Squeak Street Stories Series by Emily Rodda

SQUEAK STREET SERIES

Author:           Emily Rodda

Illustrator:       Andrew McLean

BACKGROUND INFORMATION

A few years ago Emily Rodda and Andrew McLean created a delightful picture book called Squeak Street (Working Title Press, 2002) about a street where mice with many different occupations live. While Emily Rodda was happy with the picture book, she remained fascinated by Squeak Street and its characters, and wanted to develop them and their community further. For instance, she wanted to explore how they came to live in Squeak Street, what they were like as children, what everyday life was like in Squeak Street, and how such different characters interacted with each other within their community. Emily Rodda was also aware of the need for easy-to-read chapter books offering excitement, humour and mystery - to help children want to read for fun. Now Emily Rodda and Andrew McLean have produced a series of ten short books for early readers. Each story features a different character from Squeak Street, from Old Bun in Number One to Post-mouse Ben in Number Ten. Emily Rodda says, ‘I remain besotted with Squeak Street, and love the way the very different mice help one another when and if disaster strikes. The Squeak Street books are all about appreciating and helping your neighbour, no matter how different that neighbour might be from yourself. They’re about accepting and relishing variety.’

Andrew McLean used charcoal pencil and watercolour wash for the ten Squeak Street stories. Andrew says he likes the characters Emily Rodda has created. This is evident in the way he has skillfully used rhythm and movement, body language, facial expressions, and atmosphere, to make the stories and the characters come alive.

Author: Emily Rodda grew up in Sydney with two younger brothers. She studied English and Literature at university, before moving into a career in publishing, and eventually becoming one of Australia’s most successful and versatile authors. She has won the Children’s Book Council of Australia’s Book of the Year Award (Younger Readers) a record five times. Her children’s books range from picture books to Young Adult novels. Among the many books she has written are: Finders Keepers, the Rowan of Rin books, and the outstandingly successful Deltora Quest fantasy series which has sold millions of copies worldwide, across 15 different languages. Besides Squeak Street her picture books include Power and Glory (illus. Geoff Kelly) and Where Do You Hide Two Elephants? (illus. Andrew McLean).

Illustrator: Andrew McLean grew up in Bairnsdale, Victoria. He attended Bairnsdale Primary and High Schools, then moved to Melbourne to study art and teaching. He taught in Victorian rural and urban high schools before becoming a teacher of painting and drawing at Chisholm Institute in Caulfield. He has been a full time illustrator and artist for over twenty years. Andrew has illustrated many well loved and award winning books, many written with his wife Janet - including Dog Tales, the Josh series, and Make It I’m the Mother. Andrew has also illustrated several books written by other authors, including, You’ll Wake the Baby (Catherine Jinks), Little Bat  (Tania Cox) and A Year On Our Farm (Penny Matthews). The illustrating techniques he uses are always in response to the style and context of each story. He works with different media, including pen and ink, coloured pencils, pastels, watercolour and gouache, and uses different paper types.

 

Old Bun and the Burglar

SYNOPSIS -
Old Bun is the very generous, rich mouse who lives at Number One Squeak Street. He loves to throw a party, and to share his piles of golden cheese with his Squeak Street friends. This story is about how Old Bun is tricked into hiring a trio of unscrupulous ‘con mice’ - Red, Fang and Claw - to guard his beautiful, shining piles of golden cheese. Before long, Old Bun begins to suspect that the three guards may not be who they say they are. They are big and menacing. They sweep Old Bun’s timid protests aside, and immediately begin on their plan to steal his gold. But, finally, with the help of Bert, a homeless mouse, and his Squeak Street neighbours who devise an ingenious plan of their own, the burglars are foiled. Old Bun rewards Bert by giving him a job as a guard. He thanks everyone by inviting them to a midnight feast.

 

 

WRITING STYLE
Old Bun and the Burglar is an exciting and humorous thriller. Tension, anticipation and humour are skillfully created through a fast-paced narrative structure, and through dialogue. The story evokes a range of emotions as the reader shares Old Bun’s adventure. At first, Old Bun is overjoyed when the ‘guards’ unexpectedly turn up at his door, ‘Old Bun almost fainted with joy. “Please come in!” he cried.’ When he realizes he has been tricked and thinks there is no hope, he is resigned to his fate.  “Oh well, I’ve had a good life,” Old Bun said to himself. “I’m only sorry it had to end like this.”. Throughout the story clues are revealed as to the guards’ true intentions. ‘‘We’ll need a truck,’ Claw muttered. Red kicked him hard on the ankle;  “Our cheese – I mean – your cheese …”
Of course, the story ends with villains getting what's coming to them. They are literally drummed out of town thanks to Old Bun’s caring and resourceful neighbours.

 

ILLUSTRATIONS

Andrew McLean’s illustrations complement and extend the reader’s pleasure in the story. He has used a balance of double page spreads and close-ups to create atmosphere – for example, the small picture of Old Bun with a candle in his hand, walking down the long, long hallway, and the picture of Bert scurrying passed Claw, while Old Bun watches from the window. The illustrations also clearly depict what the characters are thinking, and how they are feeling - for instance, the body language and facial expressions of the guards when they are talking to Old Bun in Chapter Two. The illustrations help to create the tension of a thrilling story while at the same time revealing it’s funny side.

 

DISCUSSION POINTS

Old Bun and the Burglar provides many opportunities for discussion and classroom activities.

• Old Bun is a very generous, rich old mouse who gains much pleasure from showing off his gold, and sharing it with his friends. Discuss how his generosity and openness could have led to the burglars finding out about his treasure.
• Talk about how he felt at different times through the story. Think of different words to describe these emotions – for example: fear, fright, joy, relieved. grateful.
• Refer to Andrew McLean’s drawings to see how he has depicted different emotions. For example, slumped shoulders, a gaping mouth, and wide eyes. Draw pictures of mice or people showing different emotions. Make a ‘feelings’ poster, mural or class book using words and pictures.
• Talk about the burglars. How did they trick Old Bun? Do they look like burglars, even though they are dressed up as guards? Why?
• Talk about how the story gives clues as to what the burglars are up to. How many different clues can you find? For example: Claw going off to see a sick friend (what is he really doing?), the looks on the burglars’ faces, and what they say and do.
• Old Bun’s neighbours come to his rescue. Quick Sticks beats her drum, and Clive bangs on a cake tin. Talk about what some of the other mice might have done, for example, One-Shoe, or Tails the Great. Write a story or draw a picture.
• Talk about how the story is suspenseful, and at the same time humorous. Which parts are scary and which parts are funny? How can it be funny and scary at the same time?
•  At the end of the story Old Bun rewarded Bert by giving him a job to guard the gold. Are there any other ways Old Bun could he have protected his treasure and still shared it with his friends?
• Make up your own ‘burglar’ stories, in which friends have to help each other to outwit the robbers.

 

One-shoe’s Wishes

SYNOPSIS

One-Shoe is the mouse who collects strange and precious things from all over the world and sells them in his shop at Number Two Squeak Street. This story is about being content with your life, and realising that changing things may not necessarily make you any happier. One day, One-Shoe releases an ill-tempered and world-weary genie named Edam from a little blue bottle, which he brought back from one of his treasure hunting trips. Edam grants One-Shoe three wishes. One-Shoe can’t think of anything he wants or needs. This makes the genie even more unhappy and grumpy - “Look, just make a wish will you.” One-Shoe asks his Squeak Street friends what they would wish for. He realises he doesn’t want what they want. Edam is exasperated. “Just my luck to get a Master who’s happy the way he is!” And that’s when One-Shoe decides to wish for things to stay

just the way they are for as long as they can. ‘He was very happy with things just the way they were.’

WRITING STYLE
The story of One-Shoe is told with warmth and humour. An element of magic is introduced through traditional story elements of the genie and the three wishes. The sequential narrative establishes the setting, introduces the characters, sets up a problem to be resolved, comes up with a number of unsuitable solutions, until finally, the dilemma is satisfactorily resolved. Descriptive language and dialogue are used to create atmosphere, and to establish well-rounded characters. Warm and humorous characterisation of One-Shoe and Edam helps the reader to identify with their strengths and their shortcomings. ‘He forgot to clean his house. He forgot to brush his whiskers. Sometimes he even forgot to eat.’ ’Edam groaned and wiggled his ears. Jam tarts appeared in the bowl. He gobbled two miserably.’

ILLUSTRATIONS

Andrew McLean’s charcoal and watercolour wash drawings complement the story and extend the readers understanding of the characters and the plot. The drawing technique is a perfect way to capture the mystery surrounding the appearance of the genie in Chapter Two. Andrew McLean uses body language, rhythm, movement and close-up, detailed facial expressions, to increase the reader’s understanding of the characters. For example: One-Shoe striding off on a new adventure; Edam’s look of dismay when One-shoe says he’d like someone to wash the dishes. The illustrations also provide a clear sense of setting, for example: One-Shoe’s messy kitchen, and cluttered shop.

 

DISCUSSION POINTS

One-Shoe’s Wishes provides many opportunities for discussion and classroom activities.

• There are many sides to One-Shoe’s personality. Talk about the different side of his character. For example: being forgetful, being adventurous, being brave, What does he enjoy most? Why is his house always messy?

 

• Talk about how One-Shoe decided what to wish for. For example, asking his friends. How did this help him?
• What do we learn about One-Shoe’s neighbours when he asks them what they would wish for. Talk about how the pictures show what they wish for.
• Ask your friends and family what they would wish for. Write a class story, or make a poster or mural. Draw pictures with thinking balloons, to depict the wishes.
• In the end One-Shoe makes three wishes. Why didn’t he make these wishes? Did he make a good choice? What other wishes could he have made? What would you wish for?
• The genie, Edam, is quite grumpy. Why? Is it just because of One-Shoe. Has he always like that?
• How do we know that Edam is cross and disgruntled? What does he say, how does he says it? For example: his tone of voice. What does he do? For example: eating when he’s depressed.
• How do the pictures show how he feels, thinking about facial expression and body language.
• Find and read other stories about genies who grant wishes. for example: Aladdin and his Lamp
• Find and read other ‘three wishes’ stories. For example: The Three Wishes (various), The Fisherman and his Wife
• Many ‘wishes’ stories are about people making foolish wishes, that don’t make them happy, often because they are greedy. Talk about why One-Shoe doesn’t wish for gold, or a new house.

 

Fee-Fee’s Holiday
SYNOPSIS
Fee-Fee lives at Number Three Squeak Street with her thirteen children. She does her best to keep the household running smoothly, but one night she is so tired she falls asleep with her head in her scrambled cheese. Some of the children decide to do something nice to help her. Disaster! Fee-Fee needs a holiday! By chance she sees an advertisement for

 

the Big Cheesey Chews Competition. She enters, hoping to win a luxury holiday. Fee-Fee realises what wonderful family, friends and neighbours she has when they help her eat
through fifty packets of totally unpalatable Cheesey Chews in just nine days. When Fee-Fee wins second prize she is horrified. Her prize, a year’s supply of Cheesey Chews is
delivered in a box that is bigger than Fee-Fee’s whole house! While Fee-Fee is recovering from the shock, her Squeak Street friends devise an ingenious plan. Fee-Fee has her holiday. And no one has to eat Cheesey Chews ever again!

WRITING STYLE
Fee-Fee’s Holiday is a family drama told with warmth and humour. It has a sequential narrative framework. Fee-Fee is so exhausted she falls asleep with her head in her scrambled cheese. Some of the children want to help – but they create chaos and mess. Fee-Fee needs a holiday! A possible solution is found – entering a win-a-holiday competition. The solution is not easy to achieve because the Cheesey Chews are almost inedible, but her children and friends help out. Hopes of a holiday are dashed when Fee-Fee wins second prize, a year’s supply of Cheesey Chews. In the end Fee-Fee does get her holiday – thanks to the ingenuity of her children, friends and neighbours. Narrative description, rhythmic language, and dialogue add to the story’s appeal. For example, ‘Muffy, Fluffy, Buffy, Scruffy, Tilly, Milly, Billy, Lily, Nibbles, Tibbles, Gus, Fuss, and Naomi.’ ‘”This box is evil,” Tails the Great roared, taking out his magic wand.’

ILLUSTRATIONS

The illustrations beautifully add to the story and extend the reader’s understanding of character, setting and action. Many different emotions are expressed in this story, and the ink line and watercolour wash drawings, capture these through rhythmic movement, body language, and facial expression. For example, Fee-Fee shouting, “I NEED A HOLIDAY”, and Fee-Fee relaxing in a deck chair while the children creep away. The holiday-in-a-box is depicted as a wonderful alternative to a luxury holiday.

 

DISCUSSION POINTS

Fee-Fee’s Holiday provides many opportunities for discussion and classroom activities.

• Fee-Fee loves her large family, but she is exhausted. Why?
• Tilly and Milly decide to do something nice to help Fee-Fee. What happens? Draw pictures and make a mural or a poster that shows, in sequence, all the things that go wrong when the children try to help.
•  Talk about why it is so hard for everyone in Squeak Street to eat fifty packets of Cheesey Chews. Talk about other kinds of breakfast food. Make a chart showing what different people eat for breakfast. What is the most popular food? Would Cheesey Chews be on the chart?
• Fee-Fee had to write in twenty words of less about the taste of Cheesey Chews. Have a competition of your own. Write about Cheesey Chews, or your favourite breakfast food, in twenty words or less.
• How did Fee-Fee feel when the year’s supply of Cheesey Chews arrived? What was her reaction? Why?
• Everyone on Squeak Street helped to make Fee-Fee’s dream holiday come true. Talk about how they did this. Who did what? How did they use their own skills?
• What did Fee-Fee think of their idea? Did she think it was a good idea? How do you know?
• Talk about dream holidays. Where would you most like to go? Make up your own competition. Make flyers or advertisements. Think about what to include, for example: destination, conditions of the competition - collecting coupons, writing captions, or answering questions.
• Collect some boxes. For example: packing cartons big enough for one child to use for a holiday destination, or smaller boxes to make a holiday-in-a-box. Make characters (maybe puppets) and all the bits and pieces they will need to have a good time.

Pink-Paw’s Painting
SYNOPSIS
Pink-Paw is the artist who lives at Number Four Squeak Street. She isn’t rich or famous, but she’s happy, as long as she has paints, food and friends. One day, a stranger pulls up in a car and offers to buy the door, on which Pink-Paw has painted a big yellow sun. Pink-Paw needs money for food and paints, so she agrees to sell it. Having no door begins a chain of events that leads to Pink-Paw entering a picture in an art competition at the Sunny Corner Home For Lonely Old Mice. When Pink-Paw unveils her painting she,

and everyone else gets a surprise. The judges, who are the old mice residents, love the special effect that Pink-Paw has included in her painting, and they declare her the winner. From then on Pink-Paw visits the Sunny Corner Home every week, to freshen up the painting. She has enough extra cheese to buy paints. And she has a new door to paint.

WRITING STYLE
Pink-Paw’s Painting has a straightforward, sequential plot structure. Early in the story, Pink-Paw’s character, and the setting are clearly established. “As long as she had paints, food and friends, she was happy.” Clues are given as to how the plot will unfold. A tall mouse buys Pink-Paw’s painted front door. “Thank you!” he said. “I’m sure we’ll meet again.” - leading the reader to anticipate that he will turn up later in the story, and it may have something to do with Pink-Paw’s painting. The story allows the reader to know more than Pink-Paw. For example, while Pink-Paw is sleeping, the ants march across the floor and creep under the cloth that covers the painting. The reader can predict what her reaction will be when she finds out. The suspense is carefully sustained, as the painting is kept covered until the last minute. An element of anticipation is also introduced with the competition – will Pink-Paw be able to think of a subject, finish the painting in time, and will she win? The story is rounded off with a satisfying ending. Pink-Paw wins the prize, which means she has enough cheese to buy paints. And she has a new door to paint.

 

ILLUSTRATIONS

The ink and watercolour wash drawings extend the reader’s understanding of the plot and the characters. For example, look carefully at how Pink-Paw is depicted after her door is taken away. At first she is quite unconcerned. But, her growing alarm is clearly depicted in the drawings where her friends comment on her missing door. The delightful and humorous drawings of the marching ants, adds to the story’s appeal. And the feelings and emotions of different characters are clearly depicted in many illustrations. For example, the range of different expressions of the characters when Pink-Paw is declared the winner – Pink-Paw’s pride and pleasure, Ava Nibble’s disappointment and anger, the old people’s glee.

 

DISCUSSION POINTS

Pink-Paw’s Painting provides many opportunities for discussion and classroom activities.

• Pink-Paw is an artist. She does not care that she’s not rich or famous. Talk about what makes her happy, and why she is satisfied with her life.
• Talk about her initial reaction when the tall thin mouse offered to buy her front door. Why did she change her mind when he offered to pay for it?
• Pink-Paw thought it would be a change to have no door at all. Talk about the reaction of her friends and neighbours.
• Plot the sequence of events that leads to Pink-Paw finding the invitation to paint a picture - the neighbours’ reactions, Pink-Paw’s response, Ben leaving the letter, etc.
• List the hints that are provided about what will happen later in the story. For example: Fee-Fee leaving the jam, Pink-Paw not finishing the cake, the wind, the ants.
• Fee-Fee had to use what she had at hand to paint the picture. What did she use? Some things happened deliberately, others were accidental.
• The story highlights the different personalities of the artists. Talk about how different the three artists are. How does each artist respond when the winner is announced?
• The Sunny Corner Home seems like a wonderful place for old mice to live. What makes it a good place for Old Mice to live?
• Many old people have to go into ‘a home’ when they are too old to look after themselves. Organise a visit to a local Hostel or Nursing Home.
• Paint or draw pictures to take to the old people.
• Ask some of the old people to tell a story about themselves. For example: ‘When I was a girl.’
• Make these stories into books, illustrate them and share them with the people who told their stories.

 

 

 

Lucky Clive
SYNOPSIS
Lucky Clive is the mouse who runs the best cake shop in Mouseville, at Number Five Squeak Street. Clive loves his job, but one day when he meets two old school friends, Roly and Daisy, who have become rich and famous, he begins to think what a dull and boring mouse he is. He is particularly upset that Daisy feels sorry for him. (He really liked Daisy at school, but had been too shy to ask her out). Clive decides to give up making cakes, and sets out to find a more interesting job. However, he soon discovers that baking is what he does best. He also finds out his Squeak Street friends can’t get through a day without one of his treats. And none of them feel sorry for him! When he re-opens his shop, his first customer is Daisy who, inspired by Clive, turns her back on fame and fortune and becomes a hairdresser at the Fun Fur Hair. And it turns out she too likes Clive just the way he is!

WRITING STYLE
Lucky Clive has a conventional narrative framework with a beginning, middle, and an end. A pre-existing situation is revealed: Fat Clive is happy in his job. A disruption occurs: Clive becomes discontent with his own life when he meets two old friends. A solution is sought: Clive decides to find a new job so he will not seem so dull and boring. Complications arise: Clive is no good at any of the jobs he tries. A solution is found: Clive is happy to return to what he does best – inventing and baking cakes. A satisfying conclusion: Clive and Daisy come together over a Squeaky Treat. Descriptive language and dialogue helps to build the mood of the story, and knowledge of the characters. For example: Inside the car was almost as big as Clive’s whole house; “D – Daisy!” Clive stammered; Clive felt himself blushing again; Roly Bones said, “…it’s made me rich. It’s sold three million copies.”  

 

ILLUSTRATIONS

The ink and watercolour wash drawings complement and extend the story of Lucky Clive. The illustrations focus on the main characters, particularly Clive. Body language, movement, and close-ups of facial expressions add to the reader’s understanding of how the characters are feeling, and what they are thinking. For example: Clive remembering (what he thought was) the pity in Daisy’s eyes (page 27), Clive gazing at Daisy (page 58). Some of the situations that are depicted are funny. At the same time the text and pictures work together tell another side of the story. For example: Clive being bitten by the guard ant (page 34), the children jumping on Clive the clown (page 40 – 41).

 

DISCUSSION POINTS

Using Lucky Clive for classroom discussions and activities:

• The first new cake Clive made when he was a child was a Yummy Honey Surprise Cake. Make up your own recipes for different Surprise Cakes or other treats. Give each recipe a name, and draw pictures. Put them together in a recipe book.
• Look at recipe books, magazines. Collect pictures of the kind of food that Clive would make. Make a collage using pictures of your favourite foods.
• Using a recipe make a cake, biscuits, or other treats. Share them with your friends.
• Many different emotions are conveyed throughout the text. Make a list of descriptive words and phrases from the text. Match them to a particular emotion For example: nervousness (stammered), embarrassment (blushing), surprise (gasped), affection (Clive felt as if he must be dreaming), happiness (smiling happily).
• Look carefully at how the drawings capture different emotions - look at facial expressions: eyes, eyebrows, mouth, facial lines; and look at body language: stance, position of shoulders hands, head. Draw pictures showing different emotions.
• Using words and pictures make up your own stories about feelings, for example: happiness, sadness, anger, shyness.
• Clive was no good at selling brooms, or clowning. Talk about why he couldn’t do these jobs.  Make a list of other kinds of jobs Clive could have tried.
• Clive decided to return to his own job. Why?
• What happened on Squeak Street when Clive’s shop was closed for one day? What did he learn about himself and his friends? For example: “Your shop makes everyone happy. Without you life around here just isn’t the same!”
• Clive looked for a new job so that he could impress Daisy. But Daisy gave up her fame and fortune because she could see how much ‘Clive loved his life.’ Talk about why fame and fortune wasn’t enough to make Daisy happy.
• What makes you happy? Draw pictures that show you doing something that makes you happy.
• Set up a Cake Shop. Make up a Menu Board advertising the delicacies. Using play dough, clay, collage and construction materials, make cakes and other treats to sell.

Quick-Stick’s Magic
SYNOPSIS –
Quick-Sticks lives at Number Six Squeak Street. She is the drummer in a band called The Squeaky Chicks. Two incidents and a little bit of magic, set Quick-Sticks on the path to fame and happiness. First, she helps a strange old mouse, Queenie the Great, who, as a reward turns Quick-Sticks’ drumsticks to shining gold. They are magic! Quick-Sticks has never played so brilliantly. Then, agent Rex Ripoff offers to look after the band and make Quick-Sticks a star. Quick-Sticks soon discovers that signing up with Rex Ripoff was a big mistake. Queenie the Great, with a wave of her crooked stick and a few strange words, comes to the rescue. When the Squeaky Chicks play at the Patty Paws Dance Hall, Quick-Sticks discovers she can play just as well with or without the magic drumsticks. And this makes her ‘very, very happy’.

WRITING STYLE
Quick-Sticks’ Magic is a quest story. Quick-Sticks leaves home to pursue her dream of becoming a famous drummer. But, before she finally achieves her goal she faces a number of different challenges, and meets a range of characters who either help or hinder her quest. Descriptive language is used to create atmosphere, humour and setting. For example: The forest rang with sound. It was like hail pounding, like thunder rolling. And,  She flipped over and fell flat on her back with her legs in the air. The reader learns a lot about each character through what they do and say. For example: ‘This is the car that nearly hit me!’ screeched Queenie. And: ‘Oh I’m so scared’, Rex grinned. The story has a satisfying ending. Quick-Sticks realises her dream of becoming a famous drummer but she also comes to understand her mother’s words: ‘…remember, dear, it’s nice to be famous but it’s better to be happy.’

 

ILLUSTRATIONS

The illustrations add to the reader’s understanding of the story and, in particular, the characters. Double page spreads create a sense of space and/or distance. For example: Quick-Sticks playing with the Big Field Band (pages 4, 5); Queenie in the hole (pages 20,  21); the party in Squeak Street (pages 34, 35). Illustrations of Quick-Sticks convey a wide range of emotions, and add to the reader’s understanding of her throughout the story. For example: dreaming of being a famous drummer (page 6), feeling homesick (page 15), ecstatically drumming with the golden drumsticks (page 31), her look of horror when she realises Rex Ripoff’s true intentions (pages 45, 46) and, at last, being happy (page 58).

 

DISCUSSION POINTS

Using Quick-Sticks Magic for classroom discussions and activities

• When Quick-Sticks was little she drummed on whatever she could find around the house. Collect items from around the classroom that would make suitable drums. Listen to, and talk about the different sound that each item makes. Work out a musical routine using these items.
• Quick-Sticks had to leave home to follow her dream. Why?
• Talk about how Quick-Sticks and her parents feel when she decides to leave home. How did Quick-Sticks’ parents help her? What important advice did Quick-Sticks’ mother give her? When did Quick-Sticks realise that this was good advice?
• Quick-Sticks formed her own band with Molly, Fizzer, Fingers and Gwen. Talk about the different instruments they play. What kind of music do you think they play? Jazz? Rock ‘n’ Roll? Country? Folk? Listen to different kinds of music. What is your favourite? Take a vote. Make a chart to show which is most popular.
• Look for books and magazines about drumming, and different kinds of music.
• Quick-Sticks feels homesick when she thinks of her parents and the farm. What does she do to make herself feel better? Talk about feeling homesick. Have you ever been homesick? Look at the drawing of Quick-Sticks on page 15. Draw ‘feeling homesick’ pictures. Tell a story about being homesick.

 

 

• Quick-Sticks rescues the strange old mouse, who turns out to be a magician. How does Queenie reward Quick-Sticks? Queenie used a few strange words. Make a list of different words and phrases you could use to make magic.
• Talk about magic and magicians. Find books about magicians, and learn some tricks. Dress up like magicians and perform some magic.
• Rex Ripoff is a ‘con’ mouse. Talk about how he persuades Quick-Sticks that he will make her a star. For example: he doesn’t give her a chance to ask questions, or to read what she is signing.
• Queenie the Great turns Rex Ripoff into a frog. What else could she have turned him into? Draw pictures and make a mural: Queenie Turned Rex Ripoff Into A ……!
• Quick-Sticks finally realises she can play just as well with or without the magic drumsticks. Talk about why this happened.
• Combine drawings and collage to make posters advertising for your own band/s. think about: the name of your band, the venue for the show, etc.
• Organise your own show with plenty of room for dancing.
•  

Kevin to the Rescue

SYNOPSIS –

Kevin, is the motor mechanic mouse who lives at Number Seven Squeak Street. Kevin becomes a reluctant hero when he decides to help Rosie Rich-Mouse. Rosie has been robbed of all her jewels and cheese, and is afraid to stay alone in her huge, isolated house. But before she moves, she must find a home for her beloved old car – Henry. Much to Kevin’s dismay she asks him to take care of Henry, which ‘is the smallest, ugliest car he has ever seen’. Kevin feels sorry for Rosie and he agrees to her request. When the robbers return to steal Henry and recover the loot they dumped in the boot, a hilarious series of events follows, including an exhilarating car chase. With the help of his Squeak Street friends (and Henry), Kevin foils the robbers and recovers the stolen goods. Rosie gives Kevin a generous reward, and he restores Henry which becomes the much-loved ‘Squeak Street car’.

 

WRITING STYLE
Kevin to the Rescue has a narrative structure that uses dramatic, and at times emotional language and dialogue, to develop the characters, and to create, suspense, empathy and humour. ‘“Who is it?” called a trembling voice.’ ‘The candle flame made leaping shadows on the wall.’ “I HATE my new car,” groaned Kevin.’ ‘They all jumped on the robbers and held them down until the police arrived.’ ‘… Pink Paw kicked (Jeff) hard in the leg.’ The text provides clear clues to the dilemma facing Kevin. He doesn’t want Rosie’s horrible car, but at the same time he feels sorry for her, and wants to help. ‘He didn’t want to hurt her feelings.’ ‘Kevin’s heart sank. He knew there was only one thing to do.’ ‘ “This is crazy!” he told himself. “I don’t want that car” A wide range of words and phrases evoke ideas and emotions, and extend understanding. ‘It looked like a monster, crouched to spring.’ ‘… it looked like a lumpy yellow frog.’ ‘Henry’s vines fluttered in the breeze as if he was waving back.’

ILLUSTRATIONS
The illustrations beautifully complement and extend the text of Kevin to the Rescue.
The reader is never in doubt about how the characters are feeling. For example, Rosie’s despair as she tells Kevin about the robbers is clearly shown through the expression on her face, the tears, and her drooping shoulders. On the other hand the illustration on page 22 captures Kevin’s dilemma – his reluctance and his kindness are both evident. The illustrations capture the excitement and the fun of the car chase (reminiscent of the Keystone cops), and the capture scenes. 

DISCUSSION POINTS

Kevin to the Rescue provides many opportunities for discussion and classroom activities.

• Kevin loves cars, especially old ones. He is saving up for his dream car – a pale blue Thunderbird, depicted in this story as an old classic car. Find pictures and information about old vehicles. Make a poster or a wall mural.
• Talk about why Kevin prefers old cars to new cars. Find out why old-car enthusiasts spend a lot of time and money restoring old cars. Maybe organise a visit from an old car, and its owner.

• Talk about why Kevin thinks that Henry is the ugliest car he has ever seen. He thinks he looks like ‘a lumpy yellow frog.’ Make a list of the similes or metaphors that are used in this story. Eg. ‘It looked like a monster, crouched to spring’ Make up your own similes or metaphors to describe Henry, the Thunderbird, and Kevin’s work truck.
• Kevin does not want to look after Henry, but he decides to because Rosie is so afraid and upset. Talk about his dilemma – making a decision to do something he doesn’t want to do, in order to help another person. Ask children if they have been faced with a similar problem. Get them to write and illustrate their own stories.
• Talk about what happened when Kevin chose to be kind and helpful against his own wishes. What did he gain and learn – about himself and his community? What were the disadvantages? Did the positive outcomes outweigh the negative consequences.
• Talk about the different reactions of the Squeak Street mice when they first see Henry. Who likes him? Who laughs at him? Who is lost for words? Draw pictures of the mice, showing close-ups of their faces with different expressions. Create speech balloons to express their various reactions to Henry. Refer to the illustrations in the book.
• When Rosie is telling Kevin about the robbers her story is depicted as visual thought balloons. Ask the children to make up their own stories about an exciting or dangerous event. Illustrate the story as in Kevin to the Rescue with picture balloons. The children will need to think about the expressions on the face/s of the storyteller and the listener, as well as the action of the story being told.
• The words and pictures in this story combine beautifully together to create the very funny chase scenes. For instance, Tails’ attempt to use his magic to stop the thieves, the large robber getting out of little Henry, Pink-Paw kicking Jeff. Talk about how the words and pictures make these into humorous scenes. Make up your own ‘chase’ stories, drawing on the kind of language and pictures used in the story.

 

 

 

Tails and the Twin Spell

SYNOPSIS –

Tails the Great is the magic mouse who lives at Number Eight Squeak Street. More often than not, any new spells Tails tries go dreadfully wrong. His Squeak Street friends are very wary of him. He wishes he had time to learn and practice some new spells, but he just too busy doing magic shows. Tails decides there should be two of him. He does a Twin Spell which, for once, works perfectly. Tails makes a twin – Tails Two - who is perfect in every way. His spells always work. He is friendly and helpful. And his teeth are whiter than white. This story is about how Tails deals with the confronting situation he has created. It shows how challenging it can be to meet someone who seems to be better than you in every way, and how, in the end, your friends love you for who you are.

WRITING STYLE
Tails and the Twin Spell is a sequential narrative that has a tight plot structure, and develops a wide variety of language forms. The first chapter clearly sets out the problem that confronts Tails, and ends on a note of anticipation – ‘And it was then he had his wonderful idea.’ The use of descriptive language and dialogue reveals to the reader Tails’ changing feelings.  At first he is elated, “Oh, hot cheese on toast! The spell worked!” He soon feels differently, and eventually is tempted to destroy his Twin ‘ Grinning horribly he pointed his wand at Tails Two.’ But in the end: ‘Tails anger suddenly died…  “I cannot do it,” he said.  The story is laced with humour. For example: the descriptions of Tails’ disastrous new spells: ‘The slime had overflowed and oozed into every room in the house.’ The story concludes with a satisfying last chapter. Tails’ problem is solved, and he is o
nce again the one and only Tails the Great – in Mouseville, at least.

ILLUSTRATIONS
The illustrations perfectly extend the reader’s understanding of the story, it’s setting and atmosphere, and of Tails’ changing feelings. Examples include: Ben the postmouse running down the street after pushing letters under the door; the bubbling, steaming, smoking cooking pot, ‘Evil red smoke filled the room.’ Different emotions are expressed throughout the story and the ink line and colour wash drawings portray these through movement, body language, and facial expression. Examples include: Tails in bed,

‘Suddenly he felt rather sick.’ – a look of apprehensive dismay (downcast eyes and furrowed brow), fingers clutching the sheets, down-turned moustaches); Tails at last sitting contentedly by the fire, surrounded by his happy pets. ‘Tails felt like singing.’

 

DISCUSSION POINTS

• For the ‘Twin spell’ Tails uses ‘five spider legs, a drop of toad slime and a hundred and one other things too horrible to list.’ Think about what these other nasty things might be. Make a class list.  Make a poster depicting shelves or an open cupboard, showing jars and boxes of ‘spell ingredients’.
• There are many other wonderfully descriptive words Emily Rodda could have used instead of ‘horrible’. For example: atrocious, nasty, hideous, vile. Make a list of ‘horrible’ words.
• Make up your own magic spells recipe book. Include: the name of the spell, the names of ingredients, the amount of each ingredient (eg. Five spider legs), the method of mixing and making, the magic words for the spell. (You could use Tails’ Twin recipe words as a model, or make up your own). Decorate the recipes with drawings of the ingredients. Illustrate the recipe with step-by-step instructions.
• Draw, cut out and laminate a large cooking pot. Draw, cut out and laminate different horrible ingredients. Use these to make up matching and counting games.
• Draw pictures of Tails showing the different emotions he goes through in the story. Think about how to depict body language (eg. drooping shoulders, clenched fists, stamping feet), and facial expression (eg. Annoyance, envy, crestfallen, sad, contentment, happiness.
• Using pen and ink and coloured ink or water colour wash, draw pictures of characters amidst bubbling cooking pots and wafting smoke. 
• Tails Two is perfect in every way. Make a list of everything that Tails Two does perfectly. Make a list of everything that Tails can’t do perfectly. Talk about why Tails feels so incompetent when Tails Two is around. How does Tails react – eg. Despondency, anger.
• Talk about whether it is possible for one person to be perfect and to do everything perfectly. Write and illustrate stories about something you do well, and / or something you’re not so good at. Think about how to make the stories humorous

• Talk about why Tails’ friends like him the way he is. What did Tails learn about himself and his friends?
• Learn some simple magic tricks. Organise a magic show.
• Find other children’s books featuring magic. For example: The Magic Hat, (Mem Fox, Tricia Tusa), Possum Magic (Mem Fox, Julie Vivas), Grandad’s Magic (Bob Graham).
•  

Addy and the Pirates

SYNOPSIS –

Addy (short for Adeline) lives at Number Nine Squeak Street. Her job is making boats of all types, sizes, and speeds. One day she decides it is time to build a boat for herself. By chance, just when she’s ready to launch The Squeak for the first time, her neighbour Ben turns up with a treasure map he found in a bottle beside the Big Wild Water. Addy and Ben set out for Dead Mouse Island to search for the buried treasure, but little do they know what an exciting adventure lies ahead. Before they reach the island they are overtaken and captured by Red Ned, a big, mean pirate, who steals the treasure map and threatens to throw them overboard. Addy and Ben must use all their wit, cunning, and courage to outwit Red Ned and his crew. The story is full of piratical action, drama, and humour from beginning to the end when Addy and Ben make a daring escape and leave the pirates stranded on Dead Mouse Island waiting to be picked up by the police.

WRITING STYLE
The story is quietly set up in the first two chapters – the boat is built, the treasure map is found, the decision is made to sail to Dead Mouse Island. In the following chapters, when Addy and Ben are captured by the pirates, the pace and tension of the story picks up. Descriptive language and dialogue captures the mood of the story and the reactions of Addy and Ben. Ben is fearful of Big Wild Water which looks ‘very big and wild’, “Maybe, this isn’t such a good idea, Addy,” said Ben in a small voice. But Addy is self-assured and confident in her own ship building and sailing skills, “Don’t worry, Ben…” said Addy. “We’ll be fine.” Ben feels seasick but Addy is ‘very happy. She loves the feeling of wind and spray on her face.’ Descriptive language and dialogue also evoke the wonderfully colourful world of pirates: Red Ned is ‘a big ugly mouse with red hair, a wooden leg and a patch over one eye. A fat green fly sat buzzing on his shoulder.’ He, and the other pirates speak pirate ‘lingo’ “Arr!” growled a voice. “Send the two grubs up to me!” and, ‘“Let’s make the grubs do it!” “Arr!” the rest of the pirates agreed.’ The story has an amusing and satisfying conclusion, when quick thinking allows Addy and Ben to escape, but not before they and trick the pirates into sinking their boat, treasure and all.

 

ILLUSTRATIONS

The action, drama and humour of this story are captured in the black and white ink and wash drawings. The pirates are delightfully archetypical with curling moustaches, peg legs, headscarves, hooks, and eye patches.  The pirates’ facial expressions illustrate a wide range of attitudes, feelings and responses, including wicked sneers and smirks, open-mouthed surprise, disbelief and astonishment. Their body language evokes boastfulness, anger. There is a balance of close-ups and distant vistas. The close-ups add to the immediacy of Addy and Ben’s predicament - look at the pictures of Ben and Addy being held over the edge the pirate ship. The double page spread showing Addy and Ben sitting in the ‘The Squeak’ in the foreground, and the plaintive wave of a hand from the distant Dead Mouse Island, perfectly captures their sense of triumph, and Red Ned’s fury at being tricked by a couple of ‘grubs’.

DISCUSSION POINTS

• Referring to the text, list the features of the boat that Addy built. Talk about what kind of boat you would build if you were a boat builder. Using the same language pattern used to describe Addy’s boat, (that is two descriptive words or phrases per sentence, for example: It was not too big and not too small) make up a word picture of your perfect boat. What would you call your boat?
• Draw a picture that shows you thinking about what your perfect boat. Use a thought balloon like the picture of Addy in the book.

 

• Build a model of your own boat using boxes, cartons, and other bits and pieces.
• Make your own treasure map. Write a message at the top of the map. (you might like to use rhyming language as in the book).

 

• Swap maps. Following the pictorial clues describe or write down what you would do

to find the treasure using someone else’s map.

• Addy and Ben sailed out onto the Big Wild Water. Addy had to be sure that her boat was safe, and that she and Ben were safe too. Talk about boat safety. Are there special regulations you must follow when you go out sailing?
• Talk about the pirates – What do they look like, what do they wear. Read the description of Red Ned, and then draw a picture of using him.
• Pirates use particular words and phrases when they speak? Make a list of the things red Ned and his crew say.  For example: “Arr!” “Shiver me cheese”, “Yo. Ho, ho!”
• Draw pictures of the pirates. Make a mural or a poster of the pirates. Include speech balloons with pirate sayings.
• Addy cleverly outsmarted Red Ned and the pirates. How many times did she do this? What did she do to save herself and Ben?
• Talk about why Addy and Ben were not worried that they didn’t come home with the treasure. What was more important to them than being rich?
• On the way home they sang ‘all the jolly pirate songs they knew’. Find some pirate songs, chants and sea shanties. Learn them and sing them like bold pirates.
•  

Ben the Post-Mouse

 

SYNOPSIS

Ben, the Post-Mouse, lives at Number 10 Squeak Street. He is unhappy because he is a post-mouse who never gets a letter. He loves his job delivering letters to the mice of Mouseville. He just wishes that someone would write to him. One day he thinks up a clever plan. He places an advertisement in the Mouseville News, using the name Pen Pal. Before long he finds himself in a real pickle. His bags of mail become heavier and heavier. He must stay up half the night answering letters. And Sid, the mail-sorter has a nervous breakdown. Luckily for Ben his Squeak Street friends come to the rescue. This is the last book in the Squeak Street Series and it highlights an important theme in all of the stories - the way the very different mice help one another when and if disaster strikes. As Ben says, “There are no mice at all like the mice who live on Squeak Street”.

 

WRITING STYLE
Ben the Post-Mouse is told with warmth and humour. A problem and a possible solution are established in the first chapter: Ben wants to get some letters, and he decides to place an advertisement in the Mouseville News. This idea creates a set of different problems that are worked through in the following chapters: the letters are boring, and soon Ben has received so many that he can’t possibly answer them all on his own. Finally the problem is solved when Ben’s Squeak Street friends help him out. The story is developed through the use of dialogue and descriptive language. For example: “I’m sick of this!” Ben “stomped” inside and “slammed” the door; “Don’t you complain”, snapped Sid. Answering the letters was “very hard and boring”. Ben “wiped away tears of joy” after his friends helped him to sort things out.

 

ILLUSTRATIONS

As with all of the books in the Squeak Street Series the illustrations complement and extend the reader’s understanding of the story. The illustrations capture both the humour and drama of particular incidents, sometimes simultaneously. This is done through close attention to facial expression and body language – sloped shoulders, droopy eyes, and yawns. The double page spreads depicting all the Squeak Street mice helping Ben perfectly portray the camaraderie between all of these wonderful characters. 

DISCUSSION POINTS

 

• In this story many different words and phrases are used to describe how the characters are feeling. Make a list of these words. For example: gloomy, stomped, boring, ashamed, feeling very pleased, he groaned. Make a poster or a frieze using these words.

• The illustrations also portray different emotions – for example: sadness, relief, annoyance, exhaustion. Look at the illustrations. Consider how facial expression and body language is captured in the drawings.

 

• Draw pictures with characters showing different emotions. Imagining and practising different facial expressions and body language will help you to portray a feeling.

• Tell or write a story about the character/s you have drawn. Again, imagine yourself in the situation you are describing.

 

• Explore the feelings of the different characters in the story. For example:

 

• Talk about how Ben felt: when he received the first letters, when he read these letters, when he received too many letters.

• Talk about why Ben didn’t want to talk to his friends when they came to find out what was wrong?

 

• Talk about how Sid, the mail sorter coped with all the extra mail.

• Talk about what Ben’s Squeak Street friends did to help Ben. Will he finally have a real pen pal?

 

• Talk about the advertisement Ben put in the paper. Did he write anything about himself? Write your own ad for a pen pal. You could write as yourself, or as an imaginary person.

• Post ads on a board. Answer each other’s ads. Make a class post box, and wait for a reply.

 

• The story offers cues for many games and activities involving sound, movement, and emotions.

• Show emotions using just facial expressions. Refer to the illustrations in the book. For example: Use a mirroring activity – children form pairs, one child makes a face, which the other child copies as if looking in a mirror.

 

• Miming and dramatising differing emotions – walking with a heavy bag, running around to post all the letters, groaning, exclaiming, being exhausted, going “sort of mad” like Sid.

• Dramatise the story. Make a list of all the characters. Form five groups to adapt the different episodes into a play, building up the story chapter by chapter. Put the episodes together.

 

• Visit a post office