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Children’s Literature Portfolio 6


byStudent’s Name


Code+Course Name




Book Title

Fiction/ non-fiction

Key stage

A ball for Daisy

Chris Raschka



Care for Henry

Anne Fine



Ocean and Seas

Nicola Davies



Grandpa’s Great Escape

David Walliams





Key Stage

Please Mrs. Butler

Allan Ahlberg


Clouds are passing by

Alester Rocha


On the Ning Nang Nong&nbsp

Spike Milligan


Aball for Daisy

Author:Chris Raschka

Curriculumlink: Drama, Art, Physical Education


Thiswordless picture book tells the story of Daisy, a lovely and shaggypup who has a red ball that she extremely loves. Daisy plays with herball every other time, tossing it in the air and rolling it over thecouch. She even snuggles beside the ball and takes the ball togetherwith her whenever her owner takes her out for a walk. One at thepark, another bigger dog shows interest in Daisy’s ball and runsoff with the ball. Her ball pops before she can retrieve it and herefforts to revive it proves futile. Her owner throws the ball in thetrash, leaving Daisy a sad and lonely pup. But she regains her joyousmood one day at the pack when the brown dog comes back with a blueball and lets Daisy take it home.

Thisis an interesting story that will appeal to young learners who havepets. It allows learners to reflect on the time they lost items theyadored. The author made use of ink, watercolor and gouache to come upwith the lovely illustrations.


  • Allow the students to look at the pictures and retell the story in their words

  • Find a red ball and gather the learners in a circle. Toss the ball to the learners one at a time and allow them to talk about that one time they had to cope up with a loss that made them really sad. This would allow learners to connect with Daisy’s feelings

  • Ask the learners to assume that they are Daisy, display different pictures and ask them to say what Daisy is thinking.

  • Ask the students to caption the pictures in their words

  • Encourage the students to tell any story of their liking using pictures

Carefor Henry

Author:Anne Fine

Curriculumlink: Drama, Art, Science, physical education


Inthis short fiction book, the main character, Hugo is faced with adilemma. Hugo’s mother is having a baby and since he will be allalone, he has to make a choice regarding who to stay with. Hugo hasthree options, Uncle Jack, Granny and the next door neighbor, Mrs.Mariposa. Hugo comes up with a very detailed approach that would helphim identify the most suitable candidate with whom he should staywith. Some of the factors he takes into consideration whenidentifying who he will stay with include the best food, who willallow access to the best TV as well who will allow the deepest baths.However, the most important factor Hugo identifies is the candidatewho will agree to take care of him as well as his dog, Henry.

Thestory is quite funny and entertaining, introducing learners to theconcept of decision making. The simple language used makes the textsuitable for early readers and even for bedtime. The pencilillustrations of the different characters further compliment thebook, making it easier for learners to relate with and understand thevarious characters.


  • Discuss how to take care of pets

  • How does Hugo come to his final decision? Do learners think that he made the best choice? Discuss with learners the various factors they would take into consideration if they were in the same situation as Hugo

  • Discuss the various characters including Uncle Jack, Granny and the next door neighbor, Mrs. Mariposa. Which among the three would learners prefer to stay with?

  • Ask learners to come up with a checklist that would help them reach a decision regarding who they would stay with

  • Ask the children to write a letter to Hugo’s mum regarding who they have decided to stay with

Oceanand Seas

Author:Nicola Davies

Curriculumlink: Geography, Art, Science


Thisnon-fiction text introduces young learners to the different seas andoceans. The text goes further to discuss the underwater habitat ofthe seas and oceans, introducing learners to the different animalsand plants that reside in the salty waters of the seas and oceans.Apart from that, the text also discusses the various ways throughwhich people utilize oceans and seas and how important the oceans andseas are for man’s existences. Some of the activities highlightedinclude sports, treasure hunting, fishing as well as leisure.

Thetext is highly visual, allowing learners to see directly what theyare reading about. The full-colored photographs together with theengaging text make the text one of the most age-appropriate geographybooks for stage 2 learners. The text also contains several projectspreads, which feature a number of activities that learners canparticipate in the classroom and even at home.

OtherCurriculum links


  • Look at the world map together with the learners and try to identify the different seas and oceans. What is the difference between a sea and an ocean? How many oceans are there on earth? Which is the largest ocean?


  • Draw and color some of the plants and animals that live in oceans and seas


  • Name the different sea and ocean animals and their diets

  • Discuss the different human activities that pose danger to the animals and plants living in seas and oceans

Grandpa’sGreat Escape

Author:David Walliams

Curriculumlink: History, Art, Science

Thisnovel is about a grandfather who once served in the World War 2 as aRAFSpitforepilot.Due to his old age, Grandpa is more forgetful and confused. He iseventually sent to Twilight Towers, a home for the elderly. The homeis run by the wicked Matron Swine, who proves to be a nightmare forGrandpa. Together with his grandson Jack, Grandpa comes up with aplan to escape from Twilight Towers in an adventure that sees themfly over London and traverse through the city

Thenovel is very exciting and would definitely put the learners at theedge of their seats. The writing is accompanied by illustrationswhich make it easier for learners to connect with the storyline. Thefocus on the bond between children and their grandparents makes thenovel very appropriate for stage 2 learners.


  • Discuss the various characters in the story. Ask the learners whether the characters are good or bad

  • Come up with crosswords and searches. This is an effective way through which the learners understanding of the text can be assessed

  • Identify some of the words in the text that learners find it difficult to understand. Explain the vocabularies and discuss the synonyms

  • Ask children to come up with their plans on how to help Grandpa escape from the home of elderly folks.


Please Mrs. Butler

Poet:Allan Ahlberg

Curriculumlink: Drama, Art

PleaseMrs. ButlerThis boy Derek DrewKeeps copying my work,Miss.What shall I do?Go and sit in the hall,dear.Go and sit in the sink.Take your books on the roof,my lamb.Do whatever you think.Please Mrs.ButlerThis boy Derek DrewKeeps taking my rubber,Miss.What shall I do?Keep it in your hand,dear.Hide it up your vest.Swallow it if you like, mylove.Do what you think best.Please Mrs. ButlerThisboy Derek Drewkeeps calling me rude names, Miss.Whatshall I do?

Lockyourself in the cupboard, dear.Run away to sea.Dowhatever you can, my flower.But don`t ask me!

`PleaseMrs. Butler` is about the everyday situations that young learnersoften encounter. It has been one of the most popular poems for stage2 learners, thanks to its focus on the daily happenings among younglearners and the humane and humorous approach it takes. The poemencourages learners to find solutions to the different problems theyencounter among themselves on a daily basis.

Thelanguage used in the poem is very direct and simple, allowinglearners to understand and relate with each situation beingdescribed. The poem is relatively short, meaning that learners willbe able to memorize it with very little effort.

OtherCurriculum links


  • Children could be asked to imagine how Derek Drew looks like. They should then draw a picture of Derek Draw


  • Learners to dramatize each action that Derek Drew does and the different solutions as offered by Mrs. Butler

  • Analyze the rhyming structure of the poem and identify some of the rhyming words

  • Analyze the number of stanzas and syllables. Discuss the effect on the poem’s rhythm

  • Ask the learners to come up with their versions of the poem

Cloudsare passing by


Curriculumlink: Geography, science, art

Cloudsare passing byThesun is hidden behindandthe rain came downLateshowers falling.Tinyblossoms open and&nbspgreetthe new warm&nbsp

Thisis a Haiku poem whose central theme is the rainy weather. The poemuses simple language to highlight how the accumulation of cloudsleads to showers and how the showers lead to the blossoming ofplants.

Afterreading the poem, a discussion on nature can be initiated with thelearners. The discussion could start by describing what nature is andthe various vocabularies related to nature. Another point to focus onwould be the structure of a Haiku poem. Discuss with the learners thedifferent themes that can be presented using Haiku poems.


  • Discuss the various vocabularies related to nature

  • Discuss the structure of the poem and inform students about the general structure of a Haiku poem

  • Analyze the number of stanzas and syllables. Discuss the effect on the poem’s rhythm

  • Ask the learners to come up with a Haiku about any topic that interests them

  • Ask the learners to identify some of the powerful words in their Haikus

Onthe Ning Nang Nong&nbsp

Poet:Spike Milligan

Curriculumlink: Geography, science, art

Onthe Ning Nang Nong&nbspWherethe Cows go Bong!&nbspandthe monkeys all say BOO!&nbspThere`sa Nong Nang Ning&nbspWherethe trees go Ping!&nbspAndthe tea pots jibber jabber joo.&nbspOnthe Nong Ning Nang&nbspAllthe mice go Clang&nbspAndyou just can`t catch `em when they do!&nbspSoits Ning Nang Nong&nbspCowsgo Bong!&nbspNongNang Ning&nbspTreesgo ping&nbspNongNing Nang&nbspThemice go Clang&nbspWhata noisy place to belong&nbspisthe Ning Nang Ning Nang Nong!!&nbsp

Thisis a nonsense poem and offers a great opportunity for the tutor toassess whether the learners can effectively respond to nonsensepoems. To find out what the children think the poem is about, theyshould be allowed draw what they think Ning Nang Nong place lookslike. The learners can also be allowed to dramatize the poem as theyread it. While listening to the poem, the learners could be allowedto highlight the rhyming words


  • Analyze the poem’s structure with specific focus on rhyme. What effect does it achieve?

  • Ask learners to identify the rhyming words

  • Play the recording of the poem to the learners and ask the learners to focus on the feelings of the speaker. Is it a happy or sad poem?

  • Analyze the number of stanzas and syllables. Discuss the effect on the poem’s rhythm

  • Display the poem on a projector and ask the learners to alliterative phrases. What do they notice about the order of the alliterative?

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