Library outcomes:
If the audience is new to the library, introduce them to the library. Sign them up for cards, introduce the borrowing procedure, and the books in the collection. Inform them that books are free to take home, but must be returned within a certain time period.
Participants will be introduced to the imagination of author and illustrator David Weisner.
Participants will be introduced to book awards for illustration. "Tuesday" won the 1992 Caldecott Medal. It was named an ALA Notable Children's Book, as well as making several other "Best" book lists.
Participants will be introduced to wordless books.

Educational outcomes:
Parents and children will be able to create a story by looking at the pictures in a wordless book.
Parents and children will be able to determine how the characters are feeling during different times in the story by carefully looking at the detail of their facial expression.
Parents and children will recognize that illustrations can be funny!

Directions for Implementation Summarized:
Divide participants into two groups, one is an all child group and one an all parent group.
Provide storytime or other activity for the children while the parents are preparing for the family activity.
Reunite parents and children for the family activity of reading "Tuesday" and discussing the humor in the illustrations.
Offer related books and the extension activity.
In conclusion, complete the Participant Evaluation forms.

Materials Provided:
"Tuesday," 20 copies of the book
Original of participant evaluation form in the Facilitator's Guide, in English and Spanish.

Materials You Need to Collect:
None

Staff Responsibilities:
Staff member:

• to plan and market the family activity.
• to make all preparations before the activity.
• to facilitate the family activity.
• to help set up and serve refreshments.

Staff member:

• to provide a storytime or other activity to occupy the children during the parent preparation time.

Staff member:

• to prepare parents to read "Tuesday" with their children.
• to collect participant evaluation forms at the end of the program.

Parent Preparation:
Model reading "Tuesday"
Parents can share books.
Have the parents look at the book's cover and share what they think the story is going to be about.
Have the parents read through the book.
Have parents look for WHO the story's characters are, WHERE the story takes place, and WHAT is happening during the story.
After everyone is through reading the book, summarize the story. Ask the parents to contribute their ideas about the story's who, what, and where. Since there are no words, ask how the parents got their ideas about the story's who, what and where.
Take the parents page by page through the book, discussing how the facial expressions reflect how the frogs and other characters are feeling. Also have the parents explore WHY the characters are feeling that way. Ask what happened in the story to being out that specific emotion.
Share how the detailed expressions of confusion, fear, shock and confidence add humor to the story.

The following selected pages illustrate how the detail of the character's expression adds depth and humor to the story. These pages and the related comments and questions can be used to demonstrate the impact pictures, examined carefully, can have on a book.

Page 1 - How are the frogs feeling as their pads begin to fly?
Page 3 - What is the turtle looking at that has it looking so confused?
Pages 4-5 - Contrast the looks of the frogs that are enjoying the ride to the expressions of the turtles that are distressed and the fish that are shocked!
Pages 6-7 - Observe the absolute joy the frogs are feeling as they begin gaining confidence in the flying abilities. Compare the frog's happy expressions with the bird's expressions of terror.
Page 11 - What do you think, does the man see the frogs or not? And if he does see them, do you think he believes what he sees? Do you notice the frog waving "Hi" to the man?
Pages 12-13 - How are some frogs reacting to the encounters with the laundry lines?
Pages 16-17 -- Are the frogs enjoying what's on TV? Do you notice how the channels are being changed? How is the cat reacting to all the new houseguests?
Pages 18-21 - Compare the expressions of the frogs with the dog? First when the dog is chasing the frog and then when the frogs are giving chase.
Pages 22-25 - How are the frogs feeling when their lily pads stop flying?

Have the parents share which picture they felt was the funniest and why.

Discussion: How the Parents Can Work With The Children
Have the parents share the questions they can ask their children to elicit ideas about how the characters are feeling during certain times of the day.
Parents should also share the humor of the pictures with their children.

This discussion time should be a time of clarification and review for the parents of the techniques the parents experienced during the modeling of the reading activity - the clues from the expression in the pictures and the humor illustrated. This time is intended to build the parents ability and confidence for working with their children.

Description of Family Activity:
In parent-child pairs, parents will read "Tuesday" with their children.

Note to Facilitator: Spanish speaking adults may want to use the Spanish edition of the book. Limited English adults may want to do the family activity in their native language. Since it is hoped that these activities will enhance parent-child communication, they should use any language in which they are comfortable.

Parents and children will reunite with the large group to share what pictures they thought were the funniest and why.

Recommended Age of Children: Five to ten year old children. This activity requires identification of emotion in facial expression. Older children will enjoy the humorous nature of the book.

Ways to Alter Activity for Younger or Older Siblings:
For children younger than five, parents will take a strong lead in the identification of the emotions expressed in the illustrations.

Extension Activity:
Talk about the displayed books and hand out the prepared lists of related books.
Encourage parents to borrow books either by this author/illustrator, with a funny theme or with spectacular illustration.
Whichever theme you choose, ask the parents and children to return next time with another book on that theme that they liked so well that they want to share it with the group.
In addition, consult an origami book for the directions to make a Jumping Frog. Pass out green, 3 x 5 cards for the families to use to fold a Jumping Frog at home. This idea was submitted by Phyllis Davis of Joliet Public Library, Joliet, Illinois.

Related Books:
Books by David Weisner: "June 29, 1999," "Hurricane," "Night of the Gargoyles," "Free Fall," "Sector 7"(Caldecott Honor Book, 2000)
Caldecott Award books, 2000: "Joseph had a Little Overcoat," by Simms Taback, "A Child's Calendar," by John Updike, ill. Trina Schart Hyman, "When Sophie Gets Angry -- Really, Really Angry," by Molly Bang, "The Ugly Duckling," by Han Christian Anderson, ill. by Jerry Pinkney.

Evaluation:
There is a brief Participant Evaluation Survey included in the Facilitator's Guide.
These can be completed in writing or orally (by interview of staff one to one or in a group) depending on the English reading and writing abilities of the participants.
Explain that by telling us what they liked and what they didn't like, they help us put together better activities and they teach their children to think about what they liked.
The Participant Evaluation form asks about their satisfaction level and what they learned about identifying both the emotions of the characters and the humor of the story through the illustrations.
It asks what they plan to do with what they learned. It asks for their suggestions to improve this activity and suggestions for future activities.