Children in grades K-2 will love Deep in the Woods. As the folk tale opens, a cute, inviting little house sits empty and sad, deep in the woods. However, the house won’t be alone for long! A mouse stumbles upon the house, cleans it until it is squeaky clean, and moves in. But even the mouse won’t be alone for long! Page by page, other animals come knocking on the door, asking to live in the house. There is room for all of them, and the animals sing and dance and play into the night. However, when big brown bear comes knocking on the door, the animals tell him the house is too full. Big brown bear’s determination to get inside wreaks havoc on the little house, leaving the animals with a big problem to solve.
A modern version of a Russian folktale, Deep in the Woods is a wonderful story about friendship, sharing, problem-solving, and cooperation. Additionally, the book’s colorful and vibrant folk art brings the characters to life and adds a distinct richness to the tale. With its melodic writing, positive themes, and incredible pictures, Deep in the Woods is one of my new favorite folk tales.
Additionally, there are many ways K-2 teachers could use Deep in the Woods in the classroom:
• To teach students about folk tales: Teachers could provide a mini-lesson on folk tales, explaining that they are stories passed down through many generations to entertain, teach a lesson or teach people about their history. After reading the book aloud, the teacher could have the students discuss why the author wrote this story. What was his purpose? What was he trying to teach us?
• As part of a mini-lesson on problem-solving and cooperation: After reading the folk tale aloud, the teacher could engage the students in a discussion about problem-solving and cooperation, asking questions such as “What is the problem in this story?”, “How did the animals solve the problem?”, and “How could the animals have solved the problem earlier?”
• As part of a mini-lesson on using selective repetition in fiction writing: When each animal sees the house, it notices the house’s “nine neat windows and red front door”, says the house looks like the “perfect home”, and asks the other animals “have you got room?”. Before reading the story aloud, the teacher could ask the students to pay attention to the authors’ words, listening to see if he uses the same words or sentences throughout the book. After reading the tale aloud, the teacher could have the students discuss what they heard. They could also discuss what they think about this type of writing. Does it help the reader? Does it make the story more interesting or easier to follow? Why or why not?