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Good Little Wolf (2011)

by Nadia Shireen(Favorite Author)

3.79 of 5 Votes: 5

ISBN

1780080018 (ISBN13: 9781780080017)

languge

English

genre

Fantasy

publisher

Jonathan Cape (PB)

review 1: This is a good twist to the traditional story containing the Big Bad Wolf. We meet Rolf the Wolf who does not conform to the stereotype by not eating people or blowing their houses down. When he meets another wolf who challenges him to partake in traditional big bad wolf activities he fails miserably. However when asked to eat his best friend he turns and attacks the big bad wolf!I found this book very funny and enjoyed reading it to the class. It manages to teach the moral of being yourself in a humorous way. It is suitable for both KS1 and the Foundation Stage and can be used within a unit of work showing alternative endings to traditional tales.
review 2: The Good Little Wolf by Nadia Shireen is a story about a young wolf that prefers to eat vegetables rathe... morer than grandmothers. After a discussion with his grandmother, the Good Little Wolf goes for a walk in the woods and he meets the Big Bad Wolf. The Big Bad Wolf attempts to teach the Good Little Wolf how to be a ‘proper’ wolf. He tells him he should blow houses down, eat grandmothers and howl at the moon. The Good Little Wolf tries to be ‘proper’ wolf but instead of howling the Good Little Wolf whistles and he couldn’t blow the little piggy’s house down. When the Big Bad Wolf tells the Good Little Wolf to eat his grandmother, the Good Little Wolf ties the Big Bad Wolf up in his grandmother’s pink wool and claims he’s already a proper wolf. The Big Bad Wolf promises that he will stop eating people... tomorrow. I particularly like this book; firstly because of the varying images included in the book. These illustrations form part of the story in instances when the text is not present. This allows the children to decide what happens in the story for themselves; this creates different possibilities. In addition, the story links to other tales such as the 3 Little Pigs and Red Riding Hood. This allows the reader to relate to the story, making it more accessible. This story also has an ending that is open to interpretation from the reader. As the text is not present, the reader can decide what the picture illustrates. This leads to a possible sequence of lessons within a class for a writing lesson. Within this sequence of the lessons, appropriate for Year 2 children and possibly younger children, the teacher could begin with reading the story to the class and making predictions as they go along. The second lesson could involve recapping the story and creating a story map in order for the children to consolidate their understanding of the story. The next lesson could involve role-play using props, again to enhance their understanding of the story. Next in the sequence could include a trip to the Zoo in order to see the wolves in reality so that the children have something to relate to and it gives the tale a purpose.The next part of the sequence could include discussing the trip to the zoo, focusing on the wolves and creating a spider diagram of adjectives that the children have collectively thought of to describe the wolves. Next, would be some independent writing using the adjectives that the class had collected. These could be simple sentences to increase their knowledge of the animal and give the story a foundation. The next lesson could, again, involve role-play in the form of hot seating. This would involve the children talking with their partners to think of some questions that they would like to ask the wolf.Next, they children could draw pictures of the characters and label them with how the character may be feeling during the story or additional adjectives. Lesson nine could use the story as a foundation for learning about story conventions such as ‘once upon a time’. This lesson could also use the other fairytales the story relates to as further evidence. Lesson ten could focus on the different endings that the children believe could happen as the story ends on a cliff-hanger letting the reader decide for themselves. Towards the end of the sequence of lessons the children could discuss what happens next in terms of discussing if the wolf kept his promise to stop eating people or not. The teacher could begin this by instigating shared writing, showing vocabulary tables to improve the children’s sentences. This could lead to independent writing; this could lead to the children writing their own stories and making them into books which could be placed in the book corner or made into ‘big books’. This will ensure that the children are able to use their stories after they are finished. less

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