CHANDLER UNIFIED SCHOOL DISTRICT

SUGGESTED RESOURCE GUIDE FOR REQUIRED TEXTS

EXTENDED TEXT: Lon Po Po: A Red-Riding Hood Story from China Ed Young I-13: 9780698113824
Title Author ISBN

GRADE LEVEL: 1st (Read Aloud)

SYNOPSIS:
Lon Po Po: A Red-Riding Hood Story from China is a Chinese version of the traditional story Little Red Riding Hood. Three
sisters, Shang, Tao, and Paotze, defend themselves against a frightening wolf while their mother is away visiting their
grandmother.

School Library Journal

Grade 1-5-- A gripping variation on Red Riding Hood that involves three little sisters who outsmart the wolf ( lon or long in
Cantonese) who has gained entry to their home under the false pretense of being their maternal grandmother ( Po Po ). The
clever animal blows out the candle before the children can see him , and is actually in bed with them when they start asking the
traditional ``Why, Grandma!'' questions. The eldest realizes the truth and tricks the wolf into letting them go outside to pick gingko
nuts, and then lures him to his doom. The text possesses that matter-of-fact veracity that characterizes the best fairy tales. The
watercolor and pastel pictures are remarkable: mystically beautiful in their depiction of the Chinese countryside, menacing in the
exchanges with the wolf, and positively chilling in the scenes inside the house. Overall, this is an outstanding achievement that will
be pored over again and again.--John Philbrook, San Francisco Pub. Lib .

Award-winning artist Ed Young illustrates, with characteristic flair and energy, the ancient Chinese version of the favorite fairy tale
"Little Red Riding Hood". Young's vibrant, yet delicate, pastels and watercolors add drama to the deftly translated story. "An
extraordinary and powerful book".--Publishers Weekly. Full color. 1990 Caldecott Medal book.

BACKGROUND:
 Lon Po Po: A Red-Riding Hood Story from China: is the winner of the 1990 Randolph Caldecott Medal.
 Information about Ed Young
o Ed Young is the winner of the 1990 Caldecott Medal. He has illustrated over 80 books and written seventeen
books. He credits the philosophy of Chinese painting as his inspiration. “A Chinese painting is often accompanied
by words,” explains Young. “They are complementary. There are things that words do that pictures never can, and
likewise, there are images that words can never describe.”

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 "Ed Young's Biography | Scholastic.com." Scholastic, Helping Children Around the World to Read and Learn |
Scholastic.com. N.p., n.d. Web. 2 May 2013. <http://www.scholastic.com/teachers/contributor/ed-young>.
o "About Ed Young." Ed Young. N.p., n.d. Web. 2 May 2013. <http://edyoungart.com/about.html>.

TEXT COMPLEXITY ANALYSIS:

Qualitative: An analysis of Lon Po Po: A Red-Riding Hood Story from China utilizing the Kansas Text Complexity:
Qualitative Measures Rubric of Literary Text yields:
 Meaning: High - Multiple levels of meaning/layers of complex meaning are developed within the book with
complex and rich illustrations providing perspectives of different characters in the story.
 Structure: Middle High - The narrative structure utilizes unfamiliar language with shifts in perspective based on the
characters through rich watercolor and pastel illustrations and text.
 Language: Middle High - Figurative and complex language used in the text (good mother, heart-loving, my little
jewels, gingko nuts). Language demands pull heavily from tier 2 words.
 Knowledge demands: Middle High - Life experiences portrayed in Lon Po Po explores multiple themes of varying
levels of complexity; experiences portrayed are uncommon to most readers.
Quantitative: The Lexile score of 670L places the text in the 2-3 grade level band. Scholastic Lexile provides a grade level
equivalent of 2.6, guided reading Level of S, and the DRA level of the text as 40.
Reader and Task: In considering the Reader and Task as outlined by the Kansas list, students will be drawn into the story
through the watercolor images used to illustrate the story. Inferences, connections and understanding of language
utilized should be part of the instruction. The engagement of the text will be with the rich illustrations and accompanying
text to develop perspectives of the characters.

MOTIFS AND THEMES:

Lon Po Po: A Red Riding Hood Story from China is about prudence, a series of events, and imagination. The genre of the story is
Fables, Folk Tales, and Myths with a realistic setting achieved through Ed Young’s dramatic use of watercolors. The heritage of
the text is Asian. The theme can be summed up by the following statement: “If you keep your wits when in danger, you can
survive and triumph.”
Young, Ed. "Lon Po Po: A Red Riding Hood Story from China by Ed Young // Review // Good Media, Good Kids." Good Media,
Good Kids. N.p., n.d. Web. 2 May 2013. <http://goodmedia.nd.edu/reviews/review.cfm?id=1541>.

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Chandler Unified School District Common Core Reading List
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LANGUAGE:

Vocabulary Acquisition and Use

Tier 3 Vocabulary Figurative Language
Tier 2 Vocabulary (if applicable)
 latch (p. 2)  most clever  hemp strings  “tangible symbol for our
 dusk  directly  gingko nuts darkness” (dedication
 disguised  overjoyed page)
 embraced  fetched  “all the chicks are in
 surprised  halfway the coop”
 journey  pretended  “skin is so tender”
 rushed  tumbled  “water for a taste”
 plump  furious  “one thought in his
 claws  “not fail” (p. 26) mind”
 eldest (p. 3)  strength  “one gingko nut and you
 route (p. 6)  higher, highest (p. 24) will be well again”
 cunning (p. 8)  moment  “he broke his heart to
 brittle (p. 14)  peacefully (p. 25) pieces” (p. 24)
 delighted
 begged
 paced
 tasty

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 Conventions of Standard English or Knowledge of Language focus standard:
Standard Standard Text Description of where and how it fits with the extended text
Code
CC1.L.6 Use words and This standard could be embedded throughout the lessons.
phrases acquired example:
through P. 3-4 Why did the wolf disguise himself as an old woman?
conversations, P. 7-8 Why did the wolf blow out the candle when the sisters let him in the door?
reading and being P. 9-10 Why did the wolf say “All the chicks are in the coop,” and what does that mean in the
read to, and story?
responding to texts, P.11-12 “Why did Shang say your hand has thorns on it when she touched Po Po’s hand?
including using Why did Shang light the light and the wolf blew it out?
frequently occurring P. 13-14 Why did the clever sister ask the wolf if he had tasted gingko nuts? What happened
conjunctions to next in the story? What word might you use to describe what Shang did?
signal simple “Trick”
relationships (e.g., P. 15-16 Why did the sisters climb up the gingko tree?
because). How did they “trick” the wolf?
P.17-18 Why did the wolf’s mouth water for a taste?
P. 19-20 Why do you think the wolf was overjoyed to get the basket for the sisters?
P. 22-23 Why do you think the sisters let go of the rope when Shang coughed?

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COMPANION TEXTS:

Additional versions of Little Red Riding Hood for comparison

Label Difficulty:
 Advanced
A short description of the text
Text Title and Author  Grade Level
and how it relates to the extended text
 Meant for
Scaffolding
1. Red Riding Hood by James Marshall These are several versions of Little Red Riding Various levels of scaffolding
2. Little Red Riding Hood by Trina Schart Hood to use for comparison. will be needed based on the
Hyman text
3. Little Red Riding Hood by Davis McPhail
(vocabulary rich)
4. Little Red Riding Hood The Brothers
Grimm (darker traditional version)
5. Little Red Riding Hood retold by Candice
Ransom
6. Honestly, Red Riding Hood was Rotten
The True Story of Little Red Riding Hood
as Told by the Wolf by Trisha Speed
Shaskan (wolf’s perspective)
7. Little Red Cowboy Hat by Susan Lowell
(Saguaro cactus and Southwest flair)
8. Pretty Salma A Little Red Riding Hood
Story from Africa by Niki Daly (African
version)

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Chandler Unified School District Common Core Reading List
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STANDARDS-BASED ACTIVITIES:
ACTIVITY #1
RESOURCES:
 Lon Po Po: A Red-Riding Hood Story from China by Ed Young
 Chart paper to construct a literacy chart
STANDARDS ADDRESSED:
 CC1.RL.1 Ask and answer questions about key details in a text.
 CC1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
 CC1.RL.3 Describe characters, settings and major events in a story, using key details.
DESCRIPTION:
1. Read Lon Po Po: A Red-Riding Hood Story from China by Ed Young. Discuss details of the story and note information.
Ask students to retell the events of the story moving from the beginning, middle, and end.
Chain of events:
 Beginning
 Middle
 End
2. As a shared writing activity, record on the literacy chart details gfrom the beginning, middle, and end. Reread the sections
with the students’ help.
3. Fold a paper into three equal sections. Have students draw details of a scene from the beginning, middle and end of the
story. Add supporting text to retell beginning, middle, and end.
Beginning Middle End

(Space for drawing) (Space for drawing) (Space for drawing

Ex. The mother went to visit grandmother. Ex. The wolf disguised himself as an old
The three daughters stayed home. woman to trick the three girls.

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ACTIVITY #2
RESOURCES: Lon Po Po: A Red-Riding Hood Story from China
STANDARDS ADDRESSED:
 CC1.RL.3 Describe characters, settings and major events in a story, using key details.
 CC1.RL.7- Use of Illustrations and details in a story to describe character, setting and events.
DESCRIPTION:
1. Read Lon Po Po A Red-Riding Hood Story from China by Ed Young. Discuss details from the story. Identify the characters in
the story and post details in a literacy chart in the classroom.
 Characters:
 Setting:
 Problem:
 Solution:
2. As a shared writing activity, record on the literacy chart characters, setting, problem and solution. To increase student
engagement, students record information on 3 x 5 index cards or sticky notes. Students label or write a sentence to explain the
picture drawn. This information is then added to the literacy chart.
Examples:

Shang Tao
The wolf (character)

Paotze Mother Problem

3. Reread the sections on the literacy chart with the students’ help.
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Chandler Unified School District Common Core Reading List
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 ACTIVITY #3
RESOURCES:
 Lon Po Po: A Red-Riding Hood Story from China
 Website links listed below
STANDARDS ADDRESSED:
 CC1.RL.3. Use illustrations and details in a story to describe its characters, setting, or events. Describe characters,
settings, and major events in a story, using key details.
 CC1.SL.2. Ask and answer questions about key details in a text read aloud information presented orally or through other
media.
 CC1.SL.4. Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.
DESCRIPTION:
Discuss the type of art that Ed Young used to create the watercolor and pastel images in Lon Po Po.

Focus discussion on students’ describing the people, places, things, and events depicted through the text and the watercolors.

The following links contain examples of the illustrations Ed Young creates in Lon Po Po.
http://edyoungart.com/Lon_Po_Po.html

The National Center for Children’s Illustrated Literature hosts a website featuring Lon Po Po as a Caldecott winner.
http://nccil.org/experience/artists/Young/index.htm

The artist’ website provides some background on Ed Young/s career and artistic development and influences.
http://edyoungart.com/about.html

This website displays some of the artwork from the book with a description of panel pictures.
http://www.vickiblackwell.com/lit/lonpopo.html

You Tube: Interview with Ed Young 8/12/2008

The illustrator talks about the art in the middle grade book, Shanghai Messenger. Lovely pastel images add to the beauty of the text.
http://www.youtube.com/watch?v=HAnqcDm6eMU

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WRITING PROMPTS:
Narrative Prompts:
o DOK 2: After sharing Lon Po Po and reviewing the watercolor and pastel illustrations, students draw a picture and
write a story of their own version.
o DOK 1: Another option: Students use watercolors to paint or pastels to draw a scene from the story and write details
to describe the scene after completing activity 3.

Research Prompts:
o DOK 1:Use the Internet to learn about Ed Young’s life and artistic style.
o DOK 2 Research wolves online. Discuss how the artist used the image of the wolf on each page and what feelings
the pictures generate. For example, on the dedication page, a cross between an old woman and wolf can be seen.
Why did the illustrator include these images and how do they make you feel? On page 1 and 2, the panel pictures
appear as the head of the wolf.

ADDITIONAL TEACHING RESOURCES:

Audio file for Little Red Riding Hood at the Internet Public Library 2 site:http://www.ipl.org/div/storyhour/goose/ridinghood/
 "Lon Po Po by Ed Young." Vicki Blackwell's Internet Guide for Educators. N.p., n.d. Web. 2 May 2013.
<http://www.vickiblackwell.com/lit/lonpopo.html>.

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Bonus Activity1:
Compare and contrast the traditional European Red Riding Hood story with Ed Young’s Lon Po Po.
 Texts: Lon Po Po and another version of Little Red Riding Hood [see above]
STANDARDS ADDRESSED:
 CC1.RI.3 Key Ideas and Details: Describe the connection between two individuals, events, or pieces of information in a
text.
 CC1.RI.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences in between two text on the same
topic.
 CC1.RL.7 Use of Illustrations and details in a story to describe character, setting and events.
 CC1.RL.3 Describe characters, settings and major events in a story, using key details.
DESCRIPTION:
1. Begin by sharing a traditional version of Little Red Riding Hood. Ask students to retell the events of the story moving
from the beginning, middle, and end. Identify the characters in the story and post details in a literacy chart in the classroom.
 Characters, Setting, Problem, and Solution
 Chain of events:
 Beginning
 Middle
 End
2. Share Lon Po Po: A Red-Riding Hood Story from China Ask students to retell the events of the story moving from
the beginning, middle, and end. Identify the characters in the story and post details in a literacy chart in the classroom.
 Characters, Setting, Problem, and Solution
 Chain of events:
 Beginning
 Middle
 End
3. Compare the two versions utilizing a Venn diagram or Double Bubble Map. Discuss the similarities and differences
that exist between two versions.

The website contains graphics that compare the two texts side by side.
http://literacylessonsforall.wikispaces.com/Little+Red+Riding+Hood+-+Lon+Po+Po

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Bonus Activity 2:
RESOURCES: ReadWriteThink Lesson Plan: Comparing Fiction and Nonfiction with "Little Red Riding Hood Text" Sets
http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-fiction-nonfiction-with-889.html?tab=4

"Comparing Fiction and Nonfiction with "Little Red Riding Hood Text" Sets - ReadWriteThink." Homepage - ReadWriteThink. N.p.,
n.d. Web. 2 May 2013. <http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-fiction-nonfiction-with-
889.html?tab=4>.
Additional comparison sites: http://literacylessonsforall.wikispaces.com/Little+Red+Riding+Hood+-+Lon+Po+Po
 Comparing two versions of the tale:
 Little Red Riding Hood (Hyman, 1983)
 Lon Po Po: A Red-Riding Hood Story from China (Young, 1987)

Bonus Activity 3:
Learning Outcome - Compare the actions and motivations of the wolf with the actions and motivation of the girl named Shang in
order to analyze the theme of Lon Po Po @ http://www.readworks.org/sites/default/files/bundles/lessons-grade3-[field_unit-title]-
read-aloud-lesson.pdf

Bonus Activity 4:
The following link will take you to a document entitled, Different Lands, Similar Stories. Pages 13-24 contain read aloud lesson
plans for Lon Po Po. Available at: http://www.p12.nysed.gov/engageny/k-2-curriculum/G1_D1_Anthology.pdf

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