The brainstorm descriptive words an phrases on small self-stick notes and attach a note to each page in the book.

Creating Dialogues

Drawing a picture from a scene from a favorite story and adding talk balloons for the characters they show. Writing dialogue on story boards

Retelling the story

Closethebookanddoa role-play

•Take a "picture walk" through the pages of the book: Enjoy the illustrations (rich in   details) -- the expressions on characters' faces, the setting and the use of color. Talk to   each other about what you see. These conversations will enrich the storytelling. Don't   worry too much about telling a story yet. Just enjoy the pictures and get a sense of what   the book is about.

•Go back through the book a second time and get ready for some great storytelling!   Consider going first and acting as a model for your students.

•Encourage your students to "read" you the book with the story. Focus on the words they use   when they tell the story. Help them expand sentences or thoughts by adding information   from the illustration's details. One way to encourage more details is by asking "W"   questions: Who? Where? What? When? Why?

•Finish wordless book sharing by asking a few simple questions: What pictures helped you   tell the story? What was your favorite part of your story? Have you had an experience like   the one in your story?

•Display the writing on desks or make a bulletin board, and then have students try to guess what each describes.

•Have them create their media messages describing favorite products they want people to buy!

A possible activity for this picture book is for each student to come up with their own dialogue for each frog. There are many frogs in this book and I think it would be an engaging and funny addition where each frog is saying their own random thing or something related to their flight. As each student shares their dialogue for one of the frogs, it will develop the whole classes knowledge and understanding of dialogue.

Read the story once. Then, read the story again to create dialogues on how both the characters may feel or say. Talk and share what the students have to say.

Students can use a graphic organizer with each of the 5 senses to describe what the bird can see, could hear, taste, touch, and and smell as he travels through time while doing a read aloud of the book.

I would use this book with students by having them help me to describe each page, I would model this type of description myself and then give students the opportunity to share with partners to work on their description and then on their own. Again, since the pictures are presented in a graphic novel structure with boxes on each page, this would help me to focus in on each section with students and really break down which aspects of the pages we were describing.