A d i s c u s s i o n G u i d e
david Wiesner
Ideas for Classroom Use
Mr. Wuffles!
David Wiesner has done it again with Mr. Wuffles!. When the finicky
cat Mr. Wuffles mistakes a small spaceship for a toy, the results are
nearly disastrous for the tiny green travelers inside. Forging a quick
alliance with unlikely friends (the household insects), the travelers
manage to fix their ship and escape—to Mr. Wuffles’s great annoyance.
This nearly wordless, action- and emotion-packed book will inspire
kids of all ages. It lends itself well to an exploration of point of view
(what’s happening from Mr. Wuffles’s perspective? What’s happening
from the insects’ perspective?). You may also use this book to discuss
dialogue, or how action moves the plot along. You might use it as an
exploration of character—in this story, the characters are much more
than they initially seem to be. Use it as an exploration of setting in
fiction writing—Wiesner has created a fully realized world complete
with rules, technology, history, and language. Your students may even
be inspired to invent their own worlds.
Activities based on Mr. Wuffles!
• A
sk students to translate the travelers’ and the ants’ coded speech
bubbles into dialogue.
About the author
David Wiesner grew up in suburban New Jersey, and was known to • A
sk students to tell the story from the perspective of Mr. Wuffles
his classmates as “the kid who could draw.” He went on to become a and then to switch and tell the story from the perspective of one of
student at the Rhode Island School of Design, and he soon discovered the travelers, or one of the insects.
that picture books were the perfect vehicle for his work. Three of the
• Th
e ants record their history in pictures. Ask students to study those
picture books he both wrote and illustrated won the prestigious Calde-
pictures and write the stories they tell.
cott Medal, making him only the second person in the award’s long
history to have won three times. He has also received two Caldecott • A
s in many of David Wiesner’s books, things are not always what
Honors. they seem. What looks like a cat toy is actually a spaceship!—a world
Wiesner generally spends several years creating each new book. inside a world. Ask students to choose an ordinary object to think
Many versions are sketched and revised until the story line flows and write about in this extraordinary way—who or what might
smoothly and each image works the way he wants it to. He creates inhabit the pencil sharpener? What if the basketball is a planet
three-dimensional models of objects he can’t observe in real life, such populated by creatures too tiny to see? What if the school bus is
as flying pigs and lizards standing upright, to add authenticity to his actually the toy of a giant?
drawings. David Wiesner lives with his family outside Philadelphia.
• I n this story, simple ants are wise historians, little green travelers can
repair sophisticated machinery with a pencil eraser and a marble,
and ladybugs are involved in complicated plans. People are not al-
ways who they seem. When students are developing characters for a
story, ask them to think and write about what’s beneath the surface.
• A
sk students to design, plan, and create their own comic or graphic
novel. How do the pictures tell the story? If they choose to add
dialogue, how does the dialogue move the story along?
Clarion Books • • www.hmhbooks.com
A d i s c u s s i o n G u i d e
david Wiesner
Ideas for Classroom Use
Art and Max Tuesday
Art and Max are both artists—Art, a skilled and practiced painter, and In Tuesday, David Wiesner takes a perfectly ordinary evening and
Max, an enthusiastic novice. When Max misunderstands and paints all creates a whimsical world populated by frogs soaring through neigh-
over Art, his anger reveals his true colors. As Art disappears, layer by borhoods on levitating lily pads. The story of the frogs’ night out is
layer, Max must figure out his own way to re-create his friend. Use the told almost entirely with pictures, with a sneak peek at the following
spontaneity found in this story to inspire your students’ own work! Tuesday’s remarkable events at the very end. Students of all ages will
be inspired by this imaginative story.
Activities based on Art and Max:
Activities based on Tuesday:
• Enjoy the spontaneity of drawing collaboratively with your students.
Choose a familiar person or object and draw its outline. Have • A
sk students to pick a day of the week and tell, write, and illustrate
students come up one by one to add details. Enjoy your exciting and the story of magical events that take place only on that day.
unexpected finished product!
• Ask students to choose one character from an image in Tuesday and
• Discuss what would happen if people lost their shape and color. write and illustrate the story from that character’s perspective.
How would students re-create their friends? Have them draw and
write. • A
sk students to write words to go along with Wiesner’s pictures.
Discuss how they might add as much detail and expression to their
• If your students were to re-draw/paint Arthur, as Max does, what words as Wiesner has added to his pictures.
would they change?
sk students to study the last page of Tuesday and to write and illus-
• A
• Ask your students to tell the story of the smaller lizard characters trate a story that continues where Wiesner leaves off. What happens
that appear in the background. What are they thinking and feeling? on the night that pigs fly?
Clarion Books • • www.hmhbooks.com
A d i s c u s s i o n G u i d e
david Wiesner
Ideas for Classroom Use
Flotsam The Three Pigs
Flotsam is another almost completely wordless picture book and tells We’ve all heard the story of the three pigs, and Wiesner’s version starts
the story of a curious boy who finds an old underwater camera washed in a familiar way . . . until the wolf blows the first little pig clear out of
up on the beach. After getting the film developed, he is astounded the story! The three pigs have adventures outside of their own story,
to discover pictures of extraordinary events taking place below the jumping in and out of other tales and bringing some new friends along
sea—a puffer-fish hot-air balloon, an octopus lounge, a clockwork fish. with them when they finally head home. Told only with Wiesner’s
He also finds a photographic record of the camera’s previous finders. expressive pictures and a bit of dialogue, this book offers a delightful
Delighted, the boy new twist on an old story.
reloads the camera, adds his own face to the record, and tosses it back
in. Flotsam can inspire art projects, writing activities, and even science Activities based on The Three Pigs:
inquiries! • Ask students to pick their own familiar fairy tale or folktale and to
imagine what might happen if their characters could leave the story.
Activities based on Flotsam: Ask them to draw or write it.
• Ask students to envision their own fantastical versions of what really • After reading The Three Pigs out loud, discuss with students how
happens under the sea, using Wiesner’s images as inspiration. Wiesner’s art changes as the pigs move in and out of different
Have them draw and/or write. stories. Why did he make the choices he made?
• Ask students to collect their own piece of “flotsam” and write a • Ask students to study the way Wiesner draws his characters coming
backstory. out of the page. Have them practice this technique, and have them
try it out in the context of their own stories.
• Bring in (or ask students to collect) ordinary objects from nature
to observe carefully, as scientists do. They might then draw or write • Have students tell stories using only pictures and dialogue.
their observations.
• Discuss with students what we can learn from the clues in the
photographic portraits of children the boy finds in the camera.
Have them take photographic portraits of someone at home (using
a shared disposable camera), then trade pictures and discuss what
they learn about the subject from the clues in the picture.
Clarion Books • • www.hmhbooks.com
A d i s c u s s i o n G u i d e
david Wiesner
Ideas for Classroom Use
Sector 7
What starts off as a routine field trip turns into a dramatic adventure
for the young artist in Sector 7 as he meets a new friend at the top
of the tall city building his class is visiting. His friend is no ordinary
friend, but a young cloud! The boy visits the place where clouds are
designed and dispatched and adds some creative new designs of his
own, changing the skies above his city to the amazement of the people
below.
Student activities based on Sector 7:
• Have students choose a natural object—a tree, rock, lake, etc.—and
redesign it as the boy in Sector 7 does with clouds. Have them sketch
and write about their new-and-improved creations! They might also
imagine how people might react to encountering these surprisingly
different objects.
• Study the names of clouds with your students, as well as the science
of cloud formation.
• What kinds of clouds appear in Sector 7 ?
• Go on cloud-watching and cloud-sketching field trips. What shapes
do students see in the clouds? What stories do they tell?
Guide written by Zoe Ryder White
Clarion Books • • www.hmhbooks.com
