Giggle, Giggle, Quack

Cronin, D., & Lewin, B. (2002). Giggle, giggle, quack. New York: Simon & Schuster Books for Young Readers.

Giggle, Giggle, Quack fits into the genre of picture books because the pictures help tell the story.  I do not think that this book would be complete without the illustrations because they give clues as to what is happening and what is going to happen in the story.

I chose this book because many other books by Doreen Cronin were on the suggested list and I had not yet read Giggle, Giggle, Quack.  I have enjoyed many of Doreen Cronin’s other books such as Duck for President and Click, Clack, Moo:  Cows That Type.  This book was also on the related films, videos, and DVDs section of the recommended picture books list.  It is also a Caldecott Honor Book.  

There is an element of foreshadowing in this book from the beginning when Farmer Brown tells Bob to watch out for Duck because he’s trouble.  You also get subtle hints through the illustrations as you see Duck with a pencil almost every time he is pictured.  You get the characterization of Duck through his actions.  He doesn’t have dialogue other than “Giggle, giggle, quack.”  He doesn’t need to speak for the reader to get to know his personality; it shows through his actions and the letters he writes. 

Many of the illustrations are large and extend beyond the page.  Betsy Lewin did a great job of illustrating this story and showing the animals’ personalities through their facial expressions.  The way the font was typed also gives a sense of mood.  When the farmer yells, it is in bold and extends across the page. 

 Students will enjoy this book because it shows farm animals acting like people.  I think once  they get what is going on in the story, they will really think it is funny and enjoy it.  The students don't have to be familiar with a farm or farm animals to be captivated by this suspenseful story of a mischievous duck.

This book can be used to teach students to make predictions and inferences.  Before you turn the page during a read aloud, have the students guess what is going to be happen next. 

Big Question:  Who is leaving Bob the notes?  What clues are given to help you make this inference?