Professional Documents
Culture Documents
The Green Frogs - DN
The Green Frogs - DN
Mini-Unit Plan
Contents:
Robin Gurdak-Foley is an early childhood teacher who has taught integrated preschool, third
grade, and Kindergarten. She has spent time in both urban and rural schools in Massachusetts, as
well as a semester teaching in Great Britain. She has an M.Ed in Gifted & Talented Education, and a
CAGS in Special Education, both from the University of Massachusetts, Amherst.
Kim Shanahan is a Kindergarten educator, who has spent most of her years teaching K-2 in urban,
global majority schools in Massachusetts and Texas. She spent three years teaching ELA and Debate
at a rural Kansas high school. Kim is currently completing a Masters in Reading and Language, and
focuses on diversity and inclusion issues at her charter school in Lowell, Massachusetts.
This unit is designed for instruction in integrated K-2 classrooms, although the standards referenced
are from the Kindergarten Common Core State Standards.
Summary:
Two little green frogs live with their mother by a lotus pond. The sons always do the opposite of
what their mother tells them to do. Their mother uses reverse psychology and doesn’t provide
consequences for their negative actions. As the frogs grow older they continue to disobey and do the
opposite of what their mother says, up until her death. Prior to the mother frog’s death, she uses
reverse psychology when planning her burial spot. This idea backfires as the frog sons finally do as
they are told, with dire consequences for the mother. There are lessons to be learned for both
parents and children. The folktale also explains why frogs cry out in the rain.
Because of the frequent moves of her military family, Yumi was often trying to make new friends.
Her mother signed her up for art classes when Yumi entered junior high to ease the loneliness. Yumi
focused on watercolors and she was hooked. She earned a BA in graphic design at Sang Ji University
in Korea, and then attended New York School of Visual Arts where she completed an MFA.
Heo’s experiences influenced her writing, including the boycott of Korean and Korean-American
owned stores by African Americans in New York City in 1990—an event that became the
cornerstone for her picture book, In Brooklyn. Because of the sensitivity around content reflecting
racially charged events, no New York editors wanted to publish it at the time. In the late 1990s, Heo
worked for the New York City Transit Authority and created thirty stained glass windows
representing the people of Queens. These public artworks are located along the 7 train stations.
Yumi Heo illustrated several folktales and picture books by other authors, such as Sometimes I’m
Bombaloo by Rachel Vail, as well as Henry’s First-Moon Birthday and Polka Dot Penguin Pottery by
Leonore Look. Yumi wrote several of her own picture books, including One Afternoon, Ten Days and
Nine Nights: An Adoption Story, Father’s Rubber Shoes, and Lady Hahn and Her Seven Friends.
Yumi Heo died at age 52 on November 5, 2016, after a long battle with cancer. Author Laura
Godwin remembered Yumi as gracious, enthusiastic, and inquisitive. “I loved the way she
incorporated mistakes into her art rather than erasing or deleting them. If she drew a squiggle where
she hadn’t intended, it would show up in the final art as a tree or a rabbit or whatever struck her
fancy. She was part artist, part magician, and always an inspiration!” Yumi Heo is survived by her
husband, son, and daughter, who is an aspiring figure skater.
https://www.publishersweekly.com/pw/by-topic/.../72039-obituary-yumi-heo.html
Sources of inspiration for author/illustrator: Yumi Heo’s inspiration for The Green Frogs was her
time in the Korean countryside during her childhood. The illustrations in the story evoke the sights
and sounds of a Korean pond. The story is based on a cherished Korean folktale, ripe for
interpretation.
Geographical region/time period: While the story does not specify a location other than a pond,
the lotus flowers and insects evoke a particularly Korean setting. The Korean pond is a symbol of
purity and enlightenment.
http://www.korea.net/NewsFocus/Travel/view?articleId=114841
Cultural themes: Parent-child relationships as expressed in behavioral norms and expectations for
children, as well as discipline practices are explored. The question of filial piety, the Confucian idea
of honoring one’s parents, and cultural elements of Korean funeral rites are all demonstrated in the
story.
Media of illustrations: Yumi started her art career with a box of crayons her mother gave her at
age four. In college, her main medium was watercolor. She worked with dolls for her MFA project.
Most of the illustrations in The Green Frogs are done in oil paint and ink, with resist techniques used
for texture. Several pages, including the back cover, use a stamp technique for repetitive patterns.
Awards and other recognitions: Ten Days and Nine Nights received the 2009 Parent Choice
Award—Silver Medal for Picture Books and the 2010 Christopher Award-Winner of Books for
Young People. Yumi’s board book, Red Light, Green Light, received a starred review in 2015 by
Publishers Weekly.
On her website, Yumi Heo compiled a set of artwork that is reminiscent of her book illustrations.
One entitled Dandelion closely echoes the artwork in The Green Frogs, providing an excellent
opportunity for teachers to discuss Heo’s work and artistic style separate from the picture book.
Yumi Heo Editorial Illustration: Visual Thinking Strategies (VTS) Questions and
Dandelion possible responses
http://www.yumiheo.com/home-decor-
styling/
What do you see in this painting?
Lots of flowers (dandelions) at different
stages (with seeds, without, still with
blossoms)
Seeds with pappus from seed head floating
Spiral bugs with antennae
Caterpillars
Various white spots, dots and dashes—busy
How and what do you feel when you see the many
elements in this painting?
The following section provides analysis of various picture book parts, including identifying elements
for the teacher and possible Whole Book Approach and Visual Thinking Strategy questions to
choose from for discussion:
Jacket
Identifying elements:
The front of the jacket matches the front cover of paperback version, which shows a busy
scene with mother frog and sons in a pond teeming with nature.
The inside of the front jacket includes a short synopsis of the text with stamped images of
lotus and dragonflies in a limited, pale palette. The lotus, a symbol reflective of Korean
culture, figures in both Buddhist and Confucian teachings. The lotus signifies honest poverty
and virtue. The mother frog is always seeking for her children to be virtuous by being
obedient to her.
Inside the back jacket includes author information with stamped images of dragonflies.
Cover
Identifying element:
Embossed image of two upside-down frogs
Format
Identifying element:
The landscape format is used to mirror the expanse of the natural pond landscape.
Front matter
Identifying elements:
Title page—two upside down frogs
Publication information
The dedication says “To my wonderful husband, Steven.”
Gutter
The gutter serves as a point of separation in different ways. In the third illustration the gutter
separates the mother from her sons. In the fourteenth illustration the gutter separates the mother’s
grave and her sons from rising floodwater.
Typography
Images are placed on the page opposite a page of text, alternating on verso and recto sides. This
gives a sense of movement throughout the story, matching the sons’ unceasing energy. There are
only a few places where the illustration crosses the gutter to create a double page spread, which are
the only pages without text. All of the illustrations have simple white frames around them, which
help the reader feel as though they are getting a glimpse into the pond life without actually being a
part of it.
(Alternative: You can also play the game “Big Wind Blows” to connect children who identify with
the prompts. http://www.group-games.com/ice-breakers/big-wind-blows-game.html)
How might child readers connect this story to their own family?
The green frog sons always did the opposite of what their mother said. Tell about a time
when you did the opposite of what someone told you to do.
Mother Frog tempted her children out of bed with their favorite breakfast: duckweed soup.
What is the best way for your family to get you up in the morning?
The Green Frogs made a mess when they finally ate their soup. Tell about a time when your
family had a messy meal.
The Green Frogs were supposed to help their mother clean up their mess, but they made the
kitchen even messier. Tell about a time when you tried to help your family but you made a
bigger mess.
One of Mother Frog’s favorite things to do is read a book to herself quietly. How is this
similar to or different from your family? What do the grown ups/older siblings in your
house like to do?
Mother Frog tried to teach her sons to croak correctly. What kinds of things has someone in
your family taught you? (Memory prompts: writing your name, tying your shoes, riding a
bike.)
Mother Frog told her children, “Don’t get dirty!” Think of a time when you got dirty doing
something. (Memory prompts: digging in the garden, helping to cook, eating spaghetti,
chocolate, or ice cream that’s melting fast.)
The green frog sons and their mother kept behaving the same way for a very long time—for
years, in fact. What do you think about the way the little frogs behave? How could they
behave differently? What kinds of consequences would be appropriate for the green frogs?
What do you think about what the Mother Frog does? If a family member tells you to do
something, what do you usually do? What could the Mother Frog have done differently?
How might this story be used for thinking about community?
Have you ever had a pet that died? Is there anything you would like to share about your
experience?
Do you know anyone who has died? Did you go to the funeral? What happens at a funeral?
What kinds of feelings did you have?
What do you know about Korean culture? What are some of the similarities and differences
with your own cultural background? Do you personally know someone from Korea?
What connections to and disconnections from current and/or historical events and people (global, regional, local) do the
themes in the text represent?
The theme of this book is based on the Confucian principle of filial piety—obedience to
one’s family—which may be changing in modern day Korea. According to Lee Kim
Sooyeon, who wrote an article for the Sookmyung (University) Times, nonconformity may
be a virtue. Good behavior may no longer produce the desired results. Why do you think
nonconformity may be more acceptable now? The idiom, “the squeaky wheel gets the
grease” seems to be the way to get things accomplished in society, rather than “following the
rules.” As globalization increases, eastern and western approaches come into greater contact,
and influence one another.
Juxtaposing Texts:
There are several opportunities for juxtaposing texts with The Green Frogs. The theme of disobedient
children can be compared and contrasted with Baby Rattlesnake by Lynn Moroney and Te Ata (1989),
as well as No, David! by David Shannon (1998). Learning Experience #2 details an exploration
juxtaposing The Green Frogs with Baby Rattlesnake, analyzing text, story elements, and illustrations.
Grandma Lives in a Perfume Village by Fang Suzhen and Sonja Danowski (2014) is a Taiwanese story of
a young boy visiting his dying Grandmother. Little Xiao Le embodies the epitome of filial piety,
providing strong contrast to the green frogs in the mentor text.
Learning Experiences:
Learning Experience Design #1: Critical Analysis Interactive Read-Aloud
The purpose of this lesson is for students to critically analyze images and text in the literature to help
understand and make cross-cultural connections with ideas about family. The students should
initiate many of the observations for the chosen pages.
First illustration
Identifying elements:
Mother frog standing on lily pad
One frog son sitting on lily pad
Lots of bugs, lotuses, fish darting in the water
Third illustration
Identifying elements:
First page to use double page spread
Gutter separates the mother from sons
Mother frog sitting down to eat soup, sons jumping around
Fourth illustration
Identifying elements:
Two sons are eating in very messy manner
Fifth illustration
Identifying elements:
Two sons wield brooms wildly as they jump around; leave many footprints
Sixth illustration
Identifying elements:
Mother is separated from sons along a plant line
Eighth illustration
Identifying elements:
Mother frog separated physically from sons by diagonal line of lily pads and lotus
Ninth illustration
Identifying elements:
Double-page spread with two sons swimming across the pond
Tenth illustration
Identifying elements:
Mother separated from sons—she is vertical and sons are vertical
Eleventh illustration
Identifying elements:
Sons carry mother’s coffin for burial
Twelfth illustration
Identifying elements:
Sons bury mother frog
Possible WBA/VTS questions:
How does this picture make you feel? How do you think the sons feel?
What evidence can you find from the illustrations to support this?
Thirteenth illustration
Identifying elements:
Sons hide under the lily pads, as the rains begin
Fourteenth illustration
Identifying elements:
Another illustration that crosses the gutter; pond water flooding toward mother frog’s grave
Fifteenth illustration
Identifying elements:
Boy with ice cream cone scratching head
Throughout the picture book, Yumi Heo uses various art media and techniques to indicate motion.
Assessment of student understanding can be accomplished by completing their own mixed media art
piece using muted watercolors in a limited palette to mirror the colors in the story. Students will use
a stamp in the shape of a natural element to complete a repeating pattern on their print. Students
can draw and cut out frog shapes from colorful paper to glue on in collage format. Where
appropriate, students are encouraged to write, in any way they are able, about their frogs. Ideas
include: labeling, simple sentences, or possibly a developed story.
Review and chart thematic elements of The Green Frogs, using a T-chart.
The Green Frogs
(characters)
(setting)
(plot)
character behavior
discipline of parent
consequences
(science elements)
Follow the steps for critical analysis interactive read-aloud, addressing the story elements of
character, setting, and plot, as well as the feelings that the illustrations provoke. Discuss the story
elements.
Resources:
Ata, Te, Moroney, Lynn, and Veg Reisberg. (2013). Baby Rattlesnake, CA: Children's Book Press.
http://www.goodreads.com/book/show/418960.Baby_Rattlesnake
The story can be acted out verbatim, with the teacher or child narrator reading the text,
while the class simultaneously acts out the scenes in groups of three.
The story can be acted out one page at a time, with groups of three taking turns doing
motions from each of the pages.
The story can be acted out using the following script for Readers Theatre.
Note from the playwright (Robin Gurdak-Foley): In the original picture book, written by Yumi Heo in
1996, The Green Frogs was based on a Korean folktale about frogs that live in a pond. This play is adapted to
the school setting, with a twist in the ending. Enjoy!
Narrator: Once upon a time there was a little school by a pond. In the pond, there lived x frogs.
The frog families sent their children to the school by the pond as soon as they were no longer
tadpoles. Except for the teacher, Mrs. Ribbit, the little frogs were all related to each other. They
were all cousins. One of their family traits was that the children often did the opposite of what they
were told.
Mrs. Ribbit: Class! Get in line! [Frogs hop all over the place.]
Mrs. Ribbit: Class! Stand still! [Frogs stop and sit down in a circle.]
Mrs. Ribbit: Anna and Juan, erase the board. [Anna and Juan mime scribbling on a board.]
Mrs. Ribbit: Cole and Dan, sharpen the pencils. [Cole and Dan mime breaking the pencils.]
Mrs. Ribbit: Elizabeth and Francisco, walk to the office. [Elizabeth and Francisco start jogging
slowly around.]
Mrs. Ribbit: Kylie and Lily, count the lunch money. [Kylie and Lily mime pocketing money.]
Mrs. Ribbit: Ahmed and Maria, get the math papers. [Ahmed and Maria mime tossing papers.]
Mrs. Ribbit: Opal and Penny, pass out the markers. [Opal and Penny mime coloring.]
Mrs. Ribbit: (loudly) Everybody run around! [The whole class stops quick—FREEZE!]
Mrs. Ribbit: (loudly) Everybody spread out! [Class comes close and sits in a circle in front of her.]
Mrs. Ribbit: Now I am going to read to myself while everyone makes animal noises… [Class is
quiet.]
Narrator: Mrs. Ribbit begins to read a story to her class because now they are nice and quiet.
Mrs. Ribbit: Once upon a time*… [Class sits quietly and listens.]
* Mrs. Ribbit begins to read aloud The Green Frogs by Yumi Heo
THE END
Costume idea: Construct frog masks out of large paper plates painted green and construction
paper. Cut two 16” strips of green construction paper about 3 inches wide. Measure one strip
around student’s head. Staple other strip to one side, then bend it over and staple it to the other side
to prevent the band from slipping down over the child’s head. Make two big eyes out of
construction paper and glue or staple to the front of the headband. Then curl one strip of red
construction paper about six inches long and two inches wide. Round one end and staple it between
the eyes and for a tongue.
Photo: https://www.pinterest.com/pin/116882552807709679/
Small groups “write”, in whatever manner they are able, their own folktales about the frog
family. They can choose to construct additional situations for the frogs to show their
understanding of filial piety. They can also choose to re-write the story changing Mother
Frog’s approach to interacting with her sons.
Resources:
https://www.thespruce.com/traditional-origami-paper-folding-in-korea-2540682
https://www.thespruce.com/origami-jumping-frog-instructions-2540791
Creating Additional Multimodal and Interdisciplinary Opportunities:
Resources:
Hoyt, Alia. (accessed on July 14, 2017). 10 Ways Animals Supposedly Predict the Weather.
http://science.howstuffworks.com/nature/climate-weather/storms/10-ways-animals-supposedly-
predict-the-weather3.htm
Earth & Space 1. Recognize that water, rocks, soil, and living organisms are found on the Earth’s
surface.
Life Science 3. Recognize that plants and animals have life cycles, and that life cycles vary for
different living things.
Resources:
http://koreajoongangdaily.joins.com/news/article/article.aspx?aid=2980282
http://traditionscustoms.com/death-rites/korean-funeral
http://www.myseoulsearching.com/2013/02/korean-funeral.html
http://www.seoulsite.com/survival-faq/a-korean-funeral/
Standards:
Common Core State Standards
RL.K.3: With prompting and support, identify characters, setting and major events in story.
RL.K.4: Ask and answer unknown words in the text.
RL.K.5. With prompting and support, name the author and illustrator of the story and define role.
RL.K.7.With prompting and support, describe the relationship between illustrations and the story in
which they appear (e.g., what moment in a story an illustration depicts).
RL.K.9. With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
SL.K.2. Confirm understanding of a text read aloud or information presented orally or through
other media by asking and answering questions about key details and requesting clarification if
something is not understood.
L.K.6. Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
Pre K-K.5 Retell stories that illustrate honesty, courage, friendship, respect, responsibility, and the
wise or judicious exercise of authority, and explain how the characters in the stories show these
qualities.
Learn the importance of origami in Korean culture, especially the special paper used:
https://www.thespruce.com/traditional-origami-paper-folding-in-korea-2540682
Discuss why adults want children to behave in certain ways in specific settings. How would the story
be different if the mother did not have such expectations for the green frogs’ behavior?
References
Interview with Yumi Heo:
The Portfolio: Ep 14 Yumi Heo—Children’s Book Illustrator and Writer
http://www.yumiheo.com/contact/
Korean Culture:
Center for Global Education. (accessed July 12, 2017). “The value and meaning of the Korean
Family”
http://asiasociety.org/education/value-and-meaning-korean-family
Kim Sooyeon, Lee. (uploaded 2013.04.05) “Is good child the answer in Korean society?”
http://smtimes.sookmyung.ac.kr/news/articleView.html?idxno=929
Shin, Heidi. (December 8, 2016). “In South Korea, parents are increasingly saying, ‘we hope for a
girl’. PRI’s The World.
https://www.pri.org/stories/2016-12-08/south-korea-parents-are-increasingly-saying-we-hope-girl
https://www.fictiondb.com/author/yumi-heo~book-awards~80310.htm
Key Terms
1. Korean folktale; 2. frogs; 3. filial piety