K-3 Classroom
Lori Algrim ([email protected])
Angie Gulliford ([email protected])
Kristen Marchiando ([email protected])
GENERAL IDEAS FOR AUTHOR STUDY
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Share background information – tell the students that you saw her speak at a
conference, show her picture, share general information about her - make her
“real” to the students so they know authors are just “regular” people like them!
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Visit her website (www.denisebrennannelson.com): site has ABCs (About, Books,
Contact, etc) - video of her discussing two stories and reading a clip of one
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YouTube has video clips of school visits you could show the students
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www.reading.org - 5 questions with DBN – she talks about several books – teachers
could read her responses when sharing each book with students
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As you read the different books, students give ratings to each book – use these
ratings to rank their favorites at the end (can incorporate math / graphing)
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As you read, keep anchor charts of basic story elements in each book – characters,
setting, problem, solution, etc – allows class to compare and contrast
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Discuss the different illustrators of each book and different styles of illustrations
HANDOUT KEY
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Things to Note – If something special jumped out at us, we wanted you to know! 
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Vocabulary – We have pulled out all the fantastic vocabulary that each book has
to offer! These higher-level words are used seamlessly so as not to detract from
comprehension (especially for younger students) but instead provide wonderful
opportunities for teachers to select a few new words to teach students!
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Comprehension Conversations – This section will include questions you can ask with
the students or other topics of discussion, as well as other opportunities for different
reading strategies such as predictions and connections
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Extension Activities – Other activities, projects, or writing connections for students!
My Teacher / Momma / Daddy /
Grandma Likes to Say
Things to Note:
- Author’s note at beginning
- Extra idioms at the end
- Rhyming
- Each page gives extra information (history) about the
idiom
Comprehension Conversations:
- Discuss all idioms while reading the text – ensure that the
students understand the figurative and literal meaning
Extension Activities:
- Brainstorm list of the idioms that students remember most
at the end of each book – discuss their favorites – keep a
chart
- Write most popular (and/or easiest to explain) idioms on
strips of paper and put them in a bag. Place students in
pairs. Have them pick a slip of paper from the bag, and
practice acting out this idiom. Using the list as a reference,
the class guesses which idiom is being acted out. Another
class member tells the meaning of that idiom.
- “I Have / Who has” idiom game
- Teacher can read scenario cards - sentences with idioms students have to use context and background knowledge
to explain what each idiom (and situation) means
- Make a class book - students choose an idiom to explain,
illustrate, and research the history of
- Students can share orally (or write about) examples of
idioms in their own lives
- Chart the idioms that students find in their own
independent reading books
Maestro Stu Saves the Day
Things to Note:
- End pages with animal pictures
- Illustrator dedication - to friends at Columbus Zoo
- Onomatopoeia - animal noises
Vocabulary: convince, extravagant, officials,
announce, concern, disbelief, doom, gloom, memo,
priority, intently, bound, determined, debut, paced,
precisely, conducted, cues, wafted, scurried,
capture, phenomenon, thunderous, national
Comprehension Conversations:
- Why does the boy try to help?
- Genre: what things make this story fantasy, what things are realistic?
- Make predictions about how they might save the zoo, before and after Stu comes how is their concert going to help?
- How could different animals use their strengths to help?
Extension Activities:
- Science connection - learn about animals discussed in book - Connect to the “My ______ Likes to Say” – this book has the idioms in action! Have
students identify when they hear one and use the context clues and background
knowledge to share what it means. Use highlighter tape to mark up the idioms they
find. Rewrite segments of the story substituting more common language for the
figurative language.
- Students imagine what they think happens when the zoo closes, or other places
(like the mall, etc). What happens when all the people aren’t around? Connect to
stories/movies like Toy Story.
- Connect to music – symphony, tone, beat, etc - and discuss what is a maestro?
- Students could write persuasive letter to Mr. Cooper to save the zoo, or students
could have a class debate with whether they should save the zoo or build the mall.
- Connect to Click Clack Moo - animals that unite for a purpose
- Readers Theater – Students were broken into small groups and practiced several
times. Students performed these reader’s theaters to other classrooms. Teacher
videotapes the performances, and students watch and give feedback (positive
and constructive) to the student performers.
- Paired with Goodnight Owl by Pat Hutchins
Penny the Forgotten Coin
Things to Note:
- Author’s Note at beginning of book - history of
pennies, the value they used to have and still can
have - connection to idioms and other sayings
- Many pages have notes on the history of pennies nonfiction wrapped in with the fiction
- Illustrations start as full page spreads - changes to
smaller pictures and then back to full-page spreads
- Rhyme scheme during middle section
Vocabulary: plucked, admire, grumbled, demanded, snapped, sneered, chanting,
humiliated, grimy, vibrant, shimmering, speckles, ragged, clutched, value, insisted,
fumbled, hesitation,
Comprehension Conversations:
- What do we learn about John and Joey’s characters right from the beginning? Do
you think either of them might change throughout the story?
- What do we use pennies for besides buying things? (flipping coins, fountains, etc)
- What happens to the penny when dropped into John’s pocket? (comes alive) discuss genre (what is fantasy? what is realistic?)
- How is Penny feeling at different parts of the story? Discuss empathy.
- What lesson can we learn from this book? Everybody counts and matters - we
shouldn’t compare ourselves to others.
Extension Activities:
- Read in February when learning about Lincoln and the penny
- Brainstorm charities students know that could use pennies - talk about the
difference they could make - have class save pennies and donate
- Notice DBN’s descriptions of everyday objects (marble, rock, feather) - have
students pick a common object and write a detailed description
- Write a letter from a toy’s point of view, telling why you are the best toy and why
you are important and useful (persuasive)
- Observe/investigate pennies using magnifying glass
- Writing prompt: “If you had one wish, what would it be and why?”
- Students write own fictional stories that include nonfiction facts (format of this book)
- Penny Tally Game - tallying how many times heads/tails (during graphing unit)
- Coin rubbings to learn about details of coins
- Pair with Benny’s Pennies by Pat Brisson
Willow
Things to Note:
- End pages - pictures and words
- Good language - wind howled, trees creaked and
strained, lights flickered
Vocabulary: creaked, strained, flickered, astonished,
peering, graceful, crimson, scowl, horrid, glanced,
muttered
Comprehension Conversations:
- Predictions throughout the story
- Why do you think Willow wants to be so different?
- After page 1, what are your thoughts about Miss Hawthorn?
- How does Miss Hawthorn make Willow feel?
- Why does Miss Hawthorn act the way she does?
- How can we contrast the characters of Willow and Miss Hawthorn?
- Why do you think that Willow gave Miss Hawthorn a gift? Why was that a good gift?
- How does Willow change Miss Hawthorn?
- Why do you think Miss Hawthorn is so mean? Thoughts on her past?
- Can you make connections to other stories / experiences with an unkind person?
- Why was the custodian astonished? Why did Miss Hawthorn go so crazy?
- When Willow sees art room - predictions?
- What does Miss Hawthorn paint and why?
- Parallel how the author always wrote “except Willow” and now it says “except the
art room”
- Discuss character names (trees that mirror the type of character they are) connect to other books (Chrysanthemum)
Extension Activities:
- Character comparisons between Willow (rosy-cheeked) and Miss Hawthorn (icy
blue eyes, mood as dark as clothing)
- Character development (Miss Hawthorn throughout story)
- Connect to other books with drastic character changes - Not Norman, Pop’s Bridge
- Students can brainstorm a meaningful gift they could give someone - write about
why it’s meaningful and what effect it might have - OR a meaningful gift they have
received and why it was meaningful
- Online teacher’s guide activity page - “The Artist in You” and “What If?” page
Willow and the Snow Day Dance
Things to Note:
- End papers
- Descriptive words and figurative language
Vocabulary: mulched, generous, admired, bouquets,
crystals, heave, mysterious
Comprehension Conversations:
- Why do you think Mr. Larch did not have any
visitors? Why might the neighbors have called his
house “a cave”?
- How did Mr. Larch’s yard reflect his mood? (color of his house, lack of decorations)
- Describe Willow’s house colors and decorations, and compare it to Mr. Larch’s
house? How does her house and yard reflect her personality?
- Describe Willow as a character. What evidence do you find in the text to support
this?
- Why do you think Mr. Larch wrote to Willow telling her about the Snow Day Dance?
- How did Mr. Larch change by the end of this story, and what/who do you think
contributed to this change?
Extension Activities:
- Character traits of Mr. Larch - compare and contrast to teacher in other Willow
book – what do Miss Hawthorn and Mr. Larch have in common?
- Character development chart
- Write down the snow day dance instructions on chart paper, act it out as a class.
- Create your own ‘snow day dance’ as a class / pairs / groups / individuals.
He’s Been a Monster All Day
Things to Note:
- Rhyming book
- Good “monster vocabulary”
Vocabulary: grumble, growl, sneer, scowl, scales, grimy,
revved, dozing
Comprehension Conversations:
- How do the little boy’s (monster’s) feelings change
throughout the book? What causes the change?
Extension Activities:
- Writing activity using this as mentor text - What would you do if you were a monster
or what do you do that makes you a monster? What type of monster would you
want to be? Students can also draw a self-portrait of their monster self
- Cover title before reading - have children make predictions
- Chart the rhyming words in the book
Grady the Goose
Things to Note:
- Great lead! Paints a picture, figurative language
- Illustrations - full page spreads vs separate images
- Author’s Note about birds at the end of the story
Vocabulary: horizon, ripples, restless, nestled, sturdy
clutch, fiercely, rumblings, preened, price, emerging,
embrace, teetered, lured, scarce, formation,
scouted, scanned, moaned, rustled, lunged,
frantically, approached, mustered
Comprehension Conversations:
- Even before reading the story, simply looking at the cover, students can predict
what other story/ies they can connect to this book (such as The Ugly Duckling) –
connection can also be made when all but one egg hatches
- How does the author foreshadow when she writes “Momma knew it wouldn’t be
the last time she would worry about [Grady]?” What predictions can you make
about what might happen in the story? (Also discuss foreshadowing that comes
from the repetition of “We need to stick together”
- What lesson can we learn from this book? (stick together)
- What do we learn about families in this book?
Extension Activities:
- Revisit the beautiful language that DBN uses to “paint a picture” of the setting at
the beginning of the story – students can learn from this to apply in their own writing
- Compare and contrast this with other bird books – connect to science!
- Pair with Five Little Ducks – writing prompt: What do you think the ducks are doing?
- Activity for “We Stick Together” - have students students make handprint on a
folded piece of copy paper. Thumb needs to be on the crease. When opened, the
thumb and forefinger make a heart shape. Cut out and glue to colored paper with
fingers facing down. Had children write “We Stick Together” on top of paper, write
the names of family members on fingers, and write “My Family” on the palm
- Readers Theater – students can help write the script – then assign parts and
students can read / perform (small cast of characters with speaking parts, could
have many groups of students working on it)
- Each student picks a fact about geese, writes fact on goose template, and make a
display in “Flying V” shape to connect to story
Buzzy the Bumblebee
Things to Note:
- Good facts about bees
- Dedication - connects to topic of story
- Rhyming
- DBN’s first book! Wrote after discovering the
bees technically shouldn’t be able to fly inspires people to believe in themselves
Vocabulary: swayed, worldly, stranded,
tentatively, declined, envious, trudged,
destination, solution, drifted, cautiously, overcome, grief, mustering, seldom, fluttered,
soar, fluttered, anxious, desire
Comprehension Conversations:
- What lesson can we learn from this book? (How things we hear affect what we
think we can do – don’t doubt yourself – believe in yourself)
Extension Activities:
- Pair with nonfiction texts on bees
- Great for connections to science
- Watch video on “Pebblego” about bumblebees to increase schema
- Students can write their own nonfiction book on bumblebees (or any animal)
- Writing activity - about something they used to be scared to do but are not scared
to do anymore
J is for Jack O Lantern
Things to Note:
- One of many Sleeping Bear Press alphabet
books – states, sports, holidays, etc
- Main rhyme for younger students, side info for
older students
- Halloween “Tricks and Treats” at the back of
the book
Vocabulary: autumn, blazing, jazzy, snazzy,
dangle, gruesome, bleary, dread, ghastly,
beware, lurking, requires, stroll, darting, eerie, quivering, quaking, abandoned, rattling,
repeat, desire, disguise, fame, motion, potion, reflect, festive
Comprehension Conversations:
- Students can make predictions before each page for what that letter might stand
for that relates to Halloween
- Students can make connections between the text and their own experiences
Extension Activities:
- Have students pull out the rhyming words on each page - connect to other
activities with rhyming words
- Students can come up with other words for each letter that relate to Halloween –
or make their own book for another holiday, season, or any topic
- Use nonfiction facts on the side to practice main idea, summarize, etc – copy each
page for small groups to do an activity
Someday Is Not a Day of the Week
Vocabulary: snatching, chuckle, outstretched, flung,
darted, bewildered, blurted, exclaimed, tenderly,
hesitate, delight
Comprehension Conversations:
- What lesson can we learn from this story?
- How is Max feeling at various points throughout
the story? Can you connect to times when you
have felt this way?
- What does Wednesday mean when he says that
someday “will be really busy if he ever shows up” ?
Extension Activities:
- Students can make a list of the things they would like to do “someday” - share with
partners, post on class chart
- Read to students (and parents) at a Getting to Know You evening - help parents
understand that today is their someday!