2. o Kevin Henkes was born in November of 1960 in Racine, Wisconsin. o He was a an avid reader at a young age, visiting the local library with his family on a regular basis and checking out books to take home. o Henkes also decided at an early age that he wanted to become an artist and enjoyed visiting the local art museum as well. o Henkes was inspired by the artistic works of Garth Williams and Crockett Johnson.Garth Williams Crockett Johnson. o When Henkes was in high school, one of his teachers encouraged him to develop his writing skills in addition to his artistic ability. It was at this time that he began to consider a career as an author and illustrator. o Kevin attended college at the University of Wisconsin where he majored in Art.

3. o Henkes travelled to New York in the summer before his junior year in college in search of a publisher. He interviewed with Susan Hirschman. He returned with a contract for his first work. o Henkes first published book was All Alone, published in 1981.All Alone o Henkes has now published 28 picture books, 6 novels, and 1 anthology. o Many of his works have earned him prestigious awards such as the Caldecott Honor, awarded for Owen, the Newberry Honor, awarded for Olive’s Ocean, and American BookSellers Book of the Year Award for Lilly’s Purple Plastic Purse. Caldecott HonorOwenNewberry HonorOlive’s OceanAmerican BookSellers Book of the Year AwardLilly’s Purple Plastic Purse o For a complete list of Henkes’ work see slide # 10.slide # 10 o Henkes now lives in Madison, Wisconsin with his wife and two children.

4.  Henkes is praised mostly for the way his characters are portrayed in a child-like way, and yet a believable way.  Henkes says that when he is working on a book, the text and words are always written before he works on the illustrations.  Kevin’s most important story element to develop when in the initial stages of his writing is character. He says, “Books begin with character; character is the seed from which a book grows.”  Kevin uses his own childhood memories and experiences to develop events and emotions in the lives of his characters.  Kevin’s desire for his books and characters is that they be believable and convincing to his readers.

5.  Henkes is also known for his use of mice in the role of a child in his “Mouse Books”. Characters such as Lilly, Chrysanthemum, Julius, and Owen are a few examples. These characters are designed to allow young children to relate to the emotions, situations, and personalities that they experience.  Themes among these characters are:  Henkes also uses the above themes in his human chacters in books like The Biggest Boy, and novels such as Two Under Par, Sun and Spoon, and The Birthday Room.The Biggest BoyTwo Under ParSun and SpoonThe Birthday Room  Henkes likes to take his time with his work. “I write very, very slowly. Sometimes it will take me a week to write one paragraph” (p. 72; Something About the Author, Vol. 207). Imagination Bravery Self-esteem Friendship Anger Death/tragedy/loss Individuality Imaginary friends Anxiety Similarities & differences Diverse families

6.  Henkes uses primarily watercolor paints and black ink for his illustrations.  In books such as Sheila Rae, The Brave and Owen (and other Mouse stories written and illustrated by Henkes)…  The black pen is used to create thin lines. This leaves much room for details to be included. The pictures in these books are more life-like.  There is also a common use of diagonal and curved lines that gives each book and character a sense of movement. This adds to the mood of the books, which included lively, energetic children (mice)!  The joyous, life-like feel of these illustrations can also be attributed to Henkes’ use of bright variations of colors.  The combination of color and lines in these stories draw children into the story by creating an atmosphere that is inviting and intriguing to them.  Henkes’ use of lines and color across all of his works Invite children into a world of fun, adventure, and every day life situations!

7.  In Kitten’s First Full Moon, Henkes experiments with black and white illustrations and the use of Gouache and colored pencil.Gouache  Contradictory to his preference for thin lines and bright colors, Henkes felt that color was unnecessary in this story, and in fact imagined it in black and white from day one.  Henkes said that he “liked the idea of having a white moon, a white cat, and a white bowl of milk surrounded by the black night.” (Harper Collins Publishers Website).  Henkes uses thicker and more varied lines in this story for simplification. Instead of his usual crow-quill pen, he chose to draw with a brush to allow him more flexibility with definition.  Another of Henke’s more recent works in which he used a similar technique is Old Bear. He returns to his use of watercolor, but continues to work with thicker lines. He does this to make the story simple, but also to illuminate the dream-like mood of the bear.  His use of color in this story particularly is interesting because he portrays the four different seasons using four distinct sets of colors.

8.  The main theme that will be explored throughout this study in a kindergarten classroom will be: Finding Value in Self and Everyday Life We will also look at the synergy created through the relationship between Henkes’ words and illustrations.  The unit will be precluded by a study of story elements focusing on character. Students will participate in character sketch activities as a whole group, and as individuals for a character of their choice from a book that we have previously read.  Students will be introduced to seven of Henkes’ picture books throughout the unit. We will begin with All Alone to introduce students to Henkes as an author and illustrator. Before proceeding to the next story, we will take some time to research Kevin Henkes through a couple of different sources, including his own website as well as a class PowerPoint.  We will also discuss the ways that the boy in the story is discovering how special he is through spending time alone and reflecting on his feelings, emotions, and imagination interacting with the environment around him.  We will continue our study with the four Mouse stories Wemberly Worried, Sheila Rae, The Brave, Lilly’s Purple Plastic Purse, and Owen. We will explore the development of character in these stories and how we can relate to the experiences and emotions that they have. We will also discuss Henkes’ purposeful way of writing these characters into life specifically for us, the readers.

9.  As we move through our unit, we will read Kitten’s First Full Moon and Old Bear. As we read Kitten’s First Full Moon our focus will be on the difference between these words and illustrations versus those of the mouse stories that we read previously. We will discuss Henkes’ use of color (black and white) and line and the mood of the story created through these things. We will follow with Old Bear and compare and contrast it with “Kitten”. Students will explore the use of line and color to portray the elements of story (particularly setting and character). Students need to begin exploring these themes and elements in their own writing and illustrating. As they learn about developing character and using artistic techniques they will begin to see themselves as writers.  At the end of the unit students will be invited to develop a character of their own. Their character will have one important lesson that he/she learns about themselves or life. Students will compose their own short piece and complete illustrations to accompany that reflect their desired mood. Evidence of understanding of the use of line and color at a beginning level will be expected.  It is our desire that students will recognize and appreciate the opportunity to enjoy reading by relating to the characters in a story. Also to reflect on the author’s purpose in creating the characters and the author’s artistic practice through relating text and illustration.

10. Picture Books: All Alone (1981) Margaret and Taylor (1983)t and Taylor (19 Bailey GoeBailey Goes Camping (1985) WeekenWeekend with Wendell, a (1986) Grandpa and Bo (1986) Sheila Sheila Rae, the Brave (1987) Once ArOnce Around the Block (1987) Chester's Way (1988)Way (1988) Jessica (19Jessica (1989) Shhhh (1989) Julius, the Baby of the World (1990), the Baby of the Wor Chrysanthemum (1991) (1991) Owen (1993) BigBiggest Boy, the (1995) Good-bye, Curtis (1995) So Happy! (1995) Lilly's Purple Plastic Purse (1996)ly's Purple Plastic Purse (1 Sun and Spoon (1997) Circle Dogs (1998)cle Dogs (1998) Oh!Oh! (1999) Wemberly Worried (2000)ied (2000) Sheila Rae's PepSheila Rae's Peppermint Stick (2001) Owen's Marshmallow Chick (2002)arshmallow Chick (20 Lilly's Chocolate Heart (2003) Heart (2003) Wemberly's Ice-Cream Star (2003)Cream Star ( Julius's Candy Corn (2003)s Candy Corn (2003) Kitten's First Kitten's First Full Moon (2004) Lilly's Big Day (2006)6) Novels: Two Under Par (1987) Zebra Wall, the (1988)e (1988) Words of Stone (1992)ds of Stone (1992) Protecting Marie (1995)otecting Marie (1995) Birthday Room, the (1999) Olive's Ocean (2003) Anthologies: 20th Century Children's Book Treasury, the (1998) Return to slide # 3

11. Summary: Have you ever wondered when you are all alone about what you really hear, look, and see? Well, Henkes gives you a little insight into all the sorts of things that you could pretend to do when you are alone. Henkes takes you back to your childhood days of imagining and being thoughtful of those that still are in their childhood. His watercolor illustrations come to life and leave you wondering and pretending on the page with them. All Alone Teaching Ideas: After reading the story to my students, I would have them collect their writing notebooks, pencils and crayons. We would then make our way outside to the openness of the world. I would have each child pick their “alone” spot and just sit down. I would ask them to refer back to the story of what it was like for the boy in his alone time. What did he see, feel, hear, smell or even taste? Then I would ask the students to sit alone and wonder what they individually see, feel, hear, smell or even taste in the world around them at that very moment. In kindergarten, if it is the beginning of the year, the students could just illustrate their thoughts since they are not writing at that particular time. I could even do small groups at various times and then sit with the individual students and write for them what they drew in their notebooks (conferencing with individuals during this time). Of course if the book is used later in the year, the students could do both write and illustrate. NCSCOS Connection: Science Objectives-Kindergarten: 3.03 Describe how objects look, feel, smell, taste, and sound using their own senses. Language Arts Objectives-Kindergarten: 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences). 4.03 Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. 4.06 Write and/or participate in writing behaviors by using authors' models of language.

12. Summary: Sheila Rae wasn’t afraid of anything. She was brave and fearless and would tell everyone else she was. She was until one day when she decided to walk home a new way from school. She tried to get her little sister Louise to go with her, but Louise said she wasn’t as brave as Sheila Rae. Shelia Rae set out on her new and brave adventure. She was fine until she started noticing that nothing looked familiar. Sheila Rae then discovers she is not as brave and fearless as she thought. That is until her little sister appears and tells Sheila Rae she knows the way home. Louise then takes on the role of the brave and fearless. Once they are home, Sheila Rae tells Louise that she is the one that is brave and fearless. Louise then looks to Sheila Rae and states, “We both are” as they entered backwards with their eyes closed into the house. SHEILA RAE, THE BRAVE NCSCOS Connection: HEALTHFUL LIVING – Kindergarten: COMPETENCY GOAL 1: The learner will develop knowledge and skills to enhance mental and emotional well-being. 1.01 Identify specific feelings by name and demonstrate the ability to verbalize feelings in an appropriate manner. 1.02 Demonstrate the ability to accept and act on personal responsibilities. Social Studies Objectives-Kindergarten: 5.01 Locate and describe familiar places in the home, school, and other environments. 5.02 Create and interpret simple maps, models, and drawings of the home, school, and other environments. Teaching Ideas: After reading the story, I would follow up with a discussion of the book. Then, I would ask the students if courage is the same thing as bravery? Next, I would ask the students if they could recall a time when they thought they were brave/courageous in someway. We would then proceed to play The Brave Game. I would have a little flag labeled BRAVE. The game is played the same way as hot potato. Have some music on and pass the flag. When the music stops, the child holding the flag would have to recall out loud a time when he/she was brave/courageous. As each child is stating their moment, I would dictate on chart paper what he/she said. We then would be able to take our brave/courageous moments and turn them into a shared LEA story. Another possible idea would be for Social Studies. I would invite students to create maps of their travel route from home to school. This could be a family homework activity. Encourage students to label major streets, landmarks, and community areas.

13. Summary: Owen and his yellow fuzzy blanket were inseparable. Everywhere and everything that Owen did, his yellow fuzzy blanket did with him. Owen had had the blanket ever since he was a baby and he loved it with all his heart. The next door neighbor, Mrs. Tweezers decides to tell Owen’s parents he is too old to be carrying around that blanket anymore. Mrs. Tweezers is being over helpful in trying to help his parents in getting rid of the blanket. Finally, Owen’s mom has a brilliant idea in how Owen can always keep a part of his blanket with him no matter where he is going or what he is doing. Henkes definitely finds the true meaning in keeping close what is most important to you. Owen NCSCOS Connection: HEALTHFUL LIVING – Kindergarten: COMPETENCY GOAL 1: The learner will develop knowledge and skills to enhance mental and emotional well-being. 1.01 Identify specific feelings by name and demonstrate the ability to verbalize feelings in an appropriate manner. 1.02 Demonstrate the ability to accept and act on personal responsibilities. Social Studies Objective-Kindergarten: 1.01 Describe how individuals are unique and valued. Teaching Ideas: Before reading this book, I would invite students to bring a special or treasured item to school for show and tell (if you don't have time to share, you could also have students draw pictures of special items). I would use our discussion of the items to help students build background knowledge for the story. After reading the story, I would revisit the students’ individual items and have them discuss with me if their items are as special to them as Owen’s fuzzy blanket was to him. Next, I would have the students write their own story about their very special/treasured item (recalling where and when they got it, who bought it for them, where do they take or use the item, what do they do with the item and even why it is so special). Then I would give each child their own little yellow square piece of felt, so he/she could be reminded of Owen and hopefully share it with their family.

14. Lilly’s Purple Plastic Purse Summary: Lilly loves all sorts of things. She especially loves school and her teacher. That is until the day Lilly decides to take her purple plastic purse and glamorous sunglasses to school to show everyone. Her teacher, Mr. Slinger, ask her to wait a little while before she would be allowed to show her new purse. Lilly can’t stand the wait and does something very awful to her teacher. Now Lilly is in a huge predicament when she comes to the realization that her teacher wasn’t being mean to her but instead he was attempting to handle the situation in a loving way. Lilly tries to punish her own self and needs to find a way to apologize to her teacher. Lilly’s mom comes to the rescue with a note and a tasty treat to send along with Lilly’s new story she writes about her wonderful teacher. Henkes’s unique and lively watercolor paints outlined with a black pen bring Lilly and the story brilliantly to life. Henkes manages to convey a life lesson of making a mistake and needing to make it right in this very simplistic yet “spunky” picture book. Teaching Ideas: After reading the story, I would follow up with a discussion of the book. Then we would take on character role play. I would have different synopsis for my students to volunteer to take on the role of Lilly and how she might have reacted. Then we would reverse the roles and try to demonstrate a possible better or more proper way of how to react in the situations. Another idea with the story could be to revisit the stories of Sheila Rae the Brave and Owen and see if the students could work in collaborative groups of 4 or 5 to see if they could brainstorm and then demonstrate how the characters from those stories might have reacted emotional different to the situations than Lilly. The collaborative groups could come up with their own way of demonstrating their ideas either writing, illustrating or acting it out in someway. NCSCOS Connection: HEALTHFUL LIVING – Kindergarten: COMPETENCY GOAL 1: The learner will develop knowledge and skills to enhance mental and emotional well-being. 1.01 Identify specific feelings by name and demonstrate the ability to verbalize feelings in an appropriate manner. 1.02 Demonstrate the ability to accept and act on personal responsibilities.

15. Summary: Wemberly was a little girl mouse who worried about everything from big things to little things and even all the things in between. Then one day it was time for Wemberly to start school and that made her worry and worry. Wemberly even worried on the way to school. When she got to school the teacher knew just who Wemberly needed to meet, another little worried mouse named Jewel. Things started off a little worrisome but by the end of the day the two girls weren’t worried as much. Wemberly left school not worrying about all the things that had bothered her before. She even tells her teacher not to worry that she would be back the next day. Henkes does an awesome job of writing and illustrating this vibrant and appealing book of coping with worries for little ones everywhere to connect to. Wemberly Worried NCSCOS Connection: HEALTHFUL LIVING – Kindergarten: COMPETENCY GOAL 1: The learner will develop knowledge and skills to enhance mental and emotional well-being. 1.01 Identify specific feelings by name and demonstrate the ability to verbalize feelings in an appropriate manner. 1.02 Demonstrate the ability to accept and act on personal responsibilities. Social Studies Objective-Kindergarten: 1.01 Describe how individuals are unique and valued. Teaching Ideas: After reading the story, I would ask the children to recall the different things that Wemberly worried about in the book and record their responses on chart paper. Then I would Review the list with the class. Ask them if they ever have similar worries. Engage the class in a discussion about their worries. Next, I would solicit opinions about Wemberly's experience at school. What caused Wemberly's worries about school to go away? Then I would ask the class to recall events that helped their worries about school to go away and do they think that Wemberly will continue to worry? What might she worry about now that she has completed her first day of school? After our discussion, we then would partner up with a classmate. The two partners would then share something he/she worries about or has worried about before. I would then have the students to write down their worries on a piece of paper. We would take all the worries and place them in my worry jar. I would tell them at the end of our author study, we would revisit the worry jar to see if any of their worries were no longer bothering them.

16. OLD BEAR Summary: Old Bear is all snug and cozy asleep for the winter. He doesn’t notice all the things that are happening around him but he is aware of what he is dreaming. Old Bear is dreaming of the good old days when he was a cub and what the wonders of the world were like when he was young. Henkes takes you through a beautiful watercolor painted story of the four seasons of Old Bear’s life when he was young. Teaching Ideas: After reading the story, I could take to different approaches with the book. One approach could be to research bears through non-fiction books, magazines, videos and incorporate the research with an internet workshop on brown bears. This would lead us into creating together a shared non-fiction writing on brown bears. A second approach would be to discuss the four seasons through the eyes of the bear. We could investigate with other various animals what happens to them in the different seasons just like the bear in this story and then write our own fiction story from the animal(s) point of view. Or we could brainstorm what we know occurs in the different seasons and make a LEA of the four seasons. Students could even possibly make their own individual four season stories. NCSCOS Connection: Social Studies Objective-Kindergarten: 5.04 Recognize and explain seasonal changes of the environment. Science Objectives-Kindergarten: 1.01 Observe and describe the similarities and differences among animals including: Structure. Growth. Changes. Movement. 1.02 Observe how animals interact with their surroundings. 1.03 Observe the behaviors of several common animals. Competency Goal 2: The learner will make observations and build an understanding of weather concepts.

17. Kitten’s First Full Moon Summary: It was Kitten’s first time ever seeing a full moon. She thought it was a little bowl of milk in the sky waiting for her to drink it. Kitten tried everyway possible to get the little bowl of milk just waiting in the sky. Kitten continued to pursue the bowl of milk and even happened upon a pond that she thought was a big bowl with the reflection of the moon in it. Much to Kitten’s regret, she once again had no luck of getting to the bowl of milk. In the end after continued pursuit had failed in Kitten’s eyes, she became discouraged and tired and journeyed home to find her bowl of milk waiting for her. Teaching Ideas: After reading the story, we would reflect on the story and discuss how persistent the kitten was in trying to obtain the bowl of milk and all that he went through in attempting the task. Next, I would ask the children to brainstorm something that they have desired or longed to get. Then, I would have the students tell me what it is they desire individually and I would write their responses on chart paper. I would ask them first to go to their seats to brainstorm ideas of what they would or could do to obtain the desired object. Then after they have brainstormed, I would look at pairing students up in groups or partners if any had the same desire. I would then proceed to have the students to work in their groups or partners to share their ideas and try to brainstorm other ideas to solve their situation of obtaining their desire. The students, with their group or partners, could then on poster board draw what it is that they desire, and then they could draw and/or write all the different solutions they came up with in trying to figure out how they could obtain their desire. The poster then could be broken down into sections and made into a book similar to the kitten story with the students coming up with their own animal characters. NCSCOS Connection: Social Studies Objectives-Kindergarten : 2.04 Analyze classroom problems and suggest fair solutions. Math Objectives-Kindergarten: 1.03 Solve problems and share solutions to problems in small groups. Language Arts Objectives-Kindergarten: 3.01 Connect information and events in text to experience. 3.02 Discuss concepts and information in a text to clarify and extend knowledge. 4.01 Use new vocabulary in own speech and writing. 4.03 Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. 4.06 Write and/or participate in writing behaviors by using authors' models of language.

18. Videos of Kevin Henkes - Click on this link to view multiple videos of Kevin accepting awards, being interviewed, and discussing his books!Videos of Kevin Henkes The Teaching Books Blog - This is a web blog that invited Kevin to be a guest blogger. He discusses his work on his newest book, Little White Rabbit.The Teaching Books Blog Kevin’s website: http://www.kevinhenkes.com/young.asp http://www.kevinhenkes.com/young.asp

19. 19  Clean Enough - Winner of the CCBC Choices 1982.  Bailey Goes Camping - Winner of the CCBC Choices 1985.  Grandpa & Bo - Winner of the CCBC Choices 1986 and the Council of Winconsin Writers Picture Book Award.  A Weekend with Wendell - Winner of the CCBC Choices 1986 and Children's Choices 1987.  Once Around the Block - Winner of the CCBC Choices 1987 and the Library of Congress Best Books of the Year.  Sheila Rae, the Brave - Winner of the CCBC Choices 1987  Chester's Way - Winner of the CCBC Choices 1988 and the ALA Notable Children's Books 1988.  Jessica - 1989  Shhhh - Winner of the CCBC Choices 1989  Julius, the Baby of the World - Winner of the ALA Notable Children's Books 1990, Booklist Editors Choice 1990, CCBC Choices 1990, and the Horn Book Fanfare 1990  The Biggest Boy - Winner of the CCBC Choices, 1995  Good-Bye Curtis - Winner of the CCBC Choices 1995  Circle Dogs - Winner of the CCBC Choices 1998 and the Charlotte Zolotow Award: Highly Commended 1999.  Oh! - Winner of the CCBC Choices 2000  Owen - Greenwillow Books, 1993  Wemberly Worried - Winner of the ALA Notable Children's Book 2000, CCBC Choices 2001, IRA Children's Choices 2001, IRA Teachers' Choices 2001, Parenting Magazine Reading Magic Award 2000, Publishers Weekly Best Children's Books 2001, School Library Journal Best Children's Books 2001, and WLS Outstanding Children's Books 2001.  Olive's Ocean - Was a Newbery Honor Book in 2004 This list obtained at http://www.paperbackswap.com/Kevin-Henkes/author/http://www.paperbackswap.com/Kevin-Henkes/author/

20. Harper Collins Publishers: Authors Henkes, K. (2011, April 5). Guest blogger: kevin henkes [Web log message]. Retrieved from http://forum.teachingbooks.net/?p=4964 Retrieved from http://forum.teachingbooks.net/?p=4964 Henkes, Kevin. (1981). All Alone. New York, NY: Greenwillow Books. Henkes, Kevin. (1987). Sheila Rae, The Brave. New York, NY: Greenwillow Books. Henkes, Kevin. (1993). Owen. New York, NY: Greenwillow Books. Henkes, Kevin. (1996). Lilly’s Purple Plastic Purse. New york, NY: Greenwillow Books. Henkes, Kevin. (2000). Wemberly Worried. New York, NY: Greenwillow Books. Henkes, Kevin. (2004). Kitten’s First Full Moon. New York, NY: Greenwillow Books. Henkes, Kevin. (2008). Old Bear. New York, NY: Greenwillow Books. Kevin Henkes’ Author Website Microsoft,. (2011). Bing videos. Retrieved from http://www.bing.com/videos/watch/video/meet-kevin-henkes-and-little-white- rabbit/5460974f8a98faddba1a5460974f8a98faddba1a- 890080330775?q=Kevin+Henkes+video&FORM=VIRE2 Something about the Author. Vol. 207. Detroit: Gale, 2010. p66-73.Something about the Author Stan, S. (1991). Kevin Henkes. Retrieved from http://www.education.wisc.edu/ccbc/authors/henkes/main.asp http://www.education.wisc.edu/ccbc/authors/henkes/main.asp Wikipedia