권혜경영어도서관연구소

Publication Details

Sylvia van Ommen (2005) Sweets WingedChariot Press ISBN 1-905341-02-4

The Author:

Sweets is Sylvia van Ommen's first book; she also has a series of other books written in her native language, Dutch. She is a 26 year-old graduate of the Academy of Art in Kampen, a medieval city in the Netherlands.

Sweets has already achieved cult status in van Ommen's native Holland and in 2005 it was published in Japan, where again it was highly acclaimed.

Sweets was listed in the under- fives section on Radio Four's Front Row Picture Book Round-Up. An audio recording of the book, in Dutch, is available on the WingedChariot website.

Curriculum Context

Although this book may be regarded as a book for readers in KS1, its profound content makes it highly appropriate for KS2 as well. The story explores the topics of life, death and friendship and will stimulate discussion about these issues and ideas.

At KS1 the story provokes questions about friendship and the simple pleasures of life; there are many themes that could be explored in a cross curricular way:

• Talk to develop thinking
• Describing personal, or imagined, experiences
• Telling stories, both real and imagined

Cross-curricular links to literacy, PHSE, mathematics, science and art are possible using the story as a starting point.

At KS2 the story may also be used to develop children's critical thinking skills and philosophical thought. It deals with and provokes discussion about the big issues of life and death. Teachers using this book can encourage children to:

• Talk for a range of purposes

• Make a range of contributions in discussions, articulating thoughts and ideas

• Make reasoned evaluative comments in response to others

Synopsis
Two friends, a rabbit and a cat, text each other and agree to meet in the woods to chat, eat sweets and drink coffee. As they talk, they come onto the topic of their friendship and ask questions about their lives and what may happen after they are gone.

In a whimsical and heart-warming tale we meet these two very human animals.

Sweets is a black and white book, that is full of imaginary colours and warmth. Just as some books leave the 'imaginary gap' in the written text, van Ommen leaves this gap in both picture and text.

It is left to the reader to think and reflect on what has happened and the questions raised by the discussion between the two characters.

Themes and Issues

• Life
• Death
• Friendship

Setting
Sweets is set in a town and wood or park, where the animals meet to have a picnic. We see the interior of a home and the buildings in a town, but mostly the setting is a wooded grassland area and an imaginary 'heaven'.

Teaching Suggestions:

Aims:

• To encourage discussion on sensitive issues such as death
• To develop thinking skills and the ability to reflect on the nature of human relationships

Key Stage One:

Discussion topics for PHSE:

• Look at the cover of the book.
  • What do you think the story will be about?
  • Working with a friend, make a list of possibilities.
  • Will it be a sad story or a happy one?
  • Challenge children by asking them to explain reasons for their ideas.

• What makes a friend?
  • Make a list of qualities and put them into order of importance.
    • Draw a picture of a friend and label it with three of their best qualities. (You might want to support the activity by providing words such as loyalty, helpful, supportive, for example.)

• Describe a time when you were lost.
  • How did you feel?
  • What happened?

Literacy:

• One sweet is described as being as 'blue as the sky.'
  • Make a list of different colours and think of different similes to describe them.
  • Write a rainbow poem and type it out in the different colours.

• Plan a picnic. Make lists of what will be needed and appoint class members to organise the different aspects.

• Write thought bubbles for the front cover of the book and for the last pages.

• Suggest names for the two characters.
  • Would common pet names such as 'Fluffy' or 'Whiskers' be appropriate?
  • Why not?
  • Working in small groups, make a list of suggestions and then vote for the most popular.

Mathematics:

• Using coloured sweets make sets of different colours.
  • Take a survey of the members of the class to find out their favourite colour and why.
  • Make a bar graph to display this information.

Science:

• Make a list of sweets that come in different colours such as jellybeans, jellybabies, Smarties, wine gums, midget gems and predict which ones will melt in hot water. Test the theory and record the results of the changes.
  

Art:

• Draw copies of either the cat or the rabbit.
  • Colour using different media such as, chalk, paint, pastels, crayons, felt tips, gel pens, coloured pencils, or crayons.
  • Evaluate the different effects and the colours used.
  • Alternatively cut out the drawings and stick onto a photographed landscape.
  • What are your impressions?

Key Stage Two:

Discussion topics for PHSE:

• Discuss the idea of an after-life in relation to beliefs in different religions. For example, the Egyptians believed that they took their possessions with them to another life, while Hindus and Buddhists believe in reincarnation.
  • Discuss in pairs, then groups and report in a whole class setting.

• This book reflects on life after death. As the main characters are a cat and a rabbit, although humanised, it raises the question –
  • Do animals have souls?
  • Discuss this topic and the ideas of heaven.
  • What would your idea of heaven be?

• Discussion may also focus on loved ones who have passed away. Children may sometimes seem to be pragmatic about these things but may also wish to discuss their emotions in a sensitive and supportive setting.

English:

• Look at the description 'as blue as the sky'.
  • Can you think of alternatives for this? Using metaphors as well as similes describe the environment the two animals are experiencing. Make a list of similes for the different colours and then a similar metaphor.

• Look at page 13 – 'he speed ahead, leaving his pesky pursuers far behind. He's outsmarted them once again.'
  • Who are the pursuers?
  • Why are they pursuing him?
  • What would happen if they caught him?
  • This page seems out of context with the rest of the story. Why?
  • Write the rest of the story as if it is an adventure story.
  • What will happen to Cat?
  • Will his pursuers catch up with him today? Tomorrow?

• Write this scene as if it is a newspaper report. Cat has been hounded by a gang of other animals and the local press report on the consequences. Remember to answer the 'Who? What? Where? When? How?' questions.

• Design an advertising campaign for a sweet.
  • What would be the best selling points?
  • What factors need to be taken into consideration? Colour? Taste? Attractiveness? Cost? Availability?
  • Examine the wrappers of different sweets and the information given on the wrapper. Are any words common to all the labels?

• Look at the text and the impression of the simple font.
  • Take four different pages in the text and try writing the text in different fonts to convey the feelings evoked. For example the more philosophical pages may be written in a joined up handwriting while the pursuit could be recorded in a more angular font.
  • Discuss the effects.

• Write a letter from the cat to the rabbit with a list of things he would miss about his friend if they were never to meet again.
  • What would you miss most about your best friend if you were separated forever?

Science:

• Sweets are not healthy foods to eat. Discuss this and design a poster to advertise healthy foods such as fruits and vegetables.

• The book depicts the cat and rabbit with bicycles. Why is exercise important? Keep an exercise diary for a week to see how much exercise you take. How many minutes a day or week? Research into the different types of exercise and the benefits. The class could be divided into groups to research the different forms of exercise such as:
• Swimming
• Tennis
• Running
• Football
• Rugby
• Athletics

Other sports may be suggested by the children but groups need to be three or more of mixed ability. Groups can then present their findings to the class in the form of a PowerPoint presentation or as a non-fiction text.

Art:
Look at the last illustration in the book, showing both animals relaxing under a tree.

• Copy and colour this picture and discuss whether the colour adds or detracts from the simplicity and style of the illustration.
• What are the advantages and disadvantages of colour? Make a list and evaluate the effects.
• Also look at line and form and how the artist achieves perspective in her drawings.

ICT:

• Give each child a different page to copy and, using a digital camera, photograph each picture in sequence. Project unto the Interactive White Board (IWB). Each pupil has to read the text to link with their picture. Alternatively, in groups ask each group to draw a six picture storyboard with the same characters and write captions for each picture. They then present their story on the IWB by taking photographs, saving into PowerPoint and projecting unto the screen.

Further Ideas
The publishers offer a number of related ideas linked to this book, including a reading by the author and her husband in the original Dutch on:

Sweetssupport.pdf

Developed by Heather Forest

Enthusiastic Listeners Create Great Storytellers!

It's more fun to tell a story it is evident that the listeners want to hear it.

Observable Traits of an Enthusiastic Listener

An alert, enthusiastic listener apparently focuses attention on the speaker, and responds appropriately to dramatic or comedic moments in the communication with silence, laughter, and body language. This type of active listening encourages the communicator.

A listener may be paying attention and yet not seem to be so. This rubric assesses the observable traits of a listener whose intention is to encourage a speaker by showing interest.

Listening Skills Assessment (All of the Time = Competency)

Once someone has become an alert, competent listener, it is possible to assess how much of communication has been comprehended.

Evidence Of Story Listening Skills

Voice Mechanics

Speaks with an appropriate volume for the audience to hear. Employs clear enunciation. Uses non-monotonous, vocal expression to clarify the meaning of the text.

Face/Body/Gesture

Expressively uses non-verbal communication to clarify the meaning of the text.

Focus

Concentration is clear.
Eye contact with audience is engaging.
Maintains a charismatic presence in space (stage presence).

Characterization

If dialogue is employed, characters are believable to listener. Storyteller's natural voice is differentiated from character voices.

Use of Space:

Storyteller seems comfortable, relaxed and confident in front of listeners. Storyteller maintains clear spatial relationships for characters and narrator.

Pacing:

The story is presented efficiently and keeps listeners' interest throughout.

Performance Skills Rubric

	Beginner	Intermediate	Proficient	Accomplished
Voice Mechanics
Facial Expression
Body Language & Gesture
Focus
Characterization
Use of Space
Timing/Pacing

Effective Storytelling Composition

Basic Story Structure

Story has a clear and engaging opening.
Story's sequence of events is easy for the listener to follow.
Story's ending has a sense of closure.

Words

Teller's choice of language is descriptive and articulate.
If dialogue is employed, the teller's character text is clearly differentiated from the narrator's text so that the listener understands who is talking.

Innovation

Teller employs a unique or creative use of language, sound, or body language.
Teller creatively presents the sequence of events.
Teller's perception of the meaning of the story is artfully expressed or suggested through the telling.

Storytelling Compositional Skills Rubric:

	Beginner	Intermediate	Proficient	Accomplished
Story Structure
Words
Innovation