Once+Upon+a+Time,+The+End++Asleep+in+60+Seconds

Author: Geoffrey Kloske Illustrator: Barry Blitt
 * //Once Upon a Time, the End: Asleep in 60 Seconds//**

A desperate father shortens stories, twists the nursery rhymes, and adds his own messages while reading at bedtime to a child that refuses to go to sleep. Annotation from Virginia State Reading Association http://www.vsra.org/VRC/primary_annotations08.htm

Themes:
 * Bedtime
 * Nursery rhymes
 * Fairy tales

Curricular Connections/Activities:


 * Read the original story, “The Three Little Pigs.” Then read “The Two Little Pigs” found in //Once Upon a Time, The End.// You could also look at the following:
 * //The True Story of the Three Little Pigs// by Jon Scieszka (told from wolf’s point of view)
 * //The Three Pigs// by David Wiesner
 * //The Three Little Javelinas// by Susan Lowell (Southwest version)
 * //Three Little Cajun Pigs// by Mike Artell (Cajun version)
 * //The Three Little Pigs and the Fox// by William Hooks (Appalachian version)
 * //The Three Little Rabbits// retold by Ivan Gantschev (Balkan folktale)
 * //The Three Little Hawaiian Pigs and the Magic Shark// by Donivee Martin Laird

Make a chart comparing the stories among several characteristics (i.e. main characters, number of characters, point of view, plot elements, length, ending, moral, etc.) (Reading 1.9, 2.8)

Comparison charts- Inspiration 8.0 chart and PDF version

You could do this with any of the stories:
 * “Goldilocks and the Bears” from //Once Upon a Time, the End//
 * //Dusty Locks and the Three Bears// by Susan Lowell (Western-style version)
 * //Jolie Blonde and the Three Heberts// by Sheila Bollins (Cajun version)
 * //Leola and the Honeybears// by Melodye Rosales (African-American retelling)


 * Students could read the various fairy tales and nursery rhymes contained in the book ahead of time through book centers. Then as they listen to //Once Upon a Time, the End//, students would identify what the author left out of the story. (Oral Language K.3, 1.1, 1.3, 2.2, 2.3; Reading K.8, 1.9, 2.5, 2.7, 2.8)


 * Read another fairy tale or nursery rhyme not contained in the book. Have students shorten the story so that the author could include it in the book. Students would have to pick out the most important details from the story in order to summarize. (Reading 1.9, 2.8)


 * Have students write a fairy tale. (Writing 1.12, 2.11, 2.12)


 * Give students a portion of the book ahead of time and have them read the selection to the class. (Oral Language K.1, K.3, 1.1, 1.3, 2.1, 2.3)

Related Resources:
 * Fairy Tale Report Handout-- http://www.abcteach.com/FairyTales/character.htm
 * Fairy Tale Elements Rubric-- http://www.abcteach.com/FairyTales/fairy_tale_rubric.htm
 * Unitedstreaming™ Videos
 * __The Three Little Pigs__ (12:00) The classic story, with a contemporary bend, of the three little pigs threatened by a hungry wolf whose favorite food is pig. Grades K-2
 * __Goldilocks and the Three Bears__ (8:00) Three bears come home from a bicycling trip through the woods to find a little girl “all nice and cozy and fast asleep” in Baby Bear’s bed! Grades K-2
 * __Chicken Little__ (11:00) The classic story of Chicken Little and her bird-brained friends who think the sky is falling. Grades K-2
 * __The Little Red Hen__ (7:23) An industrious hardworking hen teaches her friends a thing or two about helping out in this classic story. Grades K-2