Leaf

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This unit is perfect if you are looking to study books which have more acceptance, tolerance and inclusion as their theme. Will the animals learn not to ‘judge a book by its cover’? What could the animals have done to change things?Discuss possibilities and/or roleplay different outcomes.

Play ‘Find my Voice’ by tapping a child’s shoulder to hear their character’s thoughts and feelings. On a given signal, bring your freezeframes to life, allowing children to move, speak and show what happens next. Invite children to explore what happens when ice cubes float in water. How long does it take the icecubes to melt? Why doesn't Leaf's iceberg melt on its way to the forest, do you think? This is a beautifully illustrated book, full of vibrant colours and simple, yet emotive language. It would be perfect for initiating discussion relating to global warming, displacement, exclusion, family and journeys. Double spread 2 – Where does the polar bear set up his home? Which word or phrase tells you that the animals were wary of the bear? Look at the illustration – what do you notice about the size of the polar bear? What animals can you see in the picture? How do the colours used to depict the bear’s cave compare to the colours used for the animals and foliage?Eventually, the other animals of the wildwood learn that Leaf just wants to go home. An icy place which is melting, which is how he ended up drifting so far away and ending up in the wild wood. But every child is different, so feel free to adapt our activities to suit their interests and abilities! When a polar bear arrives unexpectedly in the woods, the animals fear and avoid him, suspecting him to be dangerous - and his habit of collecting leaves only adds to their distrust. Then one day, they watch as he attempts to fly over the water with wings made of colorful leaves...just trying to go home.

He fails, of course, but at last the others listen to his tale of separation, misery and loneliness. Look at Henri Rousseau’s piece of artwork called ‘Surprised!’ How is the artwork in this story similar to this painting? How is it different? Can you recreate Rousseau’s painting using oil pastels? Try to write your own cinquain poem based on this book. A cinquain is a non-rhyming poem with five lines. Each line has a set number of syllables: Explore the impact of global warming on the environment, animals and habitats around the world. Hold a class debate – should we change and mend our ways to reduce the effects of global warming or continue as we are?

Show children the front cover of the book . Who do you think this animal could be, and where is he? A forest isn’t an environment that’s usually associated with polar bears….! Working in small groups, decide who will roleplay the bear and who will be the other animals. Create freezeframes showing the animals ignoring the bear. How will you use your body to show how your character feels? The animals who live nearby are frightened of the stranger. They call him Leaf, because of his habit of collecting plants, but nobody is brave enough to speak to him – until the bear makes a pair of leafy wings and tries to fly. Leaf spends his days, alone in his dark cave. The animals are afraid of him and run away when they see him, they don’t talk to him but they talk about him. Leaf is created using an array of mixed media. I worked in pencil, pen, watercolour and gouache as well as ink. After I paint and draw all my elements the spreads were composed in Photoshop and cleaned up there. I really enjoy working in this collage way as it allows my maximum freedom and it's easy to make changes to colour and composition any time.

Double spread 10 – Can you explain the phrase ‘the sea spat him out’? What impression does this give you of the sea? How do the colours used reflect the nature of the sea? Would the illustration have been as impactful if the sea colour was a light, sparkling blue? Find one adjective used to describe the crows. How would the story have changed if the crows had spoken to him at the beginning, when he arrived? What might the polar bear be thinking and feeling? Girls Who Draw Masquerade exhibition :: Leeds, Sep/Nov 2013Mythical Creatures :: Here Gallery, Bristol UK, Feb 2013 Why not try using a ‘double bubble map’ (Hyerle) to compare and contrast this story with ‘Journey’ by Francesca Sanna or ‘Beegu’ by Alexis Deacon? How are the stories similar? How are they different? What themes do they share in common? Which did you prefer and why? Put the names of the stories in the central two bubbles. In the circles that link to both central bubbles, note the similarities between the stories. The circles that link to only one central bubble are for you to record the differences between the stories.

When you’re ready to share the story, read it all the way through for enjoyment, then re-read it, taking time to look more carefully at the pictures and discuss your responses Use the globe to show children where the northern forests are. Describe the trees and animals that live there. How did the bear come to be in this forest, do you think? Discuss your ideas and the questions you might want to ask this bear. Separate bonus document containing guided reading questions, for the teacher to discuss with the class during a read aloud or whole class guided reading. Now ask children to write about the moment shown in the picture. Encourage them to involve their readers by using vivid words, descriptions and ideas. Double spread 4 – Why do the animals name the bear Leaf? Can you think of another name for the bear? Why might the seagull think the polar bear is a ghost? What sort of voice might the badger have? Write a letter from the polar bear, persuading the other animals to let him stay. Look at the illustration – is there anything amusing or unusual occurring?