The Tale of Despereaux

The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread

By: Kate DiCamillo

Published by Candlewick Press, 2003

Fairy tale, Determination, Perseverance, Heroic, Strong, Non-conforming

Awards:

• 2004 Newbery Award Recipient 

Summary:
The Tale of Despereaux is magical tale that tells the story of a young mouse named Despereaux Tilling who has fallen in love with the beautiful human princess. When the Princess is captured and needs to be rescued, Despereaux embarks on a dangerous quest to rescue her. There are three separate stories explored in this novel, each from a different character's perspective. The first is about the mouse, Despereaux Tilling, the second is about a rat seeking revenge, and the third about a girl who wants nothing more than to be a princess. This novel is great for students because it follows the pattern of a typical fairy tale, but it's a very interactive text that can provide students with a fun educational experience.

Reading Level: Lexile, 670L, Grade 4/5

Suggested Delivery: Read-aloud, whole class instruction

Key Vocabulary: (by page number) despair (12), obscenely (17), scurrying (20), indignant (24), fate (25), perfidy (45), egregious (52), defiance (56), ominous (57), beleaguered (77), capacious (111), clout (128), scrupulously (129), portentous (167), comeuppance (185)

3 Teaching Suggestions:

1. Use this text to explain/discuss (in depth) the characteristics of a fairy tale. Does it follow this typical outline of a fairy tale? Why or why not?
2. When reading this text aloud, stop at the points when the author speaks directly to the  reader. How does this type of interaction feel for the reader? Have they read any other novels where the author does this? Is it an effective way to get a point across?
3. Use this text to explain as well as to explore the concept of a hero. What makes somebody a hero? (Qualities & characteristics) Ask students to share ideas with the class as well as who they consider to be their hero.

Before Reading: Prior to reading this novel, read and discuss other short fairy tales with students. Examples are: Three Little Pigs, Sleeping Beauty, Little Red Riding Hood, Hansel and Gretel, Cinderella, Snow White, Rapunzel, Goldilocks and the Three Bears, etc. Explain the basic outline/pattern that a fairy tale follows. Create a list/outline on large chart paper for the whole class to see. 

During Reading: While reading this novel, the students will begin to take notice of how significant the concept of "consequences" is. When reading each book (1, 2, 3, and 4) have the students create a flow chart or a graphic organizer that lists all of the important actions performed by the character and to write what the consequence was whether good or bad.

Also be sure to consistently ask the students to make predictions, either state them orally or write them in a journal.

After Reading: Upon completion of this novel, engage in a whole class discussion about whether or not this story ended "happily ever after," like the other fairy tales they read. Ask them to support their answer with information and examples from the story of why they believe it to be happy or not. After this discussion, create a Venn Diagram with the students and have them compare the similarities and differences between the first few fairy tales they read and this story.

Writing Activity: Students will view the movie, The Tale of Despereaux. After watching the movie, ask students to compose a short essay comparing and contrasting the book and the movie version of the book. Have them explain which they liked better, the book or the movie. Their explanation must be thoughtful.

2 Electronic Resources:

1. Author's Website: Kate DiCamillo: This is a good tool to use before, during or after reading the novel, The Tale of Despereaux. It provides a short biography about Kate DiCamillo and it also provides FAQs where she answers questions regarding her Newbery award winner as well as questions about a couple of her other very popular books. She explains that she writes both children and adult literature and provides a list of all of her books if students/teachers are interested in reading anything else by her. There are also several links that bring you to other websites related to Kate and her novels.



Kate DiCamillo



2. Watch The Movie: The much loved tale of Desperaux Tilling was turned into a film and hit the big screen back in 2008. By watching this movie, the students will be able to determine the major similarities and differences between the book and the movie. This movie provides the students with a visual of the entire story. Students can also take this opportunity to discuss whether or not the characters/setting and other aspects of the story were as they visualized them to be.

The Princess & Despereaux

DiCamillo, K. (2003) The tale of Despereaux: being the tale of a mouse, a princess, some soup, and a spool of thread. Cambridge, MA: Candlewick Press

Kira-Kira

Kira-Kira

By: Cynthia Kadohata

Published by Atheneum Books for Young Readers - An imprint of Simon & Schuster, 2004

Inspirational, Beautifully-written, Glittering, Epitome of Strength, Diversity

Awards:

• Winner of the John Newbery Medal, 2005
• Winner of the American Library Association Notable Books for Children, 2005
• Winner of the Asian Pacific American Award for Literature, 2005
• Nominated for the Dorothy Canfield Fisher Children's Book Award, 2006
• Nominated for the Nene Award, 2006
• Nominated for the Garden State Teen Book Award, 2007
• Nominated for the Young Reader's Choice Award, 2007
• Nominated for the Colorado Blue Spruce Young Adult Book Award, 2007
• Nominated for the Nene Award, 2007

Summary: 

This novel, written by Cynthia Kadohata is set in the 1950s and centers on a Japanese American family, particularly the two sisters, Katie and Lynn Takeshima. Lynn is Katie's older sister and she makes everything seem kira-kira, or glittering. The sky, people's eyes, the sea... is all kira-kira. However, the family up and leaves their home in Iowa to move to Georgia where the Japanese-American population is very small. Lynn has to explain to Katie why people look at them so differently and tries to teach her to view things in a different light. However, when Lynn falls severely ill, it's up to Katie to restore that sense of happiness and remind her family that no matter how far off, there is always something glittering that lies ahead.

Reading Level: Lexile, 740L, Grade 5/6

Suggested Delivery: Small group read

Key Vocabulary: kira-kira, sultry, capitalistic, mind meld, preening, hatchery, shunned, irate, obstinate, heathen

3 Teaching Suggestions:

1. Use this text in Social Studies to explore the Japanese culture and compare it with other cultures, specifically the American culture.
2. Use this text in Social Studies to discuss the time period (1950s) with students and the concept of cultural discrimination. Have students make text-to-self and text-to-world connections regarding discrimination or another similar hardship they have experienced.
3. Use this text in Reading & Language Arts to discuss the elements of the story, particularly point of view. Inquire how point of view/perspective can affect a story and discuss the point of view in this story. Why do you think the author chose this perspective?

Before Reading: Ask students if they have siblings and have them explain the kind of relationship they have with their sibling. Ask students to describe a typical day with their sibiling: how much they interact, what kinds of activities they do, etc. For students who do not have any siblings, have them imagine what they would want their sibling to be like and what kinds of things they would want to do with their sibling. Pose this question to students  - How would you feel if one day your sibling were no longer a part of your life? How would that affect you? Emphasize the importance of a sibling relationship.

During Reading: Students will be given a story map where they will write down what they believe to be the main themes of the novel as well as track the characters' development throughout the story. They will also make note of the major events that take place. This story map will be progressively added onto as students continue reading the text.

After Reading: Students will discuss with one another and the class as a whole if they believe Katie's character changed throughout the novel. If they think she changed, how did she change? Why did she change? Was it important that she change? How did her change contribute to bringing happiness back into her family's lives?

Writing Activity: The students will take the definition of kira-kira and apply it to their own lives. They will provide 3 examples of what they view as kira-kira and explain why they chose them. How do these three things affect their lives? 

2 Electronic Resources:

1. Author's Website: Cynthia Kadohata: This is a great tool to use before reading the novel or after reading the novel. It provides a biography of Cynthia Kadohata as well as lists several other books that the author has written for both older and younger readers. There is also a small section within Cynthia Kadohata's biography that explains her inspiration behind writing Kira-kira. Finally, there are several links to outside websites regarding Leukemia and the Japanese-American culture. 

Author: Cynthia Kadohata

1. Japanese-Americans in the 1950s: This link brings you to a great student handout that describes how Japanese-Americans were perceived during this time period and why. This is helpful for students to read at any point while reading this novel, before, during or after. It allows students to better understand the time period that this novel is set in as well as why Lynn, Katie and their family are treated the way they are treated.

Japanese Flag

Kadohata, C. (2004). Kira-kira. New York: Atheneum Books