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Explorer des lieux tous azimuts
This magical tale recounts the exotic collections of the rabbit Llewellyn and his new friend Evelyn, as they experience their bucolic surroundings through all seasons. When Evelyn’s family moves far away to a big city, the pair correspond—with jars that have captured the various moments of their now separate lives. When autumn returns, Llewellyn decides to send Evelyn a jar of leaves, a reminder of the first time they met. Along the way he meets Max, with whom—once again—Llewellyn shares his jars. “When he held a jar and peered inside, Llewellyn remembered all the wonderful things he had seen and done.” The commemoration of experience is beautifully conveyed in this story of loss and renewal, as Llewellyn the rabbit shares his hobby with a chance acquaintance, who becomes a new friend: “One night the sunset painted the sky the color of tart cherry syrup. Llewellyn ventured down to the shore with as many jars as he could carry. A little girl named Evelyn was there too.” The language creates gorgeous imagery of the pair’s collectibles: “. . . things hard to hold, like rainbows, the sound of the ocean, and the wind just before snow falls”. The colours in the palette are sweet and stylish, illustrations depict stunning scenes, rich in detail—often captured in jars of all shapes and sizes that double as comic-like art panels. One spread uses cool tones to convey a winter montage: building a snow-rabbit, snowshoeing through woods, a string of lights, cocoa-filled cups and much more. (“They collected the wonders of winter . . .”) The springtime spread contrasts a long jar containing a crackling lightning storm, with a vast field of pink and red tulips. One summer jar holds a night sky, glowing with fireflies (“. . . and the long days and shadows of summer”). Readers will enjoy poring over these delicate and skillfully imagined mini-scenes. The book’s message of change and adjustment is delivered when Evelyn’s family moves far away, and Llewelyn’s collection is broadened by the jars Evelyn sends back. One image shows the bright lights of countless windows spattering across Llewelleyn’s darkened room, released from the jar he holds. Another jar spills crowds of tiny figures that rush along his floorboards, while a third emits sounds in pale, winding script: “SCREECH”; “stepstep”; “NEXT STOP.” A message of renewal concludes the tale, as the plot returns to the opening scene: a birch wood, bathed in floating autumn leaves. “A little boy named Max was there too. Luckily, Llewellyn had brought an extra jar.” Altogether, this clever book offers a feast for the eyes—and for listening ears.
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Learning Intention
Students will learn to associate memories and feelings with physical objects. They will also work on describing objects or events orally.
Links to the Program of Study – English as a Second Language – Elementary
Cycle 1, C1: / Cycle 2, C2: To reinvest understanding of oral and written texts
o Cycle 1, C1: Supported by the teacher and appropriate visual aids, students verbally identify familiar key elements and main events of texts (p. 11, PFEQ: Elementary Cycle 1).
o Cycle 2, C2: Using functional language and words drawn from texts, they identify and briefly describe certain key elements and demonstrate understanding of the overall meaning (p. 357, PFEQ).
Cycle 1, C2: To communicate orally in English / Cycle 2, C1: To interact orally in English
o Cycle 1, C2: Reflects on demonstration of understanding, takes risks, initiates messages, combines words and short expressions
o Cycle 2, C1: Students use the functional language they have acquired in order to participate in exchanges with peers and the teacher (reacting to messages, initiating messages, maintaining interaction) (p. 355, PFEQ).
Context (Before Reading)
1. Discuss some examples of collections with students and write the ideas on the board. Explain that we will be learning about a rabbit named Llewellyn who loves to collect things.
Procedure (During Reading)
2. While reading the text, stop occasionally to elicit responses from the students about what they see in the jars that Llewellyn collects.
Integration (After Reading)
3. For Cycle 1, ask the students to reflect on the kinds of things they would like to collect in jars. Have students look at pages 19 and 20 which show all of the jars Llewellyn and Evelyn have collected. Discuss what kinds of things Llewellyn collects. Prepare an activity sheet with the template of a jar and ask the students to fill it with their ideas.
4. Collect the jars and place the sheets in a large basket. The students pick a jar and try to describe what they see with the vocabulary that they heard from steps 1 to 3 and previously acquired knowledge. (colours, numbers, food).
5. For Cycle 2, ask the students to reflect on the kinds of things they would like to collect in jars. Show pages 19 and 20 that present all of the jars Llewellyn and Evelyn have collected. Discuss what kinds of things Llewellyn collects. Ask the students to draw their own collection of four jars or more.
6. Students take their drawings and cut out the jars separately. In teams of three to four students, they discuss which jar they would give their teammates and explain why. This could be done a second or third time with different classmates.
Links, Resources, References
Copibec: https://www.copibec.ca/en/agreement-elementary-highschool
Pedagogical application created in collaboration with Centre de Services Scolaire Marie-Victorin
