7 x 9 = Trouble
By Claudia Mills
Introducing the Book
CREATE INTEREST
Ask students to think about something they have had to work hard at. Ask them to share
what they tried to accomplish. Was it easy or difficult? Did they have to make a plan?
If so, what was the plan? Tell them they are going to read a story in which a boy has a
very difficult task to accomplish. To make matters worse, he is not very good at it either.
BUILD BACKGROUND
Talk to students about what it means to set goals and why it is important. Have them
identify one goal they hope to accomplish in third grade. Ask them to think about how
they will accomplish their goal.
Vocabulary
Mischievous:
To annoy with playful tricks. (P. 17)
Indignation:
Righteous anger. (P. 17)
Pathetic:
Pitifully unsuccessful. (P. 22)
Majestic:
Grand, stately. (P. 23)
Reluctantly:
Unwillingly. (P. 46)
Forlornly:
Hopelessly. (P. 48)
Diorama:
A scenic display, as of three-dimensional figures against a painted
background. (P. 67)
Reading the Book
SESSION 1
After reading pp. 3-32
Synopsis
Wilson Williams is having a hard time mastering his multiplication facts
and is falling behind the rest of the kids in his class. It is his weekend to take Squiggles,
the class hamster, home to take care of. His teacher has sent a note home for his parents
to let them know he needs to practice at home. Wilson’s little brother can do
multiplication better than Wilson can, which makes matters worse. On Monday, his class
makes relief maps of Colorado and Wilson is proud of his. Squiggles escapes from his
cage and ends up in the middle of Wilson’s relief map. After a quick repair to the map,
Wilson passes his 3’s timed test.
COMPREHENSION CHECK
1. How did Wilson feel about multiplication?
He didn’t like it because it was hard and he had a difficult time learning it.
2. Why was Wilson so excited about bringing Squiggles home for the weekend?
He wanted a pet and his mother wouldn’t let him have one. He had to talk to her for
six months before she would let him bring Squiggles home for the weekend.
3. Why was everyone trying to pass their times tables by March 16?
Mrs. Porter would buy them an ice cream cone.
4. How did Wilson’s parents help him with his multiplication facts?
They made him take timed tests at home and they taught him that multiplying by 3’s
was like counting by 3’s.
5. How do you think Wilson felt when he passed his 3’s?
JOURNAL
Wilson desperately wants to have a pet but his mother doesn’t like pets and won’t let him
have one. Pick a pet that you have or would like to have. What would be your
responsibilities as a pet owner?
READING ON
Josh comes over to play at Wilson’s house. Read to find out what they do for fun.
Reading the Book
SESSION 2
After reading pp. 33-35
SYNOPSIS Wilson has passed his 4’s, 5’s and 6’s but is having trouble with his 7’s.
Josh comes over to Wilson’s house to play and they end up working on their timed tests.
COMPREHENSION CHECK
1. Wilson thinks each times table is harder than the one before. Do you agree?
Why or why not?
2. What did Wilson think would help him learn his times tables? Do you agree
with is logic?
He thought having a pet would help.
3. Why did Wilson prefer going to Josh’s house to play?
Because he had or was able to do all the things Wilson wanted. Josh had a dog, he
could watch TV and play video games, he had Oreo cookies and he didn’t have a
little brother.
4. When Kipper was helping Wilson with his timed tests, why was Wilson able to
finish the entire test?
Because Kipper didn’t stop him at the end of two minutes.
JOURNAL
Wilson does not want to work on his times tables at home but does so anyway. By doing
so, he gets better at it and passes his tests at school. Think about a time when you had to
do something you didn’t want to do. What was it and why did you have to do it? How
did you benefit from doing it?
READING ON
Continue reading to see what upsets Wilson.
Reading the Book
SESSION 3
After reading pp. 54-74
SYNOPSIS The next day at school, Wilson passes his 8’s while Josh passes all of his
remaining tests. Josh gets an ice cream cone. Laura shows Wilson a trick to use to pass
his 9’s. On Wednesday, Wilson passes his 9’s, 10’s and 11’s. His excitement dwindles
when Kipper tells him that his is going to a special math class because he can do
multiplication. That night Wilson tries to study for his 12’s but Kipper keeps bothering
him.
COMPREHENSION CHECK
1. How do you think Wilson felt when Josh passes all of his timed tests?
2. What is the one thing that comforts Wilson?
Squiggles.
3. How do you think Wilson feels knowing that his little brother catches on to math
much easier and is going to be placed in a special math class?
4. How does Wilson’s mother explain to him why Kipper is better at math?
She says that some things come easily for some people. Some things take more time
for some people. She explains that Kipper is good at math while Wilson is good at
art..
5. Do you think Wilson is going to pass his 12’s by Friday and get his ice cream
cone?
JOURNAL
Kipper is three years younger than Wilson but is learning multiplication quicker and
easier than Wilson. How do you think that makes Wilson feel? What advice could you
give Wilson?
READ ON
Read the rest of the story to find out if Wilson passes all of his timed tests by the
deadline.
Reading the Book
SESSION 4
After reading pp. 74-103
SYNOPSIS On Thursday morning, Wilson awakens and hears his parents talking
about him. When he goes to school that morning, he finds that Squiggles is not in his
cage. Wilson draws a picture of Squiggles to put on the front bulletin board. Wilson
fails his 12’s that day. On Friday morning, he fails the test again but finally passes it
after school. In the process of taking the test after school, he forgets to pick up his little
brother. When he finally remembers, he goes to the kindergarten room to get Kipper and
Kipper’s teacher offers him a snack from the snack closet. When they open the door,
they discover that Squiggles is in there. Wilson and Kipper return Squiggles to Wilson’s
teacher. Wilson’s parents have agreed to let him have a hamster and Mrs. Porter has one
to give him.
.
COMPREHENSION CHECK
1. What did Wilson think his parents were talking about in the kitchen before he
got up that morning?
He thought they were saying something like it was probably hopeless to expect him to
pass the tests by Friday.
2.
How did Kipper know that Wilson would pass the timed test?
He put Peck Peck in Wilson’s book bag for good luck.
3. What were the clues that let you to believe Squiggles was in the closet?
There were shredded and ripped food packages in the closet and then they saw
Squiggles after one of the packages moved.
4. How do you think Wilson felt about being the last one to pass the timed tests?
5. How does the title of the book fit the story?
JOURNAL
Even though math was difficult for Wilson, he worked hard to learn his times facts and
pass the tests. How did Wilson’s hard work pay off?
Literature Circles
Session 1
(pp. 3-32)
TALK ABOUT IT.
Wilson is having trouble passing his times tests. Make a list of things he
could do to learn his times tables. How have you or are you learning them?
Session 2
(pp. 33-53)
TALK ABOUT IT. Wilson had Josh over one day to play. Wilson’s parents would not let
them watch TV or play video games. Josh and Wilson were still able to find something
fun to do. What do you and your friends do when you get together? What else could you
do with your friends? Challenge yourself to think of things other than watch TV or play
video games.
Session 3
(pp. 54-74)
TALK ABOUT IT. In your group, have each person identify one thing they are good at and
one thing they struggle to do. Compare or contrast your list with the others’ in your
group. What have you discovered?
Session 4
(pp. 74-103)
TALK ABOUT IT. Skim back through the book to see how Wilson passed his times tests.
Who helped him? How did he get the job done?
Activities
Give students times tests to take.
Have students pick an animal they would like to have as a pet. Find out
what they will need to do and things they will need in order to care for this
pet. How much money will it take to feed and care for this pet?
Allow students to set one goal for themselves. Plan how to achieve this goal
and give them a set time to accomplish it.
Read other books by Claudia Mills.
About the Author
Claudia Mills has written many books for children. This is her first chapter book for
younger readers. Claudia teaches philosophy at the University of Colorado in Boulder,
where she lives with her husband and their two sons, Christopher and Gregory. She
received her B.A. degree from Wellesley College in 1976, her M.A. degree from
Princeton University in 1979, and a Ph.D. in philosophy from Princeton University in
1991.
Claudia’s mother was an elementary school teacher who loved to write. When Claudia
was six years old, her mother gave her a blank notebook and told her it was to be her
poetry book. So she began to write poetry. That was the beginning of her life as a writer.
She began writing professionally when she left graduate school.
OTHER BOOKS BY CLAUDIA MILLS
Lizzie at Last
You’re a Brave Man, Julius Zimmerman
Losers, Inc.
Gus and Grandpa at Basketball
Alex Ryan, Stop That!
Gus and Grandpa Ride the Train
Standing up to Mr. O
Dinah Forever
After the Fifth Grade, the World
All the Living
Boardwalk with Hotel
Cally’s Enterprise
Dinah in Love
Gus and Grandpa
NAME____________________________________________________________________
7 X 9 = Trouble
Vocabulary
Mischievous: ___________________________________________________________
Indignation: ____________________________________________________________
Pathetic: _______________________________________________________________
Majestic: _______________________________________________________________
Reluctantly: ____________________________________________________________
Forlornly: ______________________________________________________________
Diorama: ______________________________________________________________
DEAR WHISKERS
By Ann Whitehead Nagada
Introducing the Book
CREATE INTEREST
Tell students to pretend they are going to go to a new school where nobody speaks
English. Ask them to think about how they will learn things. How will they
communicate with other people? How will they feel about going to the new school? Do
they think the people there will be friendly?
BUILD BACKGROUND
Make students aware that in out school district, we have many students who have come
here from other countries. Ask them if they know students who are new to America.
Most of these students did not speak English when they first arrived. There are special
classes that these students can take to help them learn English called English. Ask
students if they have friends who are in that program.
Vocabulary
Informative:
Giving information (p. 19)
Imprint:
To mark or fix as by pressing or stamping (p. 26)
Intriguing:
Exciting the interest or curiosity of (p. 43)
Sophisticated:
Making cheerful or lively (p. 60)
Symmetrical: Correspondence of opposite parts in size, shape, and position (p. 53)
Reading the Book
SESSION 1
After Pages 1-24
Synopsis
Jenny’s fourth-grade class has to pretend to be mice and write a letter to
their second-grade pen pals. Jenny has been paired up with a girl who has a funny name,
Sameera. Jenny is disappointed when she doesn’t get a return letter from her pen pal.
Jenny’s teacher sends her to the second-grade classroom to meet her pen pal and Jenny
discovers her pen pal has come from Saudi Arabia.
COMPREHENSION CHECK
1. Why was Jenny unhappy with the names she had drawn as a pen pal?
The name was weird and she didn’t know if it was a boy or girl.
2. Why do you suppose the fourth-graders did not enjoy writing to the secondgraders ?
Possible answers: Because it was hard writing as if they were mice, they couldn’t
think of anything to say.
3. Why did Sameera’s letter to Jenny make Jenny feel awful?
Because it was written so poorly.
4. What did Jenny learn about Sameera when she went to the second-grade
classroom?
She had moved to the U.S. from Saudi Arabia..
5. Do you think Jenny liked her pen pal when she met her?
Possible answers: Probably not because Sameera wouldn’t look at her and seemed
unfriendly.
JOURNAL
Sameera seems unfriendly toward Jenny. Do you think Jenny and Sameera will become
friends? Why or why not? Write your predictions.
READING ON
Read on to find out how Jenny continues to reach out to Sameera.
Reading the Book
SESSION 2
After Pages 25-55
SYNOPSIS Jenny goes to the second-grade classroom to read to Sameera but is unable
to do so because the class will be going to P.E. soon. Jenny learns that Sameera doesn’t
speak much English. When Jenny goes back again, she reads two books to Sameera.
Back in her classroom, Jenny and her classmates make stationary for their pen pals.
Jenny writes questions on hers for Sameera. All Sameera has to do is write yes or no.
Finally, Jenny asks for a new pen pal but Mrs. Steele asks her to try again with Sameera
and Jenny agrees to do so.
COMPREHENSION CHECK
1. What happened did Jenny discover about Sameera when she went to the secondgrade classroom to read to her?
She could not speak much English.
2. Why does Jenny ask if she can have a new pen pal?
Because she doesn’t think Sameera can speak any English and will never write her a
decent letter.
3. Do you think Mrs. Steele should let Jenny have a new pen pal? Why or why
not?
4. What did Jenny do to try to get Sameera to write to her?
Read to her, made stationary for her, wrote out questions where she only had to wrie
a yes or no answer to make it easy for her..
5. How do you know that Sameera is starting to feel more comfortable with Jenny?
They have been together a few times so they are no longer strangers. Sameera is
beginning to say some things to Jenny.
6. How do you know that Jenny cares about Sameera?
Because she thinks about her and tries things to reach out to her.
JOURNAL
Do you think Jenny and Sameera will become friends? Why or why not?
READING ON
Read on to find out how Jenny gets creative and reaches out to Sameera
.
Reading the Book
SESSION 3
After Pages 56-76
SYNOPSIS Jenny makes mouse cut-out cookies at home with the help of her mom.
She takes them to school and tells Sameera a story using the cookies as characters in her
story. In the process, Jenny is teaching Sameera some English words. Her cookies are
such a hit that she gets letters from all of Sameera’s classmates. She and Mrs. Steele
make mouse cookies for everyone at school. Finally, Jenny gets her letter from Sameera
and she is thrilled.
COMPREHENSION CHECK
1. How do you know Jenny felt good about her cookie storytelling activity with
Sameera?
Everyone seemed pleased, Sameera was saying some English words, in the story it
said that Jenny practically floated back to her classroom afterwards, the kids on
Sameera’s class all wrote a letter to her..
2. What effect did Jenny’s storytelling and cookies have on Sameera’s classmates?
They wanted her cookies too, they all wrote letters to her, they took more interest in
Sameera and helped her.
3. Do you think Jenny was happy that she continued to be Sameera’s pen pal?
4. How do you think Jenny felt when she got the letter from Sameera?
5. How do you suppose Sameera feels about Jenny?
JOURNAL
Create a mouse that lives in your desk. Write about your mouse. Create a clever name
like the students in the story did. What special things does your mouse do?
Literature Circles
Session 1:
(pp. 1-24)
Talk about it:
The writing project is not working out well for Jenny.
List reasons why Jenny is not enjoying this project.
Session 2:
( pp. 25-55)
Talk about it:
Mrs. Steele tells Jenny that sometimes a hard job is a gift.
What do you think she is trying to tell Jenny? Have you ever had a job you
considered very hard? How did you feel before and after the job was done?
What did it teach you?
Session 3:
(pp. 56-76)
Talk about it:
What is the lesson this story is trying to teach? What did
you learn from this story?
Activities
Have students draw pictures of mice and name the mice.
Have students write a letter to somebody including the date, greeting, body,
complimentary close and signature.
Become pen pals with another classroom in your school or another school.
Read and discuss “Stuart Little” – the book Mrs. Steele is reading to her class.
Have students bring in a cookie made at home and designed as a mouse. You can even
make this a contest for most creative. Display them in the media center.
Research the culture of Saudi Arabia.
Research to find out about the ESL population and program in the Des Moines Public
Schools.
If you have ESL in your building, invite the teacher in to speak to the class about ways
they can help their ESL peers.
Look back on pp. 53-54 where they are dividing up the cookies and learning simple
fractions. Try that experiment with the class.
About the Author
Ann Whitehead Nagada got the idea for this book when her own daughter was assigned
a class project to write letters as a mouse. She was also inspired by her experiences
living in Denmark and Germany, countries where she did not know the language when
she arrived. She lives in Boulder, Colorado, with her husband and a cat named Tigger.
Name ______________________________________________________________
Dear Whiskers
Vocabulary
Informative: ____________________________________________________________
Imprint: _______________________________________________________________
Intriguing: _____________________________________________________________
Sophisticated: __________________________________________________________
Edwina Victorious
By Susan Bonners
Introducing the Book
CREATE INTEREST
Ask students to identify an accomplishment they have made. What did it take to be
successful? Were there any roadblocks or setbacks? Did things turn out the way they
expected them to? Tell students they are going to read a story about a girl who
accomplishes some extraordinary things and makes some significant contributions to her
community.
BUILD BACKGROUND
Have students define the word “volunteer”. Help them understand that volunteers give
of themselves in order to accomplish things or help somebody. Discuss ways that
volunteers get rewarded for their actions.
Vocabulary
Twiddled:
Move back and forth rapidly. (p. 3)
Lumberjack:
One whose work is cutting down timber and preparing it for the
sawmill. (p. 5)
Ambled:
Walked in a leisurely way. (p. 8)
Doubloons:
An obsolete Spanish gold coin. (p. 18)
Incumbent:
One currently in office. (p. 43)
Exhilarating:
To stimulate. (p. 44)
Delegating:
To entrust (authority, etc.) to another. (p. 45)
Excursions:
Short trips as for pleasure. (p. 52)
Pronto:
At once, quickly. (p. 54)
Conscience:
A sense of right and wrong, with an urge to do right. (p. 78)
Stupendous:
Astonishingly great. (p. 95)
Reading the Book
SESSION 1
After Pages 3-41
Synopsis
Eddy and her mother go to Aunt Edwina’s house to clean out some things
after Aunt Edwina has been put in a nursing home. Eddy is fascinated by the typed
letters she finds in an old box in Aunt Edwina’s attic. All are addressed to important
people in the community. The letters ask for some solution to a problem that existed at
that time. Eddy took the letters and the typewriter home with her. The next day, Eddy
rides her bike to Fairview Park when she encounters a problem. She witnesses a parent
who could not let her child on the kiddie swings because the chain link fence surrounding
them was no longer safe. Eddy rushes home and writes a letter to the mayor asking for
the fence to be fixed.
COMPREHENSION CHECK
1. Describe Aunt Edwina.
Possible answers: She is 90 years old and in a nursing home after falling and hurting
herself. She liked writing liked writing letters to community people asking for them to
take care of some problems that existed. She was rich and kept her last name when
she got married.
2. What do you think will be the response to Eddy’s letter to the mayor?
3. How do you think Eddy feels about writing letters?
4. Why did Eddy call Roger and ask him to meet her in the park?
So he could mail her letter for her.
5. Why did Eddy trace Aunt Edwina’s signature onto her letter?
So it would appear as if Aunt Edwina wrote the letter.
JOURNAL
Eddy has been named after Aunt Edwina. How are the two people alike?
READING ON
Eddy’s letter has arrived at the Mayor’s office. Read on to find out what the results is.
Reading the Book
SESSION 2
After Pages 42-76
SYNOPSIS Eddy’s letter arrives at the mayor’s office and is taken from the “dump”
pile when they recognize the name on the envelope. The letter is given to the mayor.
After reading the letter, the mayor and his assistant wonder if it might be a practical joke.
But after checking into it, they decide the letter is indeed from Edwina. Eddy and her
family go to visit Aunt Edwina one day. Roger calls Eddy and tells her to get to the park
immediately. They are taking down the fence around the swings and installing new
swings. The mayor comes and they have a ribbon-cutting ceremony. Aunt Edwina saw
the pictures in the newspaper, including Eddy in the background.
COMPREHENSION CHECK
1. Why did the mayor think Eddy’s letter might be a practical joke?
It if had come from Edwina, a prominent rich woman, it would not have had as many
spelling and punctuation errors. Also the signature looked funny.
2. Why did the mayor finally believe the letter was from Aunt Edwina?
The return address was from the Senior Center and the mayor’s assistant went to
check it out. He learned that Aunt Edwina lived there, had typed on a typewriter
recently, and had sneaked out of the center a couple of times. They also thought her
handwriting could be getting shaky since she was getting older.
3. Who do you suppose Aunt Edwina was typing the letter to?
Eddy.
4. Why do you think the mayor gave Eddy’s letter prompt attention?
He believed it to be from Edwina and was aware of her other letters and influence in
the community. He knew she wouldn’t give up until she got what she wanted.
5. What coincidence has Aunt Edwina noticed about the two pictures in the
newspaper?
Eddy is in both of them.
JOURNAL
Eddy and Roger have teamed up to make things better in their community. Think of a
time when you have done a good deed. What was it? What were the effects? Who was
able to benefit? How did you feel about doing it?
READ ON
Someone has discovered what Eddy is up to. Read on to see who has figured out and
how that happened.
Reading the Book
SESSION 3
After Pages 77-109
SYNOPSIS Eddy and Roger compiled a list of things that needed fixing and Eddy
continued to write letters to the mayor. Due to money constraints, the mayor would
sometimes do some of the work himself that would get media coverage – making himself
look good to the public. Eddy’s father realizes that she seems to be in all of the pictures
in the newspaper. After visiting Aunt Edwina, Eddy is beginning to feel guilty about
using Aunt Edwina’s name on the letters. Eddy writes one more letter after becoming
aware of some problems at the zoo. After the mayor receives the letter, he writes one to
Aunt Edwina requesting a news conference with her to discuss the zoo. Aunt Edwina has
figured out who wrote the letters and Eddy finally confesses to her.
COMPREHENSION CHECK
1. How do you know the mayor is getting suspicious of Eddy?
He recognizes the same girl in the pictures in the newspaper.
2. Why did the mayor write a letter to Aunt Edwina?
He was hoping to get money from her to improve the zoo because she was a wealthy
woman.
3. Why do you think Eddy is feeling guilty about using Aunt Edwina’s name on her
letters?
4. How did Aunt Edwina figure out that Eddy was writing the letters?
She put the clues together after Eddy’s visit. She felt Eddy had been trying to tell her
something, and then she got the letter from the mayor thanking her for her letters
over the summer, and Aunt Edwina had noticed Eddy’s pictures in the newspaper.
5. Do you think Aunt Edwina was angry at Eddy for using her name on the letters?
Why do you think the way you do?
JOURNAL
What do you think will happen at the news conference? Write your prediction about how
you think this story will end.
READ ON
Finish reading the book to find out what happens at the news conference.
Reading the Book
SESSION 4
After Pages 110-131
SYNOPSIS At the press conference, the mayor begins to thank Aunt Edwina. But
Aunt Edwina tells him she wasn’t the person who wrote the letters. Eddy stand up and
confesses and apologizes. At the same time, the tapir gets loose and creates havoc. Aunt
Edwina gives a generous contribution to the zoo and promises to get back into being
active in the community.
COMPREHENSION CHECK
1. How do you think Eddy felt before the news conference began?
2. Why weren’t people mad at Eddy for lying?
Probably because she was able to get things done for the community.
3. What effect did Eddy’s letters have on Aunt Edwina?
She decided to get active in the community again, she gave the zoo a donation for
renovation.
4. Why did the mayor become speechless at the news conference?
At first he was speechless when he saw the tapir and then again after he knocked the
pitcher of water over onto the tapir.
5.
What was the most important lesson that Eddy learned in this story?
JOURNAL
At the news conference, the mayor says, “this is the spirit that will renovate not just the
zoo, but our whole community. Write what you think he means.
Literature Circles
Session 1
(after pages 3-41)
TALK ABOUT IT.
Aunt Edwina identified things in the community that needed to be fixed
or corrected. With your group, make a list of things either in your community or at
school that need to be fixed or corrected.
Session 2
(after pages 42-76)
TALK ABOUT IT. In your group, talk about the ways Eddy has outsmarted the mayor.
Discuss whether or not you agree with what she is doing. Do you think she could have
accomplished these things on her own?
Session 3
(after pages 77-109)
TALK ABOUT IT. Now that Aunt Edwina has discovered that Eddy used her name on the
letters, debate what you think Aunt Edwina should do. Should she punish or support
Eddy?
Session 4
(after pages 110-131)
TALK ABOUT IT. Aunt Edwina was what some people might call a “community activist”.
She saw things that needed to be done in the community and took action to get them
done. Who do you know in our community that you would consider a community
activist? What has that person contributed to the community?
Activities
Have students write a letter to someone at school or in the community to make some
suggestion to better something.
Visit the mayor’s office to find out what that job is like.
Invite a city councilman to class to learn about how city government works or to discuss
important issues in the community.
Invite a community activist to class to share their accomplishments and how they were
able to do it. They could also share ways students can get involved in a cause they care
about.
Discuss leadership. Have students list ways they can be a leader at school.
Have students write a class or school newspaper.
About the Author
Susan Bonners is the author of numerous books for children. She has won the
Christopher Award. She lives in Roslindale, Massechusetts.
Other Books by Susan Bonners
The Silver Balloon
Panda
Just in Passing
About and Beyond
Making Music
Hunter in the Snow: The Lynx
A Forest is Reborn
Why Does the Cat Do That
The Wooden Doll
Name ________________________________________________________________
Edwina Victorious
Vocabulary
Twiddled: ______________________________________________________________
Lumberjack: ___________________________________________________________
Ambled: _______________________________________________________________
Doubloons: _____________________________________________________________
Incumbent: ____________________________________________________________
Exhilarating: ___________________________________________________________
Delegated: _____________________________________________________________
Excursions: ____________________________________________________________
Pronto: ________________________________________________________________
Conscience: ____________________________________________________________
Stupendous: ____________________________________________________________
Gooney Bird Greene
By Lois Lowry
Introducing the Book
CREATE INTEREST
Ask students what types of stories they like to write. Where do they get their ideas?
What tips do they use to make their stories good? Do they like to “tell” stories as well as
write stories?
BUILD BACKGROUND
Find information on Gooney Birds and show students a picture of what one looks like.
Ask students to describe the Gooney Bird and record their responses on the board or
overhead.
Vocabulary
Admiration:
Pleased approval. (P. 3)
Origami:
A Japanese art of folding paper to form flowers, animal figures,
etc. (P. 6)
Arithmetic:
Math. (P. 13)
Dialogue:
An interchange of ideas by open discussion. (P. 16)
Intermission:
An interval of time between periods of activity. (P. 26)
Consumed:
Devour. (P. 34)
Reading the Book
SESSION 1
After reading pp. 3-32
Synopsis
In October, Gooney Bird Greene moves to Watertower Elementary School
from China. Gooney Bird is no ordinary child. She dresses very differently from the
other children and enjoys being the center of attention. One day, she tells the class the
story of how she got her name. The next day, she tells the class the story of how she
came to Watertower from China.
COMPREHENSION CHECK
1. How does Gooney Bird differ from the average second grader?
By the way she dresses and acts. She always has a story to tell about something..
2. How did Gooney Bird get her name?
When she was born, she reminded her parents of a bird they had seen on their bird
watching trip. She had big feet and a head that bobbed around..
3. What effect did Gooney Bird have on her classmates?
They were curious about her and wanted to hear her stories. She was the center of
attention.
4. How do you think Mrs. Pidgeon felt about Gooney Bird’s stories?
She felt Gooney Bird was making them up and they weren’t true.
5. Do you think Gooney Bird’s classmates enjoy her stories?
JOURNAL
Do you think you would enjoy having Gooney Bird in your class? Make up a story you
could tell your class. You could get your ideas from Gooney Bird or you can come up
with your own idea. Be creative!
READING ON
Continue reading to hear more of Gooney Bird’s stories
.
Reading the Book
SESSION 2
After reading pp. 35-53
SYNOPSIS Gooney Bird tells her class the story of Napoleon and is surprised when
the kids start to lose interest. She has figured out that her story is not successful enough
so she adds more suspense. In telling her story, Mrs. Pidgeon and Gooney Bird explain
elements of storytelling.
COMPREHENSION CHECK
1. Why were the kids in her class not enjoying her story about Napoleon?
There wasn’t enough suspense in it.
2. What is the difference between a flashback and a flash forward?
A flashback is when the author jumps backward in a story. A flash forward is when
the author jumps ahead of time..
3. What is the difference between main characters and secondary characters?
The main character is in the middle of everything going on in the story. The
secondary characters are minor characters and not as important in the story..
4. In Gooney Bird’s story, how did Gooney Bird trick the kids with the Prince and
Palace and Napoleon?
Prince was actually a family names Prinns, the Palace was an ice cream shop, and
Napoleon was a dog.
5. Do you think the kids in her class will be eager to hear more of Gooney Bird’s
Stories? Why or why not?
JOURNAL
Gooney Bird told a story about the neighbor’s dog, Napoleon. Write about an incident
that happened with your pet or make up a story that could happen.
READING ON
Finish reading the book to learn more tips on storytelling from Gooney Bird.
Reading the Book
SESSION 3
After reading pp. 54-88
SYNOPSIS The kids in Gooney Bird’s class are beginning to dress as she does.
Gooney Bird comes to class late because she’s had to direct an orchestra. Gooney Bird
tells the story and Mrs. Pidgeon tells the class that her story is exciting because
something unexpected happens. At noon, the orchestra comes to Watertower School and
plays a concert for the school. Later, Gooney Bird tells the story of how Catman was
consumed by the cow.
COMPREHENSION CHECK
1. How do you know the kids are upset that Gooney Bird isn’t in school?
Keiko begins to cry and doesn’t want to do Social Studies because she is sad.
2. What does Gooney Bird say the word “suddenly” does in a story?
It makes things exciting so if you get stuck when writing, use the word “suddenly”
and you won’t have trouble continuing..
3. Explain how Catman was consumed by the cow?
The cow didn’t eat Catman. Catman liked the cow and wanted to hang around the
cow. Catman was “consumed” by the cow.
4. Why do you think Mrs. Pidgeon lets Gooney Bird tell her stories in class?
5. Where do ideas for stories come from?
JOURNAL
Do you think Gooney Bird is a good student? Why do you think so? How do good
students behave?
Literature Circles
Session 1
TALK ABOUT IT.
Session 2
(pp. 1-34)
Discuss how writing and storytelling are alike. How are they different?
(pp. 35-53)
TALK ABOUT IT. Gooney Bird tells the story about how Napoleon was lost. With your
group, identify the following and discuss how they were used in the story:
Main character, minor characters, suspense, flash forward, flashback
Session 3
(pp. 54-88)
TALK ABOUT IT. Discuss with your group what you have learned about writing or
storytelling from this book.
Activities
Learn more about the Laysan Albatross or Gooney Bird. Draw a picture of
one and write interesting facts about it.
Draw pictures of Gooney Bird in her various outfits.
Design a new outfit for Gooney Bird.
Make up a story to tell your classmates using the tips Gooney Bird has
taught in the book.
Research the author of this book, Lois, Lowry, and find out other books she
has written.
Read another book by Lois Lowry.
Write a story about something interesting you have done.
About the Author
Lois Lowry is a witty, clever, and interesting woman with lots of facets to her life. She
is a great conversationalist, she knits, is an avid and eclectic reader and movie-goer, likes
to play bridge and garden. She is an excellent cook and her cookbook collection is
enormous and varied. Lois is also an accomplished photographer.
Lois writes novels, short stories and essays, mostly for young people. Lois has won the
Newbery Award for her book titled, “The Giver”. She writes because it’s so much a part
of her that she turns to it constantly, both personally and professionally. Recently, her
son, an air force pilot, was killed when he plane crashed on take-off in Germany.
Other Books By Lois Lowry
The Giver
Autumn Street
Number the Stars
A Summer to Die
NAME____________________________________________________________________
Gooney Bird Greene
Vocabulary
Admiration: ___________________________________________________________
Original: ____________________________________________________________
Arithmetic: _____________________________________________________________
Dialogue: ______________________________________________________________
Intermission: ___________________________________________________________
Consumed: _____________________________________________________________
Junie B., First Grader:
Cheater Pants
By Barbara Park
Introducing the Book
CREATE INTEREST
Tell students they are going to be reading a book about one of their favorite characters,
Junie B. Jones. What other books have they read about Junie B. Jones? Record their
responses on the board or overhead. Have them notice how many stories the author has
written using Junie B. as a character. Ask them to identify why they enjoy reading Junie
B. stories. Why has the author make so many stories about this character?
BUILD BACKGROUND
Have students define the word “cheater”. In what ways do people cheat? Ask them to
discuss how they feel about cheating. Are there ever times when cheating is acceptable?
Vocabulary
Punctual:
On time, prompt. (p. 6)
Pedicures:
A trimming, polishing, etc. of the toenails. (p. 14)
Manicure:
A trimming, polishing, etc, of the fingernails. (p. 14)
Anchovy:
A herring like fish, eaten as a relish. (p. 17)
Gazelle:
A small, swift antelope of Africa or Asia, with large, lustrous eyes.
(p. 19)
Reading the Book
SESSION 1
After Pages 3-41
Synopsis
Junie B. has forgotten to do her homework. When her classmate, May,
leaves the room to take the attendance sheet to the office, she leaves her homework ou
ton top of her desk. Junie B. sneaks peaks at it and copies May’s homework so that her
homework will be turned in on time. It is obvious to Mr. Scary what Junie B. has done.
He makes her stay in for recess and talks to her about cheating.
COMPREHENSION CHECK
1. How would you describe Junie B.’s classmate, May?
2. Would you like to have May for a friend? Why or why not?
3. Why didn’t Junie B. do her homework at home?
She claimed that the weekend zoomed by quickly and she didn’t have time to do it.
Her dad would not let her stay up late to do it.
4. How did Junie B. try to hide the fact that she didn’t get her homework done
when she had to get up in front of the class?
She left her paper in her desk while it was her turn to tell the class what she did over
the weekend.
5. How do you think Junie B. felt when she got caught cheating?
6. How do you think May feels about Junie B. copying off of her?
JOURNAL
Junie B.’s assignment was to write what she did for fun over the weekend. What do you
like to do for fun on the weekends?
READING ON
Read on to find out what happens when Junie B. talks to Mr. Scary about her cheating.
Reading the Book
SESSION 2
After Pages 27-38
SYNOPSIS Junie B. is being punished by having to stay in for recess. Mr. Scary talks
to Junie B. about the cheating incident. Junie B. fails to accept responsibility for copying
May’s homework. Mr. Scary explains that what Junie B. did is wrong. Junie B. informs
Mr. Scary that she isn’t the only cheater in her family and gives a couple of examples of
how some of her family members have cheated – her dad cheats on his diet and her
grandpa cheats at cards. Mr. Scary sends a note home to Junie B.’s parents about her
cheating.
COMPREHENSION CHECK
1. How do you know Junie B. was nervous when she had to talk to Mr. Scary about
her cheating?
Her stomach flops and flops. She has to take some deep breaths.
2. Junie B. does not take responsibility for her actions. Who does she blame for not
having her homework done?
Her dad because he wouldn’t let her stay up late to get it done.
3. What explanation does Junie B. give for copying May’s homework?
She says she was just borrowing it..
4. How does Junie B. feel about Mr. Scary after they talk?
She things he is a tattletale because he sends a letter to her parents about what
happened .
5. Junie B. is angry after talking to Mr. Scary. How do you know that?
She stomped to Mr. Scary’s desk and grabbed the letter and stuffed it into her
backpack. She wrote in her journal about Mr. Scary being a tattletale.
JOURNAL
What do you think Junie B.’s parents will do to her after they get the letter from Mr.
Scary? What would you do to her if you were her parent?
READ ON
Read on to find out how Junie B.’s parents react to her cheating.
Reading the Book
SESSION 3
After Pages 39-61
SYNOPSIS At dinner that night, Junie B. gives her parents the note from Mr. Scary
and then runs into her bedroom to hide. Her parents come into her room to talk to her
about cheating and find her hiding in the closet. They next day, she talks to her friend,
Herb, on the bus and is surprised that he knew about what had happened. Whey they get
off the bus, they go to their classroom. All the desks have been rearranged in groups.
May is in Junie B.’s group but when she can’t have her way, she decides to work on her
own.
COMPREHENSION CHECK
1. How did Junie B.’s mom know something was wrong with her at supper before
Junie B. gave her parents the letter?
She loved spaghetti and meatballs but wasn’t eating much and her mom thought that
was strange..
2. How did Junie B.’s parents know she was hiding in the closet in her bedroom?
She dropped something and it made a noise which directed them to the closet.
3. How do you know that May doesn’t like to be a “team player”?
She was going to write the poem for the rest of the group instead of working together
to write it. When her group wouldn’t go along with May’s idea, she threw her hands
in the air and decided not to work with the group.
4. Why did Junie B. suggest they call their poem “Pallies”?
They were writing about their friendship and she thought “Pallies” was a cute title
and it described them.
5. How did Junie B.’s parents handle the cheating problem? Were you surprised
by their reaction?
JOURNAL
Do you think Junie B.’s parents handled the cheating situation well? If you were her
parents, what would you have done?
READ ON
Junie B. has made some mistabkes and isn’t finished making them. Read on to find out
about another mistake she makes and how she handles it.
Reading the Book
SESSION 4
After Pages 62-86
SYNOPSIS Junie B.’s group worked well together and had fun writing their poem.
The groups shared their poems out loud. When May shares her poem, it is obvious she
has not followed the directions. Junie B.’s group gets an A+ on their poem. After lunch,
they have a spelling test and Junie B. has forgotten to study for it. She doesn’t want to be
the only one in her class who misses a word on the test, so she copies off of Herbert with
his help. That night, Junie B. can’t sleep because of what she has done. Herb has been
feeling the same way. The next day, Junie B. and Herb go to Mrs. Scary and confess to
what they have done. He thanks them for their honesty and then he calls her parents that
night. The next day, Mr. Scary has written a nice cinquain about Junie B. and her
honesty.
COMPREHENSION CHECK
1. Why didn’t Herbert and Junie B. sleep well that night?
They knew what they had done was wrong and they felt bad about it.
2. Do you think Junie B. and Herb did the right thing by confessing to Mr. Scary?
3. How do you know Mr. Scary was proud of Junie B.?
Because he wrote the cinquain about Junie B.’s honesty.
4.
Mr. Scary told the class that sharing ideas can help spark your imagination.
How do you think that is true?
5.
How do you know Junie B.’s group worked well together?
They shared their ideas, they all got to add their own special words to the poem and
they got an A+ on the assignment.
JOURNAL
Junie B. has made some mistakes in this story. What do you think she has learned?
Literature Circles
Session 1
(after pages 1-26)
TALK ABOUT IT.
Junie B. gave excuses for why she didn’t have her homework done. With
your group, make a list of excuses that could be used for not getting your homework
done. Be creative!
Session 2
(after pages 27-38)
TALK ABOUT IT. With your group, talk about Junie B.’s attitude when she got caught
cheating. How did she behave? Was that fair to act like that? Is she taking
responsibility for her behavior?
Session 3
(after pages 39-61)
TALK ABOUT IT. In your group, write a definition for the word “teamwork”. Make a list of
things that are necessary to be a good team member. Share with your group a time when
you had to work on a team.
Session 4
(after pages 62-86)
TALK ABOUT IT. In your group, talk about how you felt when Junie B. cheated on the
spelling test. Discuss how she felt when she cheated again. If you were in her situation,
what would you have done if you were her?
Activities
Write your own cinquain. Look back on p. 77 for directions.
Compile an anthology of students’ cinquains and share with the class.
Write a new adventure for Junie B.
Research the author of this book, Barbara Park.
Read other Junie B. stories that you have not read before.
About the Author
Barbara Park is one of today’s funniest authors. Her Junie B. Jones books are
consistently on the New York Times and USA Today best seller lists. Her middle-grade
novels have won over forty children’s book awards. Barbara holds a B.S. degree in
education. She has two grown sons and lives with her husband, Richard, in Arizona.
Other Books by Barbara Park
Junie B., First Grader
Junie B., First Grader: Boss of Lunch
Junie B., First Grader: One Man Band
Junie B., First Grader: Toothless Wonder
Junie B. Jones Collection
Skinnybones
The Kid in the Red Jacket
The Graduation of Jake Moon
Mick Harte Was Here
Name ________________________________________________________________
Edwina Victorious
Vocabulary
Punctual: ______________________________________________________________
Pedicures: ___________________________________________________________
Manicures: _____________________________________________________________
Anchovy: _____________________________________________________________
Gazelle: ____________________________________________________________
Talkin’ About Bessie”
The Story of Aviator Elizabeth Coleman
By Nikki Grimes
Introducing the Book
This book may be challenging and may need to be read and discussed together.
CREATE INTEREST
Read the epilogue on the last page of the book that talks about Bessie’s life. Tell students
they will be reading a true story of an extraordinary woman who overcame many
obstacles to pursue her dreams.
BUILD BACKGROUND
Read the preface from the book to students, titled “Bessie Coleman” on the first page.
Define the following terms: segregation, Ku Klux Klan, and Jim Crow Laws. Help them
to understand how life was different back then.
Vocabulary
Prosperity:
Wealth.
Despised:
To scorn or to loathe.
Persistence:
Continuing esp. in the face of opposition.
Fretted:
Worried.
Lye:
Any alkaline substance, used in cleaning and making soap.
Despair:
Loss of hope.
Tycoon:
Wealthy, powerful industrialist.
Headstrong:
Determined to do as one pleases.
Haberdasheries:
A shop that sells men’s hats, shirts, neckties, etc.
Goaded:
Urged on.
Aviatrix:
A female airplane pilot.
Spellbinder:
Fascinating
Reading the Book
SESSION 1
George Coleman, Susan Coleman, Nilhus Coleman, Field Hand, School Teacher
Synopsis
Bessie was born in January 1892 and was the tenth of thirteen children in
her family. Her dad moved to Oklahoma where he thought he could have a better life.
Her mother stayed back in Texas with the children. Although Bessie’s mother could
neither read or write, she made sure Bessie could do both. Bessie took care of the house
and had to pick cotton. Her teacher was pleased when she came back to school every
year after the harvest. She was afraid Bessie’s fine mind would be sacrificed to work in
the fields picking cotton.
COMPREHENSION CHECK
1. Describe Bessie from what you about her so far.
She was intelligent and loved to learn, she was responsible because she had to take
care of the house and keep track of the cotton, she was sly because she added more
weight to the cotton bales when they weren’t looking.
2. Even though Bessie’s mother could neither read or write, why do think she
forced Bessie to read and write?
3. What didn’t Bessie like to do? How do you know?
She did not like to pick cotton. She would lag behind to get out of picking it.
4. Why do you think Bessie kept returning to school every year after harvest?
She wanted to learn to read and make something of herself.
5. Bessie’s dad moved to Oklahoma and left the family behind. What effects did
that have on the family?
Possible answers: Her mother worked as a housekeeper across town which left all of
the housework and caring for the younger ones to Bessie.
JOURNAL
Bessie had an enormous job at home taking care of her younger sisters and doing the
cooking and cleaning. How do you think she felt about doing all of that? If you were in
her shoes, how would you feel? What are your responsibilities at home?
READING ON
Read the next section to discover how successful Bessie is at school.
Reading the Book
SESSION 2
Georgia Coleman, Laundry Customer, Oklahoma Drummer, Elois Coleman, Walter Coleman
SYNOPSIS After leaving Waxahachie, Bessie took in wash to pay the bills and save
money for school. Bessie went to the Colored Agriculture and Normal University where
she was called Elizabeth. She had to quit school after one semester because she ran out
of money. She surprised everyone upon her arrival back home when she brought the
school band back with her to entertain at a party in her honor. Bessie continued to look
for work she would enjoy doing.
COMPREHENSION CHECK
1. Doing other people’s laundry was very hard work for Bessie. Why was she able
to keep her spirits high?
She knew she wouldn’t be doing that for the rest of her life.
2. Why do you suppose the laundry customer was complaining about Bessie
looking her straight in the eyes?
3. Why did Bessie bring the school band back home to entertain at her party?
Probably to show people she was a strong woman.
4. Why did Bessie move up north to Chicago?
She learned from a newspaper article that she could have a better life in Chicago.
There were women role models who lived there whom she admired.
5. Bessie’s life seemed unsettled and she was constantly searching. What was she
searching for?
She was trying to find life-long work doing something meaningful, to prove herself
and make her people proud.
JOURNAL
Bessie’s mother used to tell her children, “You can’t make a racehorse of a mule. If you
stay a mule, you’ll never win the race.” What do you think Bessie’s mom is trying to get
her children to do?
READING ON
Read on to find out where Bessie gets her idea to fly.
Reading the Book
SESSION 3
John Coleman, Robert Abbott, Classmate, Flight Instructor, News Reporter
SYNOPSIS Bessie worked for five years giving people manicures. She often talked
about airplanes and French women who had careers as pilots. At age twenty-seven, she
decided she would be the first colored woman pilot. No flight school would accept her in
the United States. She took a year of French so she could speak the language and then
departed for France where she could go to flight school. She went to the Caudron School
of Aviation and tried to soak up all of the information she could. Bessie was soon giving
exhibition flights.
COMPREHENSION CHECK
1. Where did Bessie get her idea to fly?
She had been thinking about it for awhile but decided to do it when her brother, John,
told her she would never fly.
2. How do you know that Bessie was determined to fly?
Possible answers: She learned to speak French so she could go to flight school in
France, she worked hard in flight school to learn all she could, she saw a plane crash
in front of her and she wasn’t afraid to go up in another plane the next day.
3. Why were newspaper reporters writing stories about Bessie?
Because she was the first colored female airplane pilot.
4. How do you know Bessie was a good airplane pilot from the very beginning?
The people applauded her for her daredevil skills.
5. When the Chicago Herald offered to report Bessie’s story, they would do so only
if she would agree to pass herself off as a white person. What was Bessie’s
response to that? What would you do if you were Bessie?
JOURNAL
Bessie had role models that she looked up to because she believed in what they were
doing. Who is your role model? Why do you admire that person?
READ ON
Read to find out what near tragedy happened to Bessie.
Reading the Book
SESSION 4
Willie Coleman, News Reporter #2, Robert Paul Sachs, Young Fan, Reverend Hezakaih Keith Hill
SYNOPSIS Bessie was only 5’3” but made herself out to be larger than life. The press
followed her every step of the way and reported on everything she did. Sachs hired
Bessie to advertise for his business. Bessie’s dream was to start a school of aviation in
America where Negroes could learn to fly. Bessie crashed in a plane she had bought and
was in the hospital for three months. She vowed to fly again once she could walk again.
She traveled around doing air shows and giving speeches to raise money for her aviation
school. Bessie went to live with Reverend Hill and his family. She had decided to settle
down and continue to raise money for her aviation school.
.
COMPREHENSION CHECK
1. Why was Bessie nicknamed “Queen Bess” by one reporter?
Because the press was always there to share in whatever glory came her way.
2.
Why do you suppose Bessie had a harder time finding work than Amelia
Earhart?
Probably because she was black and maybe not as well known..
3. Why did Bessie want to start a school of aviation in America for Negroes?
Possible answers: Because it was impossible for her to go to aviation school in
America, to give Negroes the opportunity to go to aviation school..
4. Why do you think Bessie was ready to settle down and give up flying when she
moved in with Reverend Hill?
Maybe she was getting too old to fly, maybe she did not want to risk her life anymore.
5. What were the two things that Bessie was thankful for?
She was thankful because she was able to experience the joy of flight.
She was thankful because she was able to share aviation with her race.
JOURNAL
Bessie was successful even though she had an uphill climb to get there. What do you
admire about Bessie?
Literature Circles
Session 1
TALK ABOUT IT.
Bessie was a smart girl. Find evidence in the story that leads you to
believe she is intelligent.
Session 2
TALK ABOUT IT. Bessie could be described as “headstrong”. She did exactly what she
believed in. Give examples from the story where Bessie is headstrong.
Session 3
TALK ABOUT IT. Think of one word that would best describe Bessie. Share your word with
the group and explain why you chose that word. Make a list of your group’s words.
Session 4
TALK ABOUT IT. Bessie’s story is told uniquely from the people in her life. Which of these
people supported her the most? Whey did you choose that person? Compare your choice
with the others in your group.
About the Author
Nikki Grimes is an author, poet, lecturer, and educator who was born and raised in New
York City. As the author of more than two dozen books for children, she has described
her writing as her first love and poetry as her greatest pleasure. She has said that, “The
word, both written and spoken, has always held a special fascination for me.”
Throughout her career, Grimes has become known for her strong African American voice
as well as her universal themes of friendship, and family and community relationships.
Several of her books have been cited as Notable Books by the American Library
Association. She has been the winner of the Coretta Scott King Award. She lives in Los
Angeles.
OTHER BOOKS BY NIKKI GRIMES
Come Sunday
Stepping Out with Grandma Mac
Jasmine’s Notebook
Something on my Mind
Meet Danitra Brown
At the Break of Day
Aneese Lee and the Weaver’s Gift
Hopscotch Love: A Family Treasury
A Dime a Dozen
NAME____________________________________________________________________
Talkin’ About Bessie
The Story of Aviator Elizabeth Coleman
Vocabulary
Prosperity: _____________________________________________________________
Despised: ______________________________________________________________
Persistence: _____________________________________________________________
Fretted: ________________________________________________________________
Lye: ___________________________________________________________________
Despair: _______________________________________________________________
Tycoon: ________________________________________________________________
Headstrong: ____________________________________________________________
Haberdasheries: ________________________________________________________
Goaded: _______________________________________________________________
Aviatrix: _______________________________________________________________
Spellbinder: ____________________________________________________________