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Faire place à l'inspiration
This cute picture book tells the story of an acorn to teach young readers about growth, change and the seasons. Acorn, as the book’s title suggests, “was a wild little thing.” If there’s an adventure to be had, Acorn is first in line. Though the little seed’s parental oak warns and chastises, Acorn is the first to leap off the tree, takes up with some rambunctious squirrels, and careens around the woods until he gets buried in the soil. The dark and quiet is “no fun at all,” but before too long, “Acorn noticed cool stuff going on down there,” and his innate wilderness comes out when he gets tickled by passing worms. Eventually, Acorn sprouts and grows into an oak, but he stays wild, shaking rain off his leaves and walloping a miscreant fox with a branch. Likewise, he encourages other little acorns to explore their wild side: “Go for it!” The straightforward plot and language are accessible, and the acorn’s sense of mischief and discovery will appeal to young readers. The accompanying full-page colour illustrations are simple, playful depictions of the little wild acorn diving through the air and bouncing here and there. His facial features are expressive, clearly showing concern, joy, boredom and anger, and the other forest creatures are likewise anthropomorphized. The life cycle of the oak, from fruiting to seedling, and the metamorphosis from seed to tree are biologically plausible: the underground germination leads to a happy cluster of leaves that grows taller and more robust as the seasons change and the years go by, though the oak always lives in the moment, taking pleasure when he feels the sun again, and sticking his tongue out to catch falling snowflakes.
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Learning Intention
Students will reflect on the use of voice in a story about the life cycle of trees.
Links to the Program of Study - English Language Arts – Elementary
To write self-expressive, narrative an information-based texts
o To integrate [one’s] knowledge of texts into own writing
o To use writing as a system for communicating and constructing meaning (p. 83)
To use language to communicate and learn
o To use language (talk) to communicate information, experiences and point of view
o To interact in collaborative group activities in a variety of roles (p. 100)
Context (Before Reading)
1. This book is a great story to read aloud since it can be interpreted on many different levels.
2. Before you read aloud the book, have the students notice the illustrations on the dust jacket, the book cover, the endpapers. Predict together what the story will be about, and who will be the main character.
Procedure (During Reading)
3. During the first reading, invite the students to notice the relationship of cause and effect between the events in the story. Predict the changes before you turn the page.
4. As you read, invite the students to pay attention to the voice being used.
5. During the second reading, invite volunteer students to act out the story by playing the part of the acorn and the squirrel.
6. Invite the whole class to read aloud the speech bubbles with expression, taking on the personality of the acorn.
Integration (After Reading)
7. Discuss the author’s choice of voice for the acorn. How effective do you find the personification of the acorn, squirrel, dog and worm in the story?
8. Add speech bubbles to indicate what each character might be thinking or saying at different places in the story.
9. Encourage the students to use this technique in their own writing.
Extensions
1. Focus on the expressions used in the text such as: “Go for it!” “Wait a minute there, buddy.” “Look, no hands!” and “Acorn was a little wild inside.” Think-pair-share with the group about what these expression might mean in light of your reading.
2. Using chart paper, make a timeline of the events in the life of an acorn. Compare this with information about the life cycle of trees in non-fiction information-based texts.
Links, Resources, References
o Copibec: https://www.copibec.ca/en/agreement-elementary-highschool
Pedagogical application created by the Ministère de l’Éducation
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Links to the Program of Study - English as a Second Language – Elementary
To reinvest understanding of oral and written texts
o They develop appropriate strategies for effective listening and reading; they learn how to derive meaning from oral and written texts (interaction of learner and text); and they show their understanding in meaningful tasks (minibook , bookmark, sketch, poster, etc.)
To act on understanding of texts
o Guided by the teacher, students explore authentic texts orally. They activate prior knowledge of the topic and focus on contextual cues.
Context (Before Reading)
1. Look, listen and repeat. Students repeat the following vocabulary words after their teacher: acorn, squirrel, tree, wild, jump, roll.
2. Guessing from words: Taking these words as your point of departure, ask the students to brainstorm what they think the story will be about. Have them vote for the best idea(s) and informs them which predictions were correct.
Procedure (During Reading)
3. Ask students both literal and inferential questions about the text as it is being read in order to check for reading comprehension.
4. As the book is read, remind the students of the brainstormed ideas from the pre-reading activities that they guessed correctly.
Integration (After Reading)
5. Pass out five to six images from the text or project them on the IWB. Have the students recall the sequence in which these images appear in the story.
6. Think, pair and share: Working in teams of two, the students discuss the story order and take turns retelling the story.
Extensions
1. Students discuss the kinds of activity they do outdoors each season.
2. Students create a comic book of seasonal activities that Acorn can do as a tree in each season.
3. This differentiation opportunity involves practising the modal verb “can” in a sentence. For example, I can hide my animal friends. I can give birds a home.
Links, Resources, References
o Copibec: https://www.copibec.ca/en/agreement-elementary-highschool
Pedagogical application created in collaboration with Centre de services scolaire Marie Victorin
