Camel In the Sun

A moving story, inspired by a traditional Muslim hadith, beautifully written by Griffin Ondaatje and illustrated by world-renowned Linda Wolfsgruber.

Book Genre:

Picture Books

Audience:

ages 2 to 5 / grades P to K

Written by

Griffin Ondaatje

Illustrated by

Linda Wolfsgruber

Book Description
Inspired by a retelling of a traditional Muslim hadith, or account of the words or actions of the Prophet, which the author first heard in Sri Lanka, this is the story of a camel whose cruel owner only realizes what suffering he has caused when the Prophet appears and shows love to the animal.

The camel has worked its entire life for a man called Halim, carrying bundles of spices, dates, incense, silver and wool on long journeys across the desert, east of the Red Sea. It often has to climb steep dunes, run when it is exhausted, and wait in the hot sun while Halim sits in the shade talking to the other merchants. One day the camel is overwhelmed by sadness and finds itself in tears. But still Halim shows no sympathy.

When they arrive in the beautiful garden-filled city of Medina where the Prophet lives, the merchant refreshes himself with food and drink and then naps on a pillow of sand, once again leaving the tired camel to stand alone in the burning sun. But when the Prophet sees the camel’s plight, everything changes. Halim finally empathizes with the camel’s pain and suffering.

The Camel in the Sun was inspired by a Muslim story told to the author when he was in Sri Lanka. That story was a retelling of a hadith, and this book was respectfully inspired by both the retelling and a translation of the hadith itself. It is an unforgettable story about empathy. It is beautifully, respectfully and sensitively illustrated by Linda Wolfsgruber, whose images and earthy palette reflect her time spent in the Middle East.
Pre-Reading Activities/ Key Ideas & Details
Look at the Cover
As a class, examine the cover of the book. What do students think this story is going to be about? Where will the action take place? Do they think it is fiction or non-fiction?
Pre-Reading Activities/ Key Ideas & Details
About Camels
What do students know about camels? What do they imagine the life of a camel would be like?
Pre-Reading Activities/ Key Ideas & Details
Compassion and Empathy
This is a story about compassion and empathy. What do these words mean? Have students give examples of what it means to be compassionate. Can they think of any other books that address these themes?
Pre-Reading Activities/ Vocabulary Acquisition
Vocabulary from the Middle East
In this book students will encounter a world and a life far from their own, both in time and space. This book is set in the Middle East, during the 6th century. Discuss the following words as they are used in this book and what they mean in this context:
Hadith
Spices
Merchant
Incense
Oasis
Dates
Prophet
Post-Reading Activities/ Comprehension Strategies
Author’s Role
Who is the author of this book? What does an author do?
Post-Reading Activities/ Comprehension Strategies
Illustrator’s Role
Who is the illustrator of this book? What does an illustrator do?
Post-Reading Activities/ Comprehension Strategies
Conveyed by Words
What parts of the story are best conveyed by the words of the story?
Post-Reading Activities/ Comprehension Strategies
Best Told in Pictures
What elements of the story are best told in pictures?
Post-Reading Activities/ Integrated Learning
On the Map
This story begins with a poetic description of the lands where the tale is set. At first reading, it seems like a fairy tale with the names of strange, faraway places. However, these places are very real. Working in small groups or as a class, find the cities and geographical features identified in this book. Have students mark them on a map.
Post-Reading Activities/ Comprehension Strategies
Character Trait Chart
Have students identify the main characters of this story. Working as a class, read the story closely to determine the key personality traits of each individual. Record them on a chart. Discuss how the author conveys information about each character to the reader.
Post-Reading Activities/ Critical Thinking in Literacy
Muslin Hadith
The Camel in the Sun is based on a Muslim hadith. A hadith is an account of the words or actions of the Prophet Muhammad and often teaches a lesson. Break students into pairs and have them retell the story to each other. Have them identify the beginning, the middle and the end of the story. Have them decide what the central lesson or main message of the story is. Have students share their conclusions with the class.
Post-Reading Activities/ Comprehension Strategies
The Camel and the Owner
The story revolves around the relationship of the camel and his owner, the merchant. Break students into small groups and have them discuss the following questions: What is the relationship between the camel and the merchant like at the beginning of the story? What is it like at the end? Why did their relationship change? What important event was the cause of this change? Come together as a class and discuss the responses.
Post-Reading Activities/ Critical Thinking in Literacy
Heat in the Desert
This story is set in a desert. The author and illustrator do an excellent job of evoking the atmosphere of intense heat and sunlight and the hardships the camel endures. Work with the class to identify specific words and phrases that convey the impression of heat. Explain the difference between literal and figurative language. Which phrases are literal descriptions of circumstances? Which are figurative? What is the impact of each?
Review the illustrations as a class. What elements of the illustrations communicate to the reader the setting for this story (i.e., a desert) and its atmosphere (i.e., heat and bright sun)? How does it help convey the message of the story?
Post-Reading Activities/ Vocabulary Acquisition
Differences in Words
The following words are used by the author to describe the camel as he travels across the desert. Have students locate the words in the book. Using contextual clues, have students define these words and identify the subtle differences between them. If appropriate, have students act out the words as used in the text to show comprehension.
Walked
Struggling
Carried
Drifted
Climbed
Traveling
Lumbered
Guided
Run
Post-Reading Activities/ Developing & Creating Texts
Changes in the Merchant’s Behaviour
By the end of the story, the merchant and the camel have experienced a change in their relationship. The reader sees how the merchant’s behavior reflects his new attitude. For example, at the beginning of the story, the merchant “always yelled at the camel to run, so he could reach the place where he’d sell his goods as fast as possible.” After his encounter with the Prophet, the merchant changes his behavior towards his camel. The story concludes with the merchant saying, “We will rest a while before we go on … There is no need to hurry.” Work with the class to identify other things the merchant does that make the camel’s life miserable and lonely. Have students write a new passage of the story showing how the merchant’s behaviors will change. Break students into small groups and have them share their first drafts. Based on peer feedback, have students revise and present their work to the class.
Post-Reading Activities/ Comprehension Strategies
Why Didn’t the Merchant Speak?
When the Prophet confronts the merchant about the way he treats the camel, the merchant is unable to speak. Review this passage as a class. Why do students feel the merchant reacted that way? Have students write an opinion piece on what the merchant is thinking and feeling.
Post-Reading Activities/ Further Research
Life in the Desert in the 6th Century
The camel and the merchant travel every day through the desert. Have students work with an adult to research life in the desert, drawing on internet resources and the library. What is the desert like in the daytime? What is it like at night? How do people live, travel and survive in the desert? This story is set in the 6th century AD; how much has desert life changed since then? Have students write a brief report on what they have found and then have them revise and publish their research.