Jack sets out to make a book of an interesting incident in his life. He faces problems known to all young writers - a baby brother, paint that doesn't dry and the assistance of his cat!

Essentially two books in one - Jack's own account of his meeting with a giant and a rhyming commentary on the production of the book - make this book ideal for sharing with new readers in a group setting.

INTRODUCING THE BOOK (AT1, Level 213: A72, Level 2)

• Show the book to the children and read the title.
• Identify Paul and Emma, Rogers as author and illustrator of the book.
• Before reading the book discuss the cover illustration. Does it give any clue as to what the story is about?
• Turn to the first page and show the children the difference between the commentary and what Jack actually wrote.

READING THE BOOK (A72, Level 2)

• Read the book once without interruption.
• After reading the book ask the children to share their spontaneous responses to the story.
• Re-read the book starting with just the words that Jack actually wrote, then the commentary on the writing of the book. Point out to the children that this is in rhyming couplets. Let the children fill in the second rhyming word.

THINGS TO THINK ABOUT AND TALK ABOUT (AT1, Level 213)

• How does Jack's story differ from the traditional version of Jack and the Beanstalk.
• Ask the children to retell the story from Dad's point of view.
• Make a class list of words that rhyme with the rhyming words in the story.
• Look at Dad's facial expressions. What do the children think he might be thinking and feeling?

MAKING BOOKS (AT1, Level 3)

• Involve the children in the entire process of making a book - designing, making, writing and illustrating.
• Make a simple eight page book

• Two pages are always used for the cover leaving six for the story and illustrations; two pages for the beginning, two for the middle and two for the end of the story.
• Ask the children to write a well known story from the point of view of one of the characters. Check this -work carefully for spelling and punctuation.
• The children should be encouraged to think episodically and to carefully select words for the story.
• When the story has been written the children need to think about -
  1. What should be on the front cover? Title, author, illustrator, illustration.
  2. What should go on the back cover? Synopsis, author biography, isbn, publisher.
  3. Plan the illustrations to match the text.

  Show the children how the page's appearance is improved by leaving a space around the text and illustrations.

• Introduce the terms HEADER, FOOTER and MARGINS. The children can use card templates to achieve this space.