The Extraordinary Mark Twain (According to Susy)

mark-twain-coverThis is the story of Mark Twain’s life in picture book form, with accompanying anecdotes from Susy who is writing this memoir so we can meet the “real” Mark Twain.  Susy, Mark Twain’s favourite daughter, did keep a memoir of observations of her dad for a short period of time, and excerpts from it are included as little fold out pages.  She talks about their home, his writing process and the role her mom plays, his leisure activities, and much more.

Barbara Kerley, Scholastic, ©2010, ISBN 978-0-545-12508-6

Spelling Mistakes

Mark Twain says his daughter’s spelling was frequently desperate.” Give students her spellings and ask them to spell them correctly—time them if you want to add some pressure. They need to add 5 seconds to their time for every word they still misspell.

Her incorrect words are: discribed incorectly, mustache, exept, extrordinary, sute, doute, Misouri, in good trimm, varius, chreatures (for creatures), expergate, donky, prosession.

This is a good time to mention that the first English dictionary was written in 9 years by one man, Samuel Johnson, and published in 1755. By contrast, the first French dictionary was written by an entire French Academy and published in 1694. It took 69 years to write. The first American dictionary was Noah Webster’s in 1806. After this spelling began to “solidify” into “correct” and “incorrect” spelling. Susy was writing in 1885.

A Book “In the Style Of”

This book has a particular style. For the most part it is a kind of story of Susy’s foray into biography. However, glued into place in the book are miniature foldout excerpts from Susy’s actual words. This is an excellent model to imitate.

In Social Studies it could take the form of a report on an explorer (for example) with inserted pages from his “diary” commenting on the events described on that page. In Science, it could be a report on a whale’s life cycle, with examples interspersed from the whale’s diary. In art, a research report on a particular artist could be written, with short imaginary diary inserts on occasion. Be sure that students realize the diary entries need only be 2-3 sentences long.

For 11 creative writing ideas, click The Extraordinary Mark Twain to download.

Ten Rules You Absolutely Must Not Break If You Want to Survive the School Bus

Ten-Rules-You-Absolutely-Must-Not-Break-If-You-Want-to-Survive-the-School-BusJames advises his younger brother on the 10 things you must not do if you ride the school bus.  They range from not sitting at the front, not sitting at the back, not making eye contact with the bully, to not touching the bully’s stuff, not sitting with a girl, and finally to not talking to the bus driver.  During the course of the day, his brother inadvertently breaks all 10.  But he discovers that things work out and makes a rule 11—you don’t have to pay attention to the rules.

John Grandits, Houghton Mifflin, ©2011, 978-0-618-78822-4

Listening Idea

With the PDF of lesson ideas there is a listening chart with the 10 rules cited on it. The second time you read the story, students could note how these rules are broken. Discuss at the end. For each one, ask if it is a sensible rule and why.

Similes

This is a good time to teach students the structure of a simile. Each of the 7 similes in the book is reflected in the illustration, which cleverly reflects the perception of the narrator. You may want to project the illustrations as you point out the similes in the book and ask the students to discuss their meaning. The only simile missing is that of the bus driver, although the illustration of her is of a predator bird. The similes are:

  • a dog…sounded like an arctic wolf that hadn’t eaten all winter
  • school bus …charging at me like a giant yellow rhinoceros
  • staring at me…I felt like a zebra at a lion party
  • big kid…up close, he was the size of a grizzly bear
  • girls…as mean as snakes
  • bus driver…illustration of a predator bird, no simile
  • brother…jumping up and down like a spider monkey.

For 7 creative writing ideas, click Ten Rules to download.

The House Baba Built

housebabauiltEd Young is well known for his picture books. The House Baba Built is more in the nature of a memoir of his childhood in the house his father built in Shanghai in which the family lived during World War II. We learn about the war, school, family activities in the house, taking in refugees including a Jewish family, food shortages, being unable to fill the pool…all through his eyes as a child. You can take just a part of this book for a rich study of many different topics.

Ed Young, Little Brown and Co.©2011, 978-0-316-07628-9

Exploring a Photo

Ed Young uses family photos as one of the many methods he uses to illustrate his story. Ask students to bring a picture of themselves that their family has taken – it’s best if they bring a coy. If they bring an original, make a copy for them so that the original is not accidentally destroyed.

Students need to look at their pictures and ask themselves the following types of questions:

  • How old was I when this picture was taken?
  • Where was this picture taken – describe quite precisely?
  • Why was this picture taken and kept? (Instead of others)
  • What am I wearing in this picture? How do I feel about these clothes? Was this typical of what I wore at this time?
  • What sensory memories do I have about this place – food, feel, sights, taste, smell, etc.?
  • What emotions are around this picture and why?

Encourage students elaborate and then use a copy of the picture to illustrate their “story” of the taking of the picture.

Make an Origami Box

In early spring, when the mulberry leaves sprouted, Ed Young and his friends traded silkworm eggs. They made paper origami boxes for silkworm houses and fed them on mulberry leaves.

Watch the YouTube several times and make it yourself, before you teach the class. Once they know how, it is very easy. If you live close to Richmond, there is very inexpensive origami paper at Daizo.

For 16 creative writing ideas, click The House Baba Built to download.

The Man Who Walked Between the Towers

The Man Who Walked Between The TowersPhilipe Petit was always challenged to walk the tightrope in as many difficult places as possible. As the twin towers were going up in New York in 2001 he determined that he would have to walk before it was finished and occupied. He organized friends, snuck in the ropes and rigging he would need with friends, suspended the rope and then he walked out into the wind. He walked, danced, ran, knelt, and even lay down on the rope. When arrested he was sentenced to perform for students in Central Park. The book ends poignantly with the shadows of the towers after the attack on September 11, 2001.

Mordicai Gerstein, MacMillan, ©2003, 978-0-7613-1791-3

There are several related websites that can add to the study of this book.

Man on Wire (a cineme verite version of the walk):

The Man Who Walked Between the Towers (a storyteller reads the book):

The Nick Wallenda walk across Niagara:

Tightrope Walking

Stretch around 8 very long ropes across the gym floor and ask student to walk them, keeping their balance. How many seconds can they stay on the rope? Ask them to time each other with their arms at their sides, and with their arms out. Then give them a balancing pole to hold while they walk…they should see that it is a great deal easier to stay balanced. (You need lots of ropes because you want mass participation…not a lot of students watching other students.)

For the science of tightrope walking there is a nice video that explains the balance, the centre of gravity, the inner ear, and so on.

For 11 creative writing ideas, click The Man Who Walked Between the Towers to download.

Bridget’s Beret

beretBridget’s loves to draw and is inspired by her beret. Unfortunately one day the beret blows away, and Bridget resorts to many other types of hats. None of them is inspiring. She is suffering from “painters block” until one day her friends who are opening a lemonade stand need a sign.. Bridget makes a series of signs (in the style of Whistler’s Mother, Van Gogh’s Starry Night, Andy Warhol’s Tomato Soup etc.). Her signs are viewed as an outdoor exhibit as passers by purchase lemonade at the “refreshment stand.” Of course, it ends with Bridget re-inspired to paint. This book also includes 2 pages of How to Start Your Art.

Tom Lichtenheld, Henry Holt, ©2010, 978-8-8050-8775-8

Artist Study Inspired By the Book

The following artists are mentioned in the back pages of the book or illustrated in the book itself: Monet, Cezanne, Georgia O’Keefe, Henri Matisse, Alfred Sisley, Guisseppe Arcimbolda, Mary Cassatt, Vincent Van Gogh, Georges Seurat, Rembrandt, Pablo Picasso, Andy Warhol, James Whistler.

Here’s a rapid research task for your students. Each pair of students would have 1 hour of computer time and an hour to write their product for presentation. For each artist they need to find a sample piece of art, 10 facts about the artist and 5 important facts about the piece of art (not including its title).

For general cultural literacy, and to meet one of the learning outcome for art, they would present their findings as a poster with the art piece pasted in place, or a PowerPoint oral presentation with illustrations.

Hats and Vocabulary

Bridget tries on a coonskin cap, a propeller beanie, a fez, a cowboy at, a fishing hat, a baseball cap, a gardening hat, and a pith helmet without success. To build vocabulary this is a good time to learn to name the many different kinds of hats there are.

A page of hat pictures is included with the pdf of teaching ideas. First students would study the hats with the key. Then, print on card stock a single sheet for every two students and ask them to cut them up to make sets. Students take turns timing each other to see who can name them the fastest, keeping in one pile the ones they get right, and in another the ones they get wrong.

For 7 creative writing ideas, click Bridget’s Beret to download.

Mr Maxwell’s Mouse

maxwellmouseAt the Paw and Claw restaurant it is lunch and Mr. Maxwell wants to celebrate his promotion with something special. He orders the headwaiter, Clyde to bring him a live mouse instead. When Clyde asks “Would you like us to kill it for you?” Mr. Maxwell replies, “That won’t be necessary.”

But his decision results in a mouse with excellent manners slowly undermining his desire to kill it. The mouse speaks for one thing, has excellent manners, suggests salt and pepper, requests that grace be said, suggests and appropriate wine, and so on.

How the mouse gets out of it is very reminiscent of other “escape” stories including the fairy tale Three Billy Goats Gruff.

Frank and Devin Asch, Kids Can Press, 2004, ISBN 978-1-55337486-2

Food Advice From Your Parents

Mr. Maxwell’s mother had always said, “Don’t fraternize with your food.” Use this as a starting point to a discussion of advice, rules, and sayings about food that the students have from their parents. Ask them to brainstorm at least six sayings and be prepared to present the logic behind the sayings.

  • Don’t play with your food
  • Don’t chew with your mouth open
  • Eat everything on your plate
  • Just try it
  • Don’t bit off more than you can chew
  • As easy as apple pie
  • It’s a piece of cake
  • It’s like taking candy from a baby
  • It’s good for you
  • A dish fit for a king
  • As alike as two peas in a pod
  • A watched pot never boils
  • Man does not live by bread alone
  • Take that with a pinch of salt
  • You are what you eat

A story where one character persistently offers “food” sayings and advice to the other character might be fun if students are enjoying this activity. (Perhaps a frog that is trying rather unsuccessfully to catch flies while his little friend is continually offering advice.)

The Note of Apology

At the end of the book the mouse sends a note of apology to Mr. Maxwell. Analyze it with the students to identify its characteristics, before they practice an imaginary apology themselves. It might be fun for them to write a story that is actually an extended apology for a whole series of mishaps.

Characteristics students might identify could include:

  • It must be sincerely felt and must include the words “I am sorry” or “I apologize.”
  • The apology cannot be followed by the word “but…”
  • It should be short (but not if it is actually a disguise for a story).
  • It should identify the thing(s) that happened and what you are apologizing for.
  • It should offer to make up for it in some way, if possible.
  • It should end with the hope for the future
  • It needs to include a salutation, and an ending. Dear…and Sincerely…

With the criteria the students identify, how good is the mouse’s apology?

For 10 creative writing ideas, click Mr. Maxwell’s Mouse to download.

Fu Finds the Way

fufindsawayFu is planting rice and is bored enough not to be doing it well, in neat rows.  When he is rebuked, he throws a rice plant out of the paddy into the path of the warrior, Chang.  The insulted warrior challenges him to a duel.  Fu finds the sword Master and asks for help in getting ready.  Through the night, all the Master does is teach him how to make and pour tea – with Purpose, Flow, and Patience.  When Fu faces Chang in the morning he faces him with a teapot and suggests a pot of tea.  Chang’s followers laugh at the boy, but Chang says, “There’s always time for tea.”

John Rocco, Disney-Hyperion Books, 2009, ISBN 978-1-4231-0965-5

Similes That Matter

Purpose, Flow, and Patience are the three lessons Fu must learn. To that end, there are three important similes in this story:

  • Just as a bamboo grows upward to reach the sun—you must have purpose.
  • Like a stream that flows from the mountain to the valley, the tea must flow from you to the cup.
  • Just as a caterpillar patiently waits in its cocoon to become a butterfly, you too must be patient.

Writing a Trailer

Just as movies have trailers to be shown in movie theatres and on TV, so does John Rocco (who has worked for Disney) constructed two wonderful “movie” trailers for his books, Fu Finds the Way and MoonPowder. Talk with students about what a trailer does: gives you a hint of the movie, tries to get you excited about seeing it, doesn’t give away the plot, etc.

These are the total number of words for the trailer for Fu Finds the Way:

  • A story of a distracted boy
  • A mighty warrior
  • And a duel
  • The Teacher who trains him
  • And the pot of tea that saves him
  • Fu Finds the Way

Ask students to work in pairs to write a trailer for each other’s most recent published story. Ask students to read them out to the class to see which trailers can drum up the most interest in reading the story without giving the plot away completely.


For 8 creative writing ideas, click Fu Finds the Way to download.

Souperchicken

souperchickenHenrietta loves to read and has hardly any time to lay eggs. The farmer says he is sending all the rest of the hens on a vacation as a reward for their hard work. As they leave, Henrietta reads the words on their truck which say, “ Souper Soup Company” and realizes her friends are headed for the soup. Along the road to rescue them she hitchhikes pigs and cows. At the factory she reads the signs in the hallways to find the chickens, reads the code to find the address, and, after the rescue, finally discovers in a magazine a vegetarian farm where they can live.

Mary Jane and Herm Auch, Holiday House, © 2003, ISBN 0-8234-1704-20

Literacy Can Save You

Read the story aloud to the students first. Then, to develop listening and note-taking skills, read it again. During the second reading, have students make note of the ways in which being able to read is important in solving the problems that Henrietta faces:

  • She reads the sign about the soup company on the truck.
  • She finds the address for the factory on the label of a can.
  • She reads the sign on the pigs’ truck.
  • She reads the sign on the cows’ truck.
  • She reads the signs in the hallways to find where the chickens are.
  • She reads the code to get in the door.
  • She reads the magazine covers in the mailboxes to find a good place to live, with a vegetarian.

Literacy Tales

Ask students to make up their own story in which literacy helps to solve the problems of the character. Remind them that the structure of a typical story is to present a problem, make 2-3 attempts to solve it, and then have the last one work.

In Souperchicken, the structure is:

  • Present the character, Henrietta, as a reader.
  • Present a problem for the chickens (this is not a vacation).
  • Reading makes the problem clear.
  • Attempts: chasing the truck, hitch-hiking on trucks, finding them at the factory, breaking them loose, finding them a suitable home.

When student shave finished, you could present some other picture books in which literacy is essential to solving the literacy problems.

For 5 creative writing ideas, click Souperchicken to download.

Rumpelstiltskin’s Daughter

rumpelstiltskinThis fractured fairy tale begins after “Meredith” marries Rumpelstiltskin instead of the king and they have a daughter, Hope. Occasionally Rumpelstiltskin spins some gold and Hope takes it to the village. On hearing of it, the king captures her and demands she spin gold. She says she is not sure, but believes her grandfather did it with wheat. So it is planted across the kingdom. The peasants are happy, but the king still wants gold. Next, they try gold wool—again, the peasants are happy, but the king wants gold. Eventually, Hope becomes Prime Minister and, whenever the king becomes anxious, she takes him on a goodwill tour of his now happy kingdom.

Diane Stanley, ©1997, Harper Collins, ISBN 0-688-14327 – X

Parodies of Art

On the wall in the king’s castle are several clever parodies of some famous paintings. Since awareness of famous art and artists is part of the art curriculum, a study of the 8 pictures that are easily identified could be fun. Give each group of students a photocopy of one of the parodies from the book. Then give them a photocopy of the original piece of art, its name, and artist.

Ask students to prepare a one page “poster” on their picture. The poster would include both illustrations along with several paragraphs on the artist’s life, and a paragraph on the piece of art. Why was it created, when, for whom, where it is now, what is it a picture of, etc.?

Explain that an art reference “joke” like this is a literary reference—it is hard to get the joke without background knowledge. You can even talk about how there are a lot of “in jokes” that young people would not get in a movie like Shrek, but that adolescents and adults have background knowledge to catch the reference.

The pictures in the book are:

  • Mona Lisa, Leonardo da Vinci
  • Birth if Venus, Botticelli
  • Laughing Cavalier, Frans Hals
  • Starry Night, Vincent Van Gogh
  • Seated Woman with a Wrist Watch, Pablo Picasso
  • George Washington, John Trumbell
  • Whistler’s Mother, James McNeil Whistler
  • Frederico de Montefeltro, Piero della Francesca

Compare the Tales

Working in pairs, ask students to generate the longest possible list of the characteristics the three stories they have in common—the original Rumpelstiltskin’s fairy tale, the version where Meredith marries Rumpelstiltskin instead of the ing, and the story of her daughter Hope. They should find at least the following qualities:

  • Rumpelstiltskin
  • Meredith
  • The King
  • The request to spin gold
  • The threat of death
  • The promise of marriage
  • Three tries
  • The palace

Students can also be asked to write their comparison when they have completed their list.

For 6 creative writing ideas, click Rumpelstiltskin’s Daughter to download.

Lousy Rotten Stinkin’ Grapes

grapesA wonderful retelling of the Aesop fable where the fox makes frequent attempts to get at the grapes until he finally says that they are probably sour anyway. Hence the expression “sour grapes”.

In this version Fox attempts to reach the grapes but because he is “sly. Clever. Smart. After all, I am a fox.” He makes a plan and “voila!…Grapes!” Except it doesn’t turn out quite that way.

First of all he harnesses the energy of the bear. Then the beaver, the porcupine, the possum, each time making the plan more and more elaborate. Each time as well, the fox ignores the suggestions of his “assistants.”

When they point out their simpler plan at the end, the fox storms off in a huff. “Well, do as you wish. I, for one, wouldn’t think of eating those lousy, rotten, stinkin’ grapes now, even if I could…They’re probably sour anyway.” (While in the foreground his assistants are joyfully eating the grapes.)

Margie Palatini, Simon and Schuster, ©2009, ISBN 978-0-689-80246-1

Create Your Own Take on Aesop

Students will enjoy using this as a model to create their own version of an Aesop fable. They can add more characters, dialogue, a twist, additional descriptions, and a setting. This story is about 1,000 words, but students can write a terrific Aesop fable in about 500 words if you wish.

The Moral of the Story

Every fable has a moral. The original moral of this story is something like, “People who can’t do something, make up reasons why they didn’t want it in the first lace.” The expression “sour grapes” is used for someone behaving this way. This fable has that moral, but has several other morals worth discussing as well:

  • Don’t underestimate the help others can provide.
  • Don’t overestimate your own intelligence and underestimate that of others.
  • A simple plan can be better than an elaborate plan.

For 9 creative writing ideas, click Lousy Rotten Stinkin’ Grapes to download.