Kenny is a little rabbit with a very big problem. His two best friends are heading into a battle of legendary proportions—with each other! In one corner there’s Grahame, a well-read and cultured dragon with sophisticated tastes. In the other there’s George, a retired knight and dragon slayer who would be content to spend the rest of his days in his bookshop. Neither really wants to fight, but the village townsfolk are set on removing Grahame from their midst and calling George out of retirement. Can Kenny avert disaster?
Tony DiTerlizzi puts a fun-filled, thoroughly theatrical spin on Kenneth Grahame’s classic tale of subterfuge and showmanship with this lighthearted romp of a retelling.
Kenny is a little rabbit with a very big problem. His two best friends are heading into a battle of legendary proportions—with each other! In one corner there’s Grahame, a well-read and cultured dragon with sophisticated tastes. In the other there’s George, a retired knight and dragon slayer who would be content to spend the rest of his days in his bookshop. Neither really wants to fight, but the village townsfolk are set on removing Grahame from their midst and calling George out of retirement. Can Kenny avert disaster?
Tony DiTerlizzi puts a fun-filled, thoroughly theatrical spin on Kenneth Grahame’s classic tale of subterfuge and showmanship with this lighthearted romp of a retelling.
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Overview
Kenny is a little rabbit with a very big problem. His two best friends are heading into a battle of legendary proportions—with each other! In one corner there’s Grahame, a well-read and cultured dragon with sophisticated tastes. In the other there’s George, a retired knight and dragon slayer who would be content to spend the rest of his days in his bookshop. Neither really wants to fight, but the village townsfolk are set on removing Grahame from their midst and calling George out of retirement. Can Kenny avert disaster?
Tony DiTerlizzi puts a fun-filled, thoroughly theatrical spin on Kenneth Grahame’s classic tale of subterfuge and showmanship with this lighthearted romp of a retelling.
Product Details
| ISBN-13: | 9781442436510 |
|---|---|
| Publisher: | Simon & Schuster Books For Young Readers |
| Publication date: | 01/24/2012 |
| Series: | Kenny Rabbit Series , #1 |
| Edition description: | Reprint |
| Pages: | 176 |
| Sales rank: | 212,419 |
| Product dimensions: | 5.10(w) x 7.50(h) x 0.30(d) |
| Lexile: | 820L (what's this?) |
| Age Range: | 8 - 12 Years |
About the Author
#1 New York Times bestselling author and illustrator Tony DiTerlizzi has been creating children’s books for over twenty years. From fanciful picture books like The Spider & the Fly to chapter book series like the Search for WondLa, DiTerlizzi imbues his stories with a rich imagination. With Holly Black, he created the middle grade series the Spiderwick Chronicles, which has sold 20 million copies, been adapted into a feature film, and been translated in over thirty countries. The Norman Rockwell Museum’s exhibition “Never Abandon Imagination” featured artwork from the beginning of DiTerlizzi’s career as a contributing artist for Dungeons & Dragons and broke attendance records. He has been featured in Time magazine and USA TODAY and on CNN, PBS, NPR, the BBC, and the Today show.
Read an Excerpt
I. That Devil Scourge
Kenny's father burst into the kitchen, panting heavily. His ears twitched. It was suppertime, and Kenny's mom was making her family's favorite, corn chowder. The soup's heavy aroma swirled about as the farmer moved through the room.
"Pack all yer things! We're outta here! We're moving!" Kenny's dad hollered. He was a scraggly, hairy fellow wearing a wide-brimmed hat, and he was trying to catch his breath, as if he'd been running.
"Moving? Not now, mister," Kenny's mom eplied. "The corn's not boiling yet, the broth isn't quite right, and I still have to sew the patches on Kenneth's trousers for school tomorrow."
Kenny's dad paused, walked to the stove, dipped a finger in the pot, and agreed it still wasn't quite right.
"Get your dirty paws out of my chowder! Wash your hands, have some milk, and tell me what's got you so riled up." She ground a little pepper into her broth. Unlike Kenny's father, she was soft, round, huggable, and seemed to always be adorned in an apron with a spoon in hand.
Kenny's dad did as he was told. Then he stroked his ears and started: "This afternoon my eyes saw something I wish they'd never seen. I went to shepherd home the flock up on top of Shepard's Hill, where they had been a-grazin' all day. As soon as I get up there, I sees the sheep all huddled and quiet on the far side of the hilltop, and I think to meself, what in the world has got 'em so spooked? So I wander over to the other side of the hill, you know where them rocks and boulders are?"
"Mm-hmm. Here, taste this. Better?"
"Yes, much better. So I — "
"Hold on, dear. Kenneth! Get out here and set the table."
The wooden floorboards creaked as Kenny shuffled into the kitchen, his head buried in his book. He was reading a story about a giant, written by a man named Oscar. Without looking up, the small, skinny lad opened the cupboard and grabbed plates to place on the table.
"Not plates — bowls, Kenneth. I told you earlier we're having corn chowder tonight. Get your head out of the clouds, put the book down for a minute, and set the table properly." His mom snatched the book out of his paws and set it on the counter.
The wooden counter was dinged, scratched, and stained from years of use. Pots and pans hung from the ceiling, right above where Kenny's mom was cooking. She reached over and opened one of the numerous round windows to allow the cool country air into the kitchen.
"Don't you want to hear the rest of my story?" Kenny's dad whimpered through his milk mustache.
"Of course, dear. Of course. What did you find in the rocks?" his mom said as she tasted the soup.
"So there I am, climbin' up on them big rocks and boulders. All the while I'm thinkin' there must be a wolf, a lion, or a bear hiding in there. Remember I said I heard those weird whooshin' sounds coming from the hill last week?"
Kenny folded the napkins and placed them around the banged-up wooden table. "I remember that," he said. "I thought — "
"Hold on, son, hold on," his dad interrupted, waving his hands about. "So I make some noises of my own to see if I can spook it off. And that's when I saw it."
Kenny stopped setting the table and looked up. "Saw what?" The gears in the lad's brain began to turn. He realized his father's tale involved some sort of encounter with a carnivorous animal. Kenny figured he could determine just what his dad had seen based on the description. A lion was out of the question — they were too far east for lions. Wolves usually traveled in packs and were rarely seen in these parts, but bears did prefer rocky outcroppings and caves....
"Well, first I smell something burning. Not wood, but something smokylike. Then I see a pair of glowing eyes, and then a head, as big as this here table, peers out from an opening in the side of the hill, and it's covered in horns and scales and fur like a crocagator."
"You mean alligator," Kenny corrected him, though he wondered what sort of alligator had horns and fur.
"Exactly, but have you ever seen a blue alligator? With a neck like a turkey, and a body like one of them giant lizardy things in your books?"
"You mean dinosaurs, Dad? Those really did exist, you know. Scientists have even found their bones in old — "
"No, son. This wasn't one of them Brontosaurus rexes." His father looked him in the eyes. "It was like one of them flying things that eats pretty maidens and burns castles to the ground."
Kenny paused for a moment. It can't be, he said to himself. It couldn't be. He put the last of the silverware in its place on the table.
His father just sat there staring at him with his big eyes. Glancing over at his mother, Kenny noticed she had stopped cooking and was looking at them quietly while holding the ladle. He turned back to his father. "Dad, are you talking about a dragon?"
"Yes, son. I am talking about one of them dragons." He started pacing around the kitchen, waving his arms wildly. "It's taken up residence on the side of Shepard's Hill, and we gotta sell the farm and move before that devil, that scourge, comes down and burns everything right to the ground." Copyright © 2008 by Tony DiTerlizzi
II. Dishes and Homework
Not in a million years," Kenny's mom said. She then blew on her spoonful of soup and sipped it up.
"But Mom! It's a dragon! I wanna go see it before anybody else does!"
"Who knows what that thing could do to you? You could get bit, or scratched up, and it's probably carrying all kinds of diseases. Right, Pa?"
As usual, Kenny's father was much calmer now that he had eaten, and Kenny studied him as he started on his third bowl of chowder. The dainty wooden soup spoon looked odd held in his rugged, worn paws. In fact, the lad half waited for his father to lift the bowl up and slurp the remainder of the chowder. Instead he calmly said, "If Kit thinks he can handle the likes of a dragon, then I think we should let him. After all," he continued, winking at his son, "he ain't no little bunny anymore."
His mom folded her napkin and set it on the table. She sighed. "All right, but not until you finish the dishes and your homework."
"Awww! I can do those later. Lemme go now, pleeeease!"
"Dishes and homework first," she repeated as she pointed at him with her spoon.
Kenny cleared the table and cleaned the dishes in record time. As he finished drying the last of the soup bowls, he watched the sun sink lower and lower in the darkening sky.
When he was finished, he ran into his room and dumped his book bag upside down onto his bed. Textbooks spilled out, pencils rolled off onto the floor, and loose papers scattered like white leaves. Kenny shuffled through it all and picked up Stars and Their Constellations, the book he was supposed to do a book report on. It was his last assignment for the school year, and it would be an easy one for him, as he'd read the astronomy text front to back several times already — now he simply needed to write the report.
Or, he thought, with a little persuasion on my teacher, Mrs. Skunkmeyer, I could do an oral report instead, and I won't have to write anything...so technically, I'd be finished with my homework.
However, an oral book report meant going in front of the class and talking. The last time Kenny had done that, it was on the topic of "The Migration of the Ruby-Throated Hummingbird" for his science class, and it hadn't gone so well. One of his classmates had started snoring loudly, and another hooted, "Snoring! Boring!" bringing snickers to the entire room as Kenny tried to give his presentation. The other kids just didn't get excited about the stuff that he did. But honestly, who wouldn't be fascinated by the idea of a tiny bird flying all over the world by itself? If a little hummingbird could do that, well then...He paused in his thoughts, for there on the bookshelf, next to his copy of Amazing Hummingbird Stories was an old bestiary he had borrowed from his friend George.
He grabbed the leather-bound tome and opened it up. It smelled musty and old, and in one whiff, Kenny was back in George's dim bookshop in a beat-up armchair, surrounded by stacks of books. Even though the shop appeared messy, it was quite organized. Yet only George knew where everything was, as he hardly ever left his little literary sanctuary.
When Kenny would visit, the retiree would always recount a story about his past adventures, usually over a game of chess, and he had plenty of new and interesting books to show. Many times he would let Kenny borrow books from the store as long as he took good care of them and returned them in their brand-new condition once he was finished. Sometimes he'd just let Kenny keep them as a gift.
Kenny flipped through the yellowed pages of the bestiary. Albatross...bear...chimera..."Dragon!" he said aloud. Kenny hadn't finished this book yet and had read only some of the entries. The illustration for the dragon showed a vicious, sinewy, coiled monster belching white-hot flames.
An actual dragon, the young rabbit said to himself. It's like seeing a living dinosaur. Imagine bringing him to class for the science fair.
He turned the page, and there were more pictures. One was of an armored knight fighting a dragon. In one hand the knight held a shield, in the other a long lance, with which he was pinning the reptilian beast down to the blackened, scorched earth. Fallen knights littered the background. A little gear in Kenny's mind clicked into place. "Maybe I can do my report on this bestiary instead — and add my own field observations," he said, slamming the book shut and shoving it into his worn leather book bag. "I better get prepared."
Dashing through the house, Kenny grabbed a pot, a pan, some rope, an old broom, and a garbage can lid. He strapped the blackened frying pan to his chest using the rope and his belt. Placing the pot on his head, he rolled up the sleeves to his flannel shirt and grabbed the broom, the lid, and his book bag as he headed for the door.
His mother and father were sitting in their rockers on the front porch. His dad was smoking his after-dinner pipe, while his mom was stitching a patch onto the knee of Kenny's trousers. Without looking up, she said, "I'm glad those are play clothes you're in. Homework finished?"
"Yes, Mom," Kenny replied, taking a lantern and hooking it to the handlebar on this bike.
"Be careful, Kenneth. I hope you know what yer doin'," his father said. He sucked on his pipe and rocked slowly in his chair, watching the sun set. "And tell that varmint not to eat any of my sheep."
Kenny turned to his dad as he climbed onto his bicycle. "I'll be fine, Pop. This is most likely an Olde-World wyrm. They're cold-blooded, so they are very slow once the sun goes down. I can outrun him any old day, should it come to that. Either way, I aim to find out just who he is, where he came from, and what his intentions are."
"Don't be out too late," his dad replied, but Kenny had already sped out of sight. Copyright © 2008 by Tony DiTerlizzi
Reading Group Guide
Reading Group Guide for
Kenny & the Dragon
Kenny & the Book of Beasts
By Tony DiTerlizzi
About the Books
When Kenny Rabbit learns that a real dragon may be living on his family’s property, he sets out in a homemade suit of armor to vanquish the beast. Instead of a fire-breathing, princess-devouring scourge, he encounters Grahame, a dragon with a love for poetry and crème brûlée. The unlikely pair become fast friends, and all is well until the townspeople discover that a dragon is among them. In the follow-up, Kenny & the Book of Beasts, much has changed for Kenny Rabbit. No longer an only child, Kenny has twelve new sisters and lots of new responsibilities. He also has a whole group of friends, but lately they haven’t been hanging out very much. Even his friendship with Grahame is threatened when an old pal of Grahame’s starts monopolizing Grahame’s time. Kenny must learn not only what it means to have a friend, but how to be a good friend.
Discussion Questions
1. In the introduction to Kenny & the Dragon, readers learn that Kenny’s classmates describe him as “kind of out there.” Describe your understanding of Kenny. What are his strengths and weaknesses? What does the phrase “kind of out there” mean to you, and do you think it is a fair or appropriate way to describe Kenny? Explain your answer. How do you think Kenny would describe himself?
2. Reread chapter three, “Grahame Like the Cracker,” in which Kenny meets Grahame the dragon. What does Kenny expect to encounter once he locates the dragon? Why do you think he has that idea in his head? What does he actually experience once he and Grahame begin to talk to each other? What does Kenny learn in this chapter that changes his previous attitudes about dragons? Describe a time in your life when a situation turned out differently from what you expected. How did it make you feel?
3. When Kenny learns that the townspeople want to exterminate Grahame, he realizes that he must act to protect his friend. Why do the townspeople want to kill Grahame if they don’t even know him? Upon learning the news, why is Grahame unconcerned about people wanting him dead? How would you explain the “river-stone-stomach” feeling that Kenny is experiencing?
4. According to Google English dictionary, sensationalism is “the use of exciting or shocking stories or language at the expense of accuracy, in order to provoke public interest or excitement.” How does the news that a dragon is in their midst create sensationalism among the townspeople? Cite examples of sensationalism in chapter six. If the townspeople actually got to know Grahame, how might they describe him?
5. Discuss the meaning of George’s advice for Kenny: “In life, you must always plan your moves. Think before you act. Move toward a favorable outcome.” How does this advice guide Kenny in his task of saving Grahame from extermination? Can you name other occasions during either book when thinking before taking action is important? Give an example from your own experiences.
6. Throughout Kenny & the Dragon, it becomes clear that people and dragons are not always what they seem. When Kenny discovers that his friend George is a famous dragon slayer, he realizes it’s up to him to keep George from killing Grahame, or vice versa. Why doesn’t Kenny tell George about Grahame when he first learns that his old friend is a knight? When Grahame learns of the royal order to slay him, he scoffs, telling Kenny, “‘What does he know? When was the last time he sat down and talked to a dragon.’” Why is it important to get to know people before making personal judgements? How might you work to avoid making assumptions about others?
7. After Kenny witnesses the angry mob’s hatred in the tavern, his river-stone-stomachache is “starting to melt away to another feeling—a fiery feeling.” What do you think this “fiery feeling” represents? How does George’s willingness to talk to Grahame and “sort something out” demonstrate his friendship with Kenny? And how does it conflict with what others expect him to be, say, and do?
8. In Kenny & the Book of Beasts, some time has passed since Grahame and George staged a battle for the townspeople. How has life changed for Kenny, and how have these changes begun to make him feel? How do his family responsibilities affect his friendships?
9. Kenny dreams of hitting the open road, imagining that his friends and family will miss him when he leaves. What is making Kenny feel alone? Have you ever felt this way? If so, what did you do to share your feelings with others, or to change your situation?
10. When Kenny confides to his father that he’s upset about George leaving to work for the king, his father says, “‘That’s the thing about change, son. It happens whether you like it or not. You can spend yer time fightin’ it, or you can jus’ accept it. . . . Sometimes a bit of good comes with change.’” How do you feel about this statement? How might change bring good things? Describe a time in your life when an unexpected or unwanted change turned out to be a positive experience.
11. Discuss Eldritch Nesbit. How does she reveal her hatred for what she describes as “monsters”? Why might it be dangerous to claim that one “knows everything”? Explain your answers.
12. How does Eldritch attempt to sow doubt among the friends gathered at the dinner table? Why do you think she is trying to convince the king that Grahame is a threat? Discuss Eldritch’s reply to Kenny, who says that they want everyone to know the truth about dragons and other mythical creatures: “‘Facts to you are fiction to others. We see only what we want to see. . . . Are you a friend? Foe? Ruler? Subject? A monster or a savior? It is all in the eyes of the beholder.’” Discuss the differences between facts and opinions. How does Eldritch’s personal opinions about mythical creatures threaten the facts?
13. When Dante the manticore comes to live with the Rabbit family, Kenny becomes jealous and resentful of the lionesque creature. Why does Kenny feel threatened by Dante’s friendship with Grahame? Recall a time when you were excluded by a friend or group, or your circles of friends were changing. How did it make you feel? If you could go back to that time, what would you do differently? What advice would you give to Kenny?
14. How does Eldritch take advantage of Kenny’s anger and hurt feelings to advance her evil plan?
15. When Dante tries talking to Kenny, Kenny is unkind and rejects him, calling him a “beast.” Dante replies, “‘But do your words not sting? Is there not a biting tone in how you treat those who care about you? Are you not also capable of vicious things?’” How do Kenny’s emotions get in the way of listening to what Dante is trying to say? How does his anger and jealousy cause him to place both Dante and Grahame in danger?
16. Why does Kenny turn down the king’s offer to rewrite the bestiary?
17. Friendship is an important theme in these books. Discuss examples of how the power of friendship overcomes misunderstanding and hatred.
18. How does Kenny change over the course of the two books? What valuable lessons does he learn about friendship, responsibility, and change? Where do you think his next adventure might take him?
19. Accepting others who are different than you is an important aspect in both stories. What does it mean to be accepting? How do Kenny, his parents, Grahame, George, and the royals show acceptance for those who are different than themselves? What characters across both stories do not display this level of acceptance? Are there any characters who reflect both stances at various times? Discuss specific examples from both books.
20. The importance of reading, learning, and pursuing knowledge and truth appear throughout Kenny & the Dragon and Kenny & the Book of Beasts. What messages do you think the author is trying to convey?
21. How do both books celebrate the tradition of storytelling?
22. The author dedicates Kenny & the Dragon to his “little girl,” Sophia, with the message: “It’s what’s on the inside that counts.” Now that you have read and discussed both stories, what does this message mean to you? How do you think it’s reflected in the characters?
Extension Activities
1. Kenny & the Dragon is a retelling of “The Reluctant Dragon” (1898), a short story for children written by Kenneth Grahame. After reading Kenny & the Dragon, have students read the story that inspired the novel. Afterward, lead a class discussion about aspects of the short story that they see incorporated into the Kenny & the Dragon books. Ask them to think about what stories inspire them.
2. Throughout both novels, readers learn about a variety of mythical creatures, such as hippogriffs, hydras, unicorns, and, of course, dragons. Help students learn more about bestiaries by allowing them to visit these sites, which the author also used for research: The Medieval Bestiary (http://bestiary.ca) and T.H. White’s The Book of Beasts (http://digital.library.wisc.edu/1711.dl/HistSciTech.Bestiary). Challenge students to use these sites for inspiration and discussion before creating their own original creatures composed of at least three different animals. Collect all finished artwork in a class bestiary.
3. One of the things that Grahame and George have in common is their love of poetry. Poets such as Brontë, Wordsworth, and Whitman are referenced in the texts. Write the following Walt Whitman passage on the board:
“Happiness . . .
not in another place but this place,
not for another hour but this hour.
Ask students why they think the author included this line in the opening of Kenny & the Book of Beasts. Next, ask students to explain what the line means to them. Do a class brainstorming exercise in which they describe their definitions of happiness. Write student responses on chart paper. Then give students time to write a three- to five-line poem about happiness.
4. In Kenny & the Book of Beasts, Kenny and Grahame have a conversation about friendship as they gaze through a telescope at the night sky. Dante interrupts the conversation, asking,
“Have you identified any constellations? Leonis Minoris or perhaps Draco?” Share a star chart with the class and identify these constellations. Give students time to explore other constellations, focusing on how they are identified. Use this link to get started: https://spaceplace.nasa.gov/search/constellations/.
5. In both stories, it is assumed that Grahame is the last of his kind. Lead students in a study of animals currently on the endangered species list. Students can work independently, with a partner, or in a small group to gather and present information to the class about an animal that is bordering on extinction.
6. The author begins Kenny & the Dragon with the phrase “Many years ago . . .,” changing the expectation that readers might have about a fairy tale always beginning with the words “Once upon a time.” Have students write a short epilogue to the series, picking up where the author left off. Challenge students to begin their story in an original way while still establishing the time and setting.
This guide was created by Colleen Carroll, literacy specialist, curriculum writer, and children’s book author. Learn more about Colleen at www.colleencarroll.us.
This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes. For more Simon & Schuster guides and classroom materials, please visit simonandschuster.net or simonandschuster.net/thebookpantry.
Introduction
Discussion Guide
Kenneth is a little rabbit with a very big problem. His two best friends are heading for a battle of legendary proportions — with each other! In one corner there's Grahame, a well-read and cultured dragon with sophisticated tastes and no stomach for battle. In the other, there's George, a retired knight and dragon slayer who would be content to spend the rest of his days in his bookshop with a pipe and a good book. But when the townsfolk in Kenneth's sleepy little village catch wind that there's a dragon running loose in the countryside and call George out of retirement, the stage is set. And it's up to Kenny to avert disaster.
New York Times Bestseller, Tony DiTerlizzi puts a fun-filled, thoroughly theatrical spin on Kenneth Grahame's classic tale of subterfuge and showmanship with this lighthearted romp of a retelling where its' up to one clever little rabbit to give his neighbors front row seats for one of the best-known battles in history: the showdown between St. George and the Dragon.
Tony Diterlizzi is one half of the #1 New York Times bestselling team that created The Spiderwick Chronicles as well as the author of the Zena Sutherland Award-winning, Young Hoosier Book Award-winning, and Buckeye Children's Book Award-winning His other titles include Jimmy Zangwow's Out-of-This-World Moon Pie Adventure, G is for One Gzonk!, and an adaptation of Mary Howitt's "The Spider and the Fly" that was awarded the Caldecott Honor. He lives in western Massachusetts with his wife, Angela, and their daughter.
Discussion Questions
1.) Are we meant to think that Kenny's solution to thebattle between St. George and Grahame is deceptive and tricky or a clever and courageous act to save his friends?
2.) Is Kenny's bookish knowledge better than his father's life experiences?
3.) Does Grahame's love of the theater have any influence on Kenny's plan to save his friends?
4.) Does the king know in advance that the battle is an act?
5.) How does the game of chess mimic life?
6.) How can Grahame be so sure "There will be no exterminations — imminent or otherwise?"
7.) How was Kenny inspired by his friends to solve the problem of fighting till death?
8.) Are we meant to think Grahame is a coward for refusing to fight St. George?
9.) Grahame described his fellow dragons as being "earnest." What does this mean? How did that apply to his life?
10.) Has Kenny or any of his friends shown any growth in their characters?
Literary Strands
1. Kenny & the Dragon is based upon the story The Reluctant Dragon written by Kenneth Grahame. Using a chart, compare Kenny to the Boy, Grahame to the Dragon, and George to St. George. How closely do the characters compare? What differences are there? If there are any differences, why do you think those differences were made?
2. What's in a name? The author makes homage to The Reluctant Dragon through the use of names. Discuss why the author uses the names Kenny, Grahame, and George.
3. Kenny & the Dragon is set in the time of knights, dragons, and armor. Go to the library and research the different types of armor worn by knights. Research coats of arms the knights had inscribed on their shields. What did the coat of arms mean? In battle how did knights recognize their enemies from their fellow knights? Have the students make up their own coat of arms.
4. Discuss the various themes from the book including friendship, tolerating differences, responsibility, honesty, pacifism, and knowledge.
a. Kenny believes in being honest by correcting the King's Royal Bestiary, yet he is willing to deceive the townspeople to save his best friends. Is it possible to be honest all the time? Are there times when it is appropriate to tell lies?b. Responsibility occurs several times in the story. What exactly is responsibility? How does one become responsible? An example of teaching responsibility is Kenny's parents' insistence that he do his homework and wash the dishes before investigating the dragon. Grahame refuses to try to stop the fight and insists that Kenny handle the details of stopping the conflict. Is Grahame neglecting his responsibilities? Father was prepared to drag his family from their home due to the dragon's presence, yet he allows Kenny to investigate the dragon by himself. What is the parents' responsibility in caring for their children?
c. Preconceived differences can influence people's behavior. Kenny and his classmates have different opinions on school. How does this difference of opinion affect the way his classmates treat Kenny? Have the students discuss ways Kenny could be accepted by his classmates. Both St. George and Grahame have preconceived ideas about each other. How do these impressions cause conflicts in the story? How do they resolve their disagreements? What was the townspeople's preconceived impression of Grahame? Examine why the people felt Grahame was a danger to the town. Discuss how one is able to change the impression of others. Consider how difficult it may be to stand up for one's beliefs, especially when it is the opposite of what the majority believes.
d. Define pacifism. Explain Grahame's resistance to fighting to a conscientious objector.
e. Explore different types of knowledge. Kenny is book smart, he loves academia yet learns that there are different kinds of knowledge. At the end of the story Kenny finds out that his unschooled father is asctually very wise. His father is able to "read" the people, discover the "leader" of a crowd, and is able to "herd" them to do what he wants them to do. Does Kenny learn how to use this technique? If yes, then how? If no, then how could he have used this knowledge to his advantage?
f. Friendship is a strong theme in this story. Kenny is drawn into a dramatic conflict between his two best friends. Is it possible to stay friends with someone if you have different beliefs on some topics, or must friends always think alike?
5. Explore the titles mentioned in the book, including The Wind in the Willows by Kenneth Grahame, Midsummer Night's Dream and King Lear by Shakespeare, Grimm's Fairy Tales by the Brothers Grimm, and stories by Hans Christian Andersen. What elements found in these stories make them classics?
6. Have the students write an adaptation of Kenny & the Dragon as a play, then rewrite and make changes. Have the students design and make scenery, gather costumes and props, and arrange for sound effects for their play. Make a videotape of the play ahead of the performance so students may critique their play and make changes if necessary. Perform the play for an audience.
7. Introduce new vocabulary words in context to see if the students are able to determine their meaning.
8. Grahame the dragon loves poetry. Have the students write a poem describing the dragon.
9. Discuss ballads and their importance in history. Have the students write a ballad describing the battle between St. George and Grahame.
10. Have the students read passages out loud from the story, making sure they pronounce words correctly and use appropriate expression.
11. Discuss different cultural beliefs concerning dragons. For instance, in China the dragon is revered, while in England dragons are considered dangerous, evil, and pestilent. Consider different cultural beliefs, then discuss if dragons exist.
12. To enhance vocabulary retention make crossword puzzles, word searches, and word matches with definitions. After the students are familiar with the words, have them use the words in conversations to ensure they understand the correct use of the words.
13. Write a composition from Kenny's point of view describing what it feels like to know that one or both of his best friends could be seriously injured or killed if the fight between St. George and Grahame is allowed to happen.
14. Discuss the different character traits of Kenny, Grahame, and St. George. Chart the different traits for each character. Write the results of the discussion and have the students provide proof from the story to back up their claims.
15. Chess plays an important part in the story, as noted by the chessboard in George's bookshop. Research the history of chess. Understand the necessity of planning, organizing, and checking for problems, variables, and possibilities, then preparing for them, then discuss how Kenny's plan to save his friends used some of the same techniques as chess.
16. Try writing an introduction to the story that doesn't start at the beginning of the story. This is a technique for learning to organize events in sequential order.
17. Retell the story from the point of view of Porky's dad. Does the story change because of the person telling the story?
18. Take one of the illustrations in the story. Closely observe the illustration for one minute. Remove the illustration and try to recall as many details as possible. Share what is remembered with the class. Look again at the illustration for another minute then write a description of the illustration including as many details as possible.
19. To help the students understand point of view, have two students read out loud a section of the book which has a conversation. After they read, have the students describe the voice of the person they were reading. For example, was the person speaking in a happy, scared, confused, frustrated, or calm voice?20. Ask the students to come up with solutions to the problem of a dragon who has taken up residence near their town. Choose two students to debate what should be done about the dragon. Make sure they take opposing sides and can substantiate their reasons for their argument.
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