Lost and found

Jeffers, O. (2006). Lost and found. Hammersmith, London: HarperCollins
ISBN # 978-0-00-715036-6
This awesome book is about the boy who found a penguin at his door. The boy thought that the penguin was lost. So he decided to help the penguin finds its way home. Since the boy didn’t have ideas where penguins came from, he asked all creatures everywhere but he didn’t find an answer. He soon discovered that penguins live in the South Pole. The boy’s problem is how to get there. He asked the big ship to bring them to the South Pole but his voice was too tiny to be heard. So together, they decided to row all the way to the South Pole in good or bad weather for many days and nights. When they reached there, the boy was delighted and helped the penguin moved out from the boat. He said goodbye and floated away. But as the boy drifted away, he saw the penguin is sadder than ever. He then thought and realized that the penguin was not lost, but was just lonely. Quickly he turned his boat and headed back to South Pole. But when the boy arrived, the penguin is nowhere to be found. He kept searching but nothing works. Feeling sad and dismayed, the boy set off and headed back home. But as he sailed towards the deep, he saw something was floating ahead. And he found out that it was the penguin. Together, they headed home talking wonderful stories all the way.
For me this is one of the best books I ever read. Content is easy to follow and words are simple and repetitive with rhythmic pattern. It is highly interesting for small children because it is a book about animals and friendship. The illustrations or pictures are colourful that it will draw children’s attention. It is neither too bright nor too dull or boring. The medium used for the illustration is watercolor paint. The book has engaging illustrations with few words which is just right for the children who are learning to read stories. I was drawn to it because of its simplicity and childlike drawing. The mood evokes perseverance (in the sense that the boy didn’t give up finding ways and means to help the penguin finds its way home and rowing for many days and night and in good or bad day, even the waves looked like mountains), friendship, and care for others (because the boy was helping the penguin and when he realized that the penguin was not lost but just lonely, he rowed back to get the penguin and bring it back to his home).


Provocations:
A week before the storytelling of this book, provocations will be given. First day, the teacher will hang the poster of the penguin at the ceiling. It should be large enough to get the children‘s attention. Second day, the teacher will hang the poster of the boy the same place where the penguin was hanged. Next day will be iceberg in the sea, and fourth day, will be the poster of a row boat. The fifth day I will hang the sign “Welcome to the South Pole. Another way to provoke this story is to hang the stuffs of penguin and the boy on the rain stick. While the children lay down during their naptime, the teacher will pretend that the penguin and the boy will have a nap to each of the child for few minutes. The stuffs will touch the children’s arms pretending the penguin and the boy sleeps with them. After, the penguin and the boy might wake them up by tickling their tummy, feet, hands, arms and shoulder. And one’s tickled, they have to get up.
Presentation:
1. Story Scroll
One way of presenting the story is the use of a story scroll. The story scroll is made up of cloth with illustrations from the story. As the teacher opens the scroll in front of the children, the teacher will create a story where it came from. ” The prince and princess from ‘Readerland’ are sending us something to enjoy. Do you know what it is?” The children will then make a guess. The teacher will tell the children that there is a sticky note that says:
Dear readers,
We are so glad that you love reading a book. As your price, we sent to you our favourite book because we want to share to you the story. We love reading this story every day. Hope you will also enjoy it.
Love,
Prince Buck and Princess Let
The teacher will then read the story. She may chunk and stop somewhere and ask question that will create wonder to children.

2. Story Basket
The basket is covered with a piece of cloth just enough to hide the items inside. This will create wonder and motivate the children to sit and listen because the children may be excited what’s inside. The teacher may use her own words to tell the story. She/he will pull one item at a time depending on what she need. Inside the basket are:
- Stuffs of penguin, boy, and bird
- A small box for boat or a paper boat
- A little suitcase, a small book, small rubber duck, a styrofoam and small umbrella
- Aqua blue and brown scarves
- A cut outs of sun, stars, and moon


3. Clothesline Story
In this way, the teacher will display the clothes with illustrations from the book one at a time by hanging it on the clothesline. The teacher will show the illustration one at a time as she/he tells the story. Only illustrations are on the clothes, and no words. The teacher needs to memorize the story. If ever she will get lost, she can read the line of the story written at the back of each illustration. When the story is finished, the children can see the clothes hanging on the clothesline. They can see the flow of the story from beginning to the end. The materials for this kind of presentation are clothes with illustration of every page and a metal clothesline. The illustrations have a magnet at the back.

4. The Magnet Pad and The Cookie Sheet
The cookie sheet will be the board for the story. The teacher will use the magnet pad for the different characters in the story like the penguin, the boy, the bird, and the rubber duck. The backdrafts are made out of bond paper with a picture of the boy’s house (day and night), the lost and found office, the park with trees, the sea with iceberg, and the South Pole. The teacher may include rice (as rain), green scarf (as ocean) and the box (as boat) that will row the story to the other side of the cookie sheet which is the South Pole. The teacher will attach the magnet pad as she/he tells the story and change the backdraft depending on the story being told.

Extension:
1. The children can sing a song about penguin:
Tune: Eency Weensy Spider Tune: I’m a Little Teapot
I’m a king penguin I’m a little penguin, on the ice
Black and white I think the cold is very nice
Living at the South Pole I can hop around, first once the twice
Day and Night Come and dance with me tonight
One big egg I lay
And fish I eat I’m a little penguin, round and fat
I hold my egg Here is my beak, here is my hat
Upon my feet Winter days are coming, hear me shout
Please don’t toss my mittens out
Tune: five little ducks
Five little penguins, I once knew
Fat ones, short ones, skinny too
But the one little penguin with a red bow tie
He led the others because he likes to slide
He led the others because he likes to slide

2. The children can dance and move like a penguin with the music played. They may waddle, fly, and pretend they slide on the ice and having fun. The children may use props like scarves to let them fly.
3. They can make an art about penguin. They may draw and colour it. They may use play dough to sculpt a penguin with the teacher’s assistance. While doing it, the teacher can tell something about the penguin’s distribution and habitat and why humans and penguin can be best friend. The teacher can read another story about penguin titled “My Personal Penguin” by Sandra Boynton. It is a short story that could enhance the importance of friendship. For the additional knowledge about penguin’s habitat and distribution, log on to: http://www.seaworld.org/animal-info/info-books/penguin/habitat-&-distribution.htm
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