denver arts & venues presents educator’s guide activity ......upside-down magic. from new york...

Activity BookletYouth One Book, One Denver 2017 Summer Selection

Denver Arts & Venues Presents

Educator’sGuide

Upside-DownMagicBySarahMlynowski,LaurenMyracleandEmilyJenkins

CreatedbyTaraBardeenwww.TaraBardeen.com

AboutUpside-DownMagicFromNewYorkTimesbestsellingauthorsSarahMlynowski,LaurenMyracle,andEmilyJenkinscomesthehilariousandheartfeltstoryofagroupofmagicalmisfits.NoryHoraceisnineyearsold.She'sresourceful,she'sbrave,shelikespeanutbuttercookies.Also,she'sabletotransformintomanydifferentanimals.Unfortunately,Nory'sshape-shiftingtalentisabitwonky.Andwhensheflunksoutofherownfather'smagicacademy,Nory'sforcedtoenterpublicschool,whereshemeetsagroupofkidswhosemagicis,well,different.Source:Goodreads.com

TheFiveTypesofMagic:Flare–CanmakeheatandfireFlicker–CanmakethingsinvisibleFluxer–CanchangeintodifferentanimalsFlyer–CanflyFuzzy–Caneasilytameanimals

AbouttheAuthorsSARAHMLYNOWSKIistheauthorofmanybooksfortweens,teensandadults,includingtheNewYorkTimesbestsellingWhateverAfterseries,theMagicinManhattanseriesandGimmeaCall.Shewouldliketobeaflickersoshecouldmakethemessinherroominvisible.Visitheronlineatwww.sarahm.com.Source:Scholastic.com

LAURENMYRACLEistheNewYorkTimesbestsellingauthorofmanybooksforyoungreaders,includingTheWinnieYears(whichbeginswithTen),theFlowerPowerseries(whichbeginswithLoveYaBunches)andtheLifeofTyseries.Shewouldliketobeafuzzysoshecouldtalktounicornsandfeedthemberries.YoucanfindLaurenonlineatwww.laurenmyracle.com.Source:Scholastic.com

EMILYJENKINSistheauthorofmanychapterbooks,includingtheToysTrilogy(whichbeginswithToysGoOut)andtheInvisibleInklingseries.HerpicturebooksincludeLemonadeinWinter,ToysMeetSnowandTheFunBookofScaryStuff.Shewouldliketobeaflareandworkasapastrychef.VisitEmilyatwww.emilyjenkins.com.Source:Scholastic.com

SevenReadingSkillsEveryKidNeeds:Grades3-5Youcanhelpstudentspracticetheskillsthey’velearnedduringtheschoolyearandhelpthemprepareforthenextschoolyearbykeepingtheseessentialreadingskilltargetsinmind.ColoradopublicschoolsaligntheircurriculumwiththeCommonCoreStateStandards.ThefollowingsevenreadingskilltargetsarebasedontheCommonCoreCollegeandCareerReadinessAnchorStandardsforReadingforgradesK-12.ONE:Askandanswerquestionstodemonstrateunderstandingofatextandreferenceexamplesanddetailsfromthetexttosupportone’sanswer.TWO:Summarizeatextandidentifythemesinastory.THREE:Describecharacters,settingsandeventsinastoryusingspecificdetailsfromthetext.FOUR:Determinethemeaningofunfamiliarwordsandphrasesinatext.FIVE:Describehowastoryiscomposedofchaptersandhoweachsuccessivepartbuildsonearliersections.SIX:Describehowanarrator’soraspeaker’spointofviewchangesthewayeventsaredescribedinatext.SEVEN:Compareandcontraststories.Note:ThesetargetsarebasedonthefollowingCommonCoreEnglishLanguageArtsCollegeandCareerReadinessAnchorStandardsforReading,asappliedtogrades3-5:CCSS.ELA-LITERACY.CCRA.R.1,CCSS.ELA-LITERACY.CCRA.R.2,CCSS.ELA-LITERACY.CCRA.R.3,CCSS.ELA-LITERACY.CCRA.R.4,CCSS.ELA-LITERACY.CCRA.R.5,CCSS.ELA-LITERACY.CCRA.R.6,CCSS.ELA-LITERACY.CCRA.R.9.

SuggestedTimelineforaSix-WeekProgramWeek Chapters PagesofReading

1 1,2,3,4 34

2 5,6,7 32

3 8,9,10 27

4 11,12 33

5 13,14,15 36

6 16,17,18 29

EnrollingStudentsinBeanstackNewthisyear!Beanstackallowsstudentsandtheirfamiliestotracktheirprogress,findactivitiestocompleteathomeandreceiveweeklycustomizedbooksuggestionsviaemail.Enrollyourwholeclassbyfollowingthesesteps:WhatYou’llNeed:Classlist,parentemailaddressesandInternetaccessWhattoDo:

1. Gotoyobod.beanstack.org.2. ClickonREGISTERACLASSORGROUP.3. Whenasked,“Doyouwanttologreadingandactivitiesforthisgroupallatthe

sametime?”,selectINDIVIDUALLY.4. Fillouttheinformationonthepagebelowwithyourinformation.Besuretouse

anemailthatisNOTalreadyconnectedtoBeanstack.5. ClickonREGISTERGROUP.6. Inthetoplefthandcorner,youwillsee“Reader1”,“SwitchReaders”and

“Personalize.”SelectPERSONALIZE.7. UnderPersonalize,selectBASICINFORMATION.8. FillintheinformationforReader1andclickonSAVE.9. AtthebottomofthePersonalizepage,youwillsee“ShareThisReader.”Enter

theparentemailaddressforthisreaderhere.10. Next,clickonSWITCHREADERS(topleftcornerofthepage)andselectanew

readerprofiletoedit.11. Followsteps6-10foreachadditionalreader.

LoggingReadingMinutesandCompletedActivitiesinBeanstackYourgroup’sBeanstackaccountallowsyoutoquicklyandeasilylogreadingminutesandcompletedactivitiesforyourclass.Ifyouhavesharedareader’sprofilewithhisorherparents,theywillalsobeabletoseetheminutesandactivitiesyouhavelogged.Onceyouhavesuccessfullyregisteredyourgroupandcreatedreaderprofilesforeachstudent,followthesestepstologreadingminutesandactivities:

1. Onthetoprightofthescreen,clickonLOGREADINGANDACTIVITIES.2. Selectaspecificreader’sprofileorchoose“AllReaders”toaddthesameentryto

everystudent’saccount.3. Select“Book”tologaspecificbooktitle.Select“Activity”tologcompletionof

oneoftheactivitiesfromtheYOBODEducatorGuideorYOBODFamilyActivityBooklet.Select“Minutes”tologreadingminutes.

4. Followthepromptstocompleteyourentry.

SettingtheStageforaReadingAdventureCreatingacultureofliteracyinyourclassroomgoesbeyondjustreading,it’saboutinvitingthewholegrouptodiveintoajourneyfilledwithfuncharacters,interestingdiscussionsandactivitiesthatbringthebooktolife.HerearesomesuggestionsforincorporatingyourYouthOneBook,OneDenverreadingadventureintoyourclassroomspaceandkeepingtrackofthestoryasyouread:

1. YOBODBulletinBoardCollage–Makeadedicatedspaceforstudentdrawingsandsummariescreatedforeachchapterofbook.AddphotosofYOBODeventstoo!

2. StoryStringTimeline–Runastringoralongpieceofbluepainter’stapealongawallintheclassroomtocreateatimeline.Dividethetimelineinto18segments,oneforeachchapterinUpside-DownMagic.Asyouread,invitestudentstoadddrawingsshowingtheactionineachchapterandshortsummariestothetimeline.

3. OurYOBODSummerScrapbook–ForeachchapterinthebookandforeachYOBODeventstudentsattend,createascrapbookpage(ormultiplepages)thatcombinewordsandimagestorecordwhathappened.Scrapbookpagescouldbemadeindividuallybyeachstudentinordertocreateapersonalscrapbooktotakehomeattheendofthesummer,ortheclasscanworktogethertocreateasinglebook,withstudentsworkinginsmallgroupstocreateeachentry.

4. AdventureJournals–Providestudentswithnotebooks,orinvitethemtocreatetheirownsimplepaperjournalsusingnotebookpaper,constructionpaperandstaples.Havestudentsdrawpicturesandwriteafewsentencesabouttheimportanteventsofeachchapterastheyread.StudentscanalsousetheirjournalswhenrespondingtowritingpromptsinthisguideortowriteaboutYOBODeventstheyattend.

5. YOBODGallery–Createagalleryspacewith18emptyframes(paperframescutoutofconstructionpaperoronesmadefromdecorativebulletinboardbordersworkwell).Foreachchapterinthebook,assignasmallgroupofstudentstobethe“gallerists”inchargeofcreatinganimagetogointheframethatcapturestheimportantpartsofthechapter.Thegalleristswillalsoselectatitlefortheirartworkthatconnectstothetextandwriteashort“plaque”describingtheeventsandcharactersdepictedintheartwork.

FiveWaystoMixThingsUpatReadingTimeGivingstudentsregularopportunitiesforquietreadingisessentialforhelpingthemdevelopfluencyasareader,butifregularreadingtimeisstartingtofeeltoorepetitive,giveoneofthesealternativesatry: 1.ListenAlong–GathertheclasstolistentothestoryasyoureaditaloudorlistentoitonaudioCD.2.IRead,YouRead–Dividestudentsintosmallgroupstotaketurnsreadingtoeachother.Invitestudentstoswitchreadersaftereachpageoftext.3.StorySketchers–Dividestudentsintopairsandgiveeachpairtwosheetsofpaperanddrawingsupplies.Whileonestudentreads,theotherdrawswhat’shappeninginthestory,payingcloseattentiontoanydetailsmentionedinthetext.Halfwaythroughthereadingperiod,havestudentsswaproles.4.ReadingRadio–Usingasmartphoneorotherrecordingdevice,invitestudentstotaketurnsreadingafewlinesofthetexttheyhavepracticedaheadoftimeasyourecordit.Encouragestudentstoreadwithenthusiasmandexperimentwithpacingandevenvoices.Whentimeallows,playbacktherecordingtoheareveryone’svoice!5.SeatingSwitcheroo–Readingcanhappenanywhere!Couldyoureadoutside?Orunderthedesks?Orswapclassroomswithanothergroup?Invitestudentstobrainstormfunnewplacestoreadandthenholdavotetoselecttheseatingswitcheroovenue.

FiveWaystoUsetheDiscussionQuestionsDiscussingatextwithstudentsallowsthemtochecktheirunderstandingofwhattheyread,makeconnectionsbetweenthetextandthemselvesandpracticeimportantliteracyskills.Thediscussionquestionsprovidedinthisguideofferaselectionofchapter-by-chapterquestionstogetyoustarted,butyoushouldfeelfreetoaddyourownquestionsandinvitestudentstooffertheirquestionstothegrouptoo.Ifdesired,questionscanbegiventostudentsaheadoftimesotheycanlookforanswersinthetextastheyread.Forcomprehensionquestions,answersareprovidedwithacorrespondingpagenumberlistedinparentheses.Modelreferencingpassagesinthetexttosupportone’sansweroropinion.Answersarenotprovidedfordiscussionquestionsthatarebroaderinscopeorinvitestudentstosharepersonalexperiencesandopinions.EducatorTip:Encouragestudentstohavetheirbookswiththemduringthediscussionsotheycanrefertospecificpassagesinsupportoftheiranswers.

1. Educator-LedClassDiscussion–Thegroupworksasawholeandtheeducatorposesquestionsforstudentstoanswer.

2. SmallGroups–Studentsworkinsmallgroupstodiscussthequestionswhiletheeducatorcirculatesfromgrouptogrouplisteninginonthediscussionandaskingfollow-upquestions.

3. TaskGroups–Eachgroupofstudentsisgivenaquestion(orquestions)to

answerandthenreportsbacktotheentireclasswiththeiranswer(s).

4. WrittenResponse–Thediscussionquestionscanalsobeusedaswritingpromptsandstudentscananswerallorjustselectedquestionsaspartofajournalassignment.

5. DiscussionCards–Invitestudentstochataboutthebookastheyeatlunch,ride

thebusorwaitforprogrammingtobeginbywritingdiscussionquestionsonindexcardswhichcanbepassedaroundthegroupforpairsofstudentstodiscuss.

HowtoUsetheWritingPromptsJustlikereading,writingisaskillthatimproveswithpractice.Threewritingpromptsaregivenforeachchapterinordertoallowstudentssomechoiceregardingwhattheywrite.Encouragestudentstochoosethepromptthatintereststhemmost.Educatorsmayalsoaskstudentstowriteasummaryofthechapteraspartoftheirwritingtime.Ifconstrainedbytime,spaceormaterials,manyofthewritingpromptscouldalsobecompetedasanoralstorytellingactivityinpairs.Celebrateyourstudents’writingbyallowingtimeforthemtosharewhattheywrotewithaclassmate,asmallgroup,orthewholeclass.

HowtoUsetheActivitiesFunactivitiesinart,movement,languageandSTEM(Science,Technology,EngineeringandMath)bringbookstolifeandenhancelearning.ForeachchapterofUpside-DownMagic,you’llfindasuggestedactivitythatconnectstothemesinthechapterorthebookasawhole.Completetheseactivitieswiththesuggestedchapterorasfitsbestwithyourgroup’sscheduleandinterests.CompleteactivityinstructionsandmaterialslistscanbefoundintheActivityInstructionssection.Don’tforgettologyourgroup’ssuccessinBeanstack!EducatorsarealsoencouragedtoincorporateadditionalactivitiesthroughoutthesummerthatconnectwiththethemesfoundinUpside-DownMagic.

PossibleProgrammingThemesforUpside-DownMagicInvitestudentstoexplorethemesfromUpside-DownMagicthroughoutthesummer.Herearesomepossibleprogrammingthemesfromthebook.

• Animaltraits(Norycreatesblendedanimalslikeabeaver-kitten)

• Strategiesforpreparingforatest(Noryusesself-talk,visualizationandpracticingaheadofhermagictest)

• Siblingsandfamilydynamics(Nory’ssiblingscoverforher;Nory’sdadis

disappointedinher;Nory’sauntMargotakesherin)

• Wordblendingandinventingnewwords(abeaver-kittenbecomesa“bitten”)

• Cooking(Flaresusemagictoroastmarshmallowsandcookeggs;Noryenjoyspepperonipizza,cinnamonrollsandcinnamontoast;Elliottusesmagictomakefrozenlemonadeslushies)

• Viewingtheworldfromadifferentperspective(Noryseestheworldthroughthe

mindsoftheanimalsshebecomes;Ms.Starrhasthestudentsdoheadstandstochangetheirperspective)

• Makingnewfriends(Noryhastofitinatanewschool)

• Scienceofsoundwaves(Sebastiancanseesoundwaves)

• Scienceoffireandice(Elliottcanfreezethings;Flarescanproduceheat/flame)

• Scienceofgravityandflight(Andresfloats;AuntMargoandFlyerscanfly)

• Seeingopportunityindifference(studentsintheUpside-DownMagicclasslearn

toembracetheirdifferentmagic)

• Dealingwithbullies(Noryroleplaysapproachestohandlingmeankids;theUpside-DownMagicclassstudentslookoutforeachotherandconfrontbullies)

• Thevalueoftoleranceandforgiveness(Ms.StarraskstheUpside-DownMagic

classtoforgiveNoryaftersheturnsintoaskunkephantandspraysthecafeteria)

• Strategiesfordealingwithabaddayanddifficultemotions(Noryexperimentswithcontrollingversusunderstandingheremotions;variouscharacterscheerupNory)

• Interpretivedance(Ms.Starrhastheclassdancetoanoceanthemeasawaytoexploretheiremotions)

• Teambuildingactivities/trustactivities(Ms.Starremphasizestheimportanceof

supportingeachotherandworkingtogetherasateam)

• Respectinganindividual’suniquenessandrealizingthereisno“normal”(Ms.StarrchallengesElliottandNorytoembracetheiruniqueskillsinsteadoftryingtobecome“normal”)

• Self-acceptance(Norystrugglestofeelgoodaboutheruniquemagic)

• Usingone’stalentstohelpothers(thestudentsintheUpside-DownMagicclass

worktogethertosaveaclassmateintrouble)

• Exploringone’sfears(thestudentsintheUpside-DownMagicclasstaketurnssharingtheirfears)

• Yoga,meditationandvisualization(Ms.StarrhasthestudentsintheUpside-

DownMagicclassuseyogatocenterthemselves)

• Thepowerofcomplimentingothers(NorycomplimentsElliottonhismagicasawaytocheerhimup)

• Noplaceforhate,racism,bigotryortreatingothersdifferently(Principal

Gonzalezconfrontsmeanstudentsandreviewstheschool’spolicy)

• Thefivetypesofmagicaltalents:o Flare–canmanipulatefireandheato Fuzzy–cantameanimalso Flicker–canmakethingsinvisibleo Flyer–canflyo Fluxer–canchangephysicalform

• Nory’suniquecreatures:

o Bitten–beaver+kitteno Dritten–dragon+kitteno Snitten–snake+kitteno Koat–kitten+goato Skunkephant–skunk+elephanto Enormous-Bluebird-Nory-with-Nory’s-Actual-Face–bluebird+Noryface

Chapter1Summary:Noryisa4thgraderwithspecialmagicaltalentsthatoftengo“wonky.”ShehopestogetintoSageAcademy,aprestigiousmagicschoolwhereherfatheristheheadmasterandhertwosiblings,HawthornandDalia,alreadyattend.TomorrowisthedayoftheBigTesttoseeifNorywillbeadmittedtotheschool.Whilepracticingtransformingherselfintoablackkitten,hermagicgoeswonkyandherkittenformtakesonattributesofabeaveraswell.Beforeshecanregaincontrol,Beaver-Kitten-Norydestroysherfather’sofficebygnawingonfurnitureandchewingupbooks.ItisherbrotherHawthornwhodiscoversherandthemessshehasmade.Discuss!

1. Thesettinginastoryiswhenandwhereittakesplace.Whatdoyouknowaboutthesettingofthisstory?Place:Nory’shomeinthegarageandinherfather’soffice;time:themiddleofsummer(1,5).

2. WhydoesNorywanttoattendSageAcademy?It’saveryimportantandfancymagicschoolwhereherfatheristheheadmasterandhertwosiblingsalreadyattend(2).

3. HowdoesNoryfeelabouttakingtheBigTest?Howdoyouknow?Noryisanxiousabouttakingthetest.Sheknowsthathermagicisstrong,butsheworriesaboutkeepingitundercontrol.Thetextsays,“ThinkingabouttheBigTestmadeNoryqueasy”(3).

4. Whataboutthetexttellsusthatwe’rereadingNory’sthoughts?Theauthorsuseitalicizedtexttoshowthatwe’rereadingNory’sthoughts.

5. Whatdoyouthinktheword“zamboozle”foundonpage4mightmean?Whatareyourstrategiesforfiguringoutthemeaningofthisword?Possibleanswerscouldinclude:“ohno,”“yikes”or“ack.”Whenfiguringoutthemeaningoftheword,askstudentstoconsiderhowNorymightbefeelingwhenhermagicgoeswonky.

6. WhathappenedwhenBeaver-Kitten-Noryenteredherfather’soffice?Shechewedupfurnitureincludinganantiquebookshelf,herfather’sdesk,hisarmchairandfourofhisbooks(5-6).

7. Attheendofthechapter,itsays“She,Beaver-Kitten-Noryfeltbetterthanshehadinweeks!”Whydoyouthinkshemightfeelsogood?Asstudentssharetheirideas,remindthemthatoneoftheneatpartsofreadingabookisbringingourownexperiencesandperspectivestoastory.Thatmeanseveryonemighthavedifferentopinionsondifferentpartsofthetextandthat’sokay!

8. WhatdoyouthinkHawthornmightdoafterfindingthemessthatNorymadeintheirfather’soffice?WhatdoyouthinkmighthappenwhenNory’sfatherseeshisoffice?

9. Inthestory,Noryispreparingforanimportanttestbypracticingherskills.Howdoyougetreadyforabigtest?

10. Hasthereeverbeenatimeinyourlifewhenthingsdidn’tquitegotoplan?Howdidyoufeel?

Write!

1. Writeaboutatimewhenthingsdidn’tgoasyouhadplanned.2. Makeashortcomicstripthatincludestheword“zamboozle.”3. Describetheroomasifyouwereananimal(youchoosewhichkind!).

Do!AnimalMashupStudentscreateuniquemixed-upcreaturesusingimagesofanimals,scissorsandglue.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter2Summary:Nory’s16-year-oldbrother,Hawthorn,discoversthemessBeaver-Kitten-Noryhasmadeintheirfather’sofficeandbathroom.Thetwoworktogethertocleanupthebeaverdaminthebathroomandthepilesofwoodchipsandshreddedbooksstrewnabouttheoffice.Hawthorncallsacarpentertofixthedeskandordersnewcopiesofthebooksthatweredestroyed.It’sclearthatHawthornisfrustratedbyNory’slackofcontroloverhermagicalpowersanddoesn’tfindher“wonky”magicatallcharming.HesuggeststheyblamethemessononeoftheirsisterDalia’srabbits.Noryhasmisgivingsaboutthisplan,butdoesn’twanttomakeherfatherevenmoreangrythedaybeforetheBigTest.WhenNory’sfathergetshome,heisindeedupsetaboutthedamageandproceedstousehispowersasaFlickertomakehiswholeofficedisappearbeforetellinghischildrenthathe’dliketobeleftalonefortheeveningandthendisappearinghimself.OnthemorningoftheBigTest,HawthornandDaliahelpNorygetreadyandcontinuallygiveheradviceassheeats,dressesandwalkstoSageAcademy.AsHawthornhasasummerjobandDaliahasanappointmentwithhermathtutor,NorymustwaitbyherselfforherturntoentertheHallofMagicandPerformance.Whileinline,shemeetsagirlnamedLaceywhosefatherisintenselygoingovertheproperwaytoroastamarshmallow.Themoodinthewaitingareaistense.Justbeforeit’sNory’sturn,Laceyemergesfromthebuildingsobbingandwailing.Discuss!

1. Whoarethecharacterswelearnaboutinthischapter?Whatdoyouknowabouteachofthem?Remindstudentsthatcharactersarepeople,beingsorcreaturesinastory.Hawthorn:Nory’sbrother,age16,Flare,and“like[s]sportsandcookingandbossingpeoplearound”(7);Dalia:Nory’ssister,age13,Fuzzy,and“ha[s]alotofpetsincludingtwobats,threetoads,aferret,atoucan,apairofmice,andtwelverabbits”(10);Nory’sfather,apowerfulFlickerwhocanmakeawholeroomdisappearandwho“didn’ttalkaboutalotofthings”(14);Lacey:“alight-skinnedgirlwithasharp,shorthaircut”whoisinfrontofNoryinthelinetotaketheBigTest(18).

2. WhatdoesNorylooklikewhenshe’snotakitten?Howdoyouknow?Onpage8,itsays:“bighair,smallbody,brownskin,purpleshirt.”

3. WhocleansupthemessNorymade?NoryandHawthorncleanupthemessinherfather’sofficeandbathroomtogether.HawthorncallsacarpentertofixthedeskandorderscopiesofthebooksBeaver-Kitten-Norydestroyed(8-9).

4. HowdoesHawthornfeelaboutNory’sunusualmagic?Whatcluescanyoufindinthetext?

Hawthorndoesn’tapproveofNory’supside-downmagic.Hetellsher,“Andwhenyouturnintoananimal,turnintoanormalanimal…Stopmixingyourpartsup.You’regettingreallywonkyandnobodylikesit”(9).

5. AfterBeaver-Kitten-Norydestroysherfather’soffice,Hawthornsays,“We’llhavetoblameDalia’srabbits,Iguess.”(10).Whatdoyouthinkofthissolution?Doyouthinktheremightbeanotherwaytohandletheproblem?

6. NorymakesupanewwordforaBeaver-Kittenbycombiningthetwowords.Shecallsita“bitten”(10).Wordsthatarecreatedbycombiningthesoundsandmeaningsoftwowordsarecalledportmanteaus.Forexample,theword“brunch”comesfromcombining“breakfast”and“lunch”todescribeamealthat’seatenbetweenbreakfasttimeandlunchtime.Canyouthinkofotherexamplesofaportmanteau?Somefamiliarportmanteausinclude:cheese+hamburger=cheeseburger;motor+hotel=motel;spoon+fork=spork.Discoverevenmorebysearchingforaportmanteauwordlistonline.

7. Whatarethe5typesofmagic?Whichonewouldyoumostwanttohave?Flare–canmakeheatandfire;Flicker–canmakethingsinvisible;Fluxer–canchangeintodifferentanimals;Flyer–canfly;Fuzzy–caneasilytameanimals(12).

8. WhathappenswhenNory’sfathercomeshomeandseesthedamageinhisoffice?WhenHawthorntellstheirfatheraboutthedamagetohisoffice,hemarchesstraightupstairstoinspectit.HegivesDaliaawarningthatsheneedstokeepbettercontroloverherrabbitsandthanksHawthornforcontactingthecarpenterandreorderingthebooks.Hedoesn’tsayanythingtoNory.Clenchinghisfists,hecausesthewholeroomtobecomeinvisibleandthenaskstobeleftalonefortherestoftheeveningbeforedisappearinghimself.(14-15).

9. OnthedayoftheBigTest,Nory’ssiblingsgiveherlotsofadvice.Similarly,Lacey’sdadgivesheradviceandwarnshernottomessup.Doesitseemlikeallthisadviceishelping?Whyorwhynot?Throughthetext,wegettheimpressionthatNoryfeelsoverwhelmedbythefloodofadviceandremindersshereceivesonthemorningofthetest.HawthornandDaliaemphasizebeingnormalandkeepingcontrolofhermagic(17).WhenNoryobservesLacey’sdadtalkingtoLaceywhilewaitinginline,shedoesn’tthinkthatheisbeingparticularlyhelpful.WereadthatLacey’sliptremblesandherhandsshakeasshelistenstoherdad’scoaching(19).

10. Makingapredictionmeanstakingaguessatwhatyouthinkwillhappensometimeinthefuture.WhatisyourpredictionaboutwhatwillhappenwhenNoryhasherturnintheHallofMagicandPerformance?

Write!

1. Ifyoucouldhaveanyoneofthefivemagictypes(Flyer,Flicker,Fluxer,FuzzyorFlare),whichwouldyouchoose?Why?

2. Makeup5newportmanteauwords(thosearewordscreatedbycombiningthesoundandmeaningoftwowords)anduseeachoneinasentence.

3. WritealettertoNorygivingheradviceonhowtostaycalmanddowellontheBigTest.

Do!AnimalAdvocateStudentsresearchanendangeredspeciesandreportbacktothegroupaboutwaystoprotectthisspecies.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter3Summary:NoryentersthegrandHallofMagicandPerformanceandwalksontothestagetofaceapaneloffourteachersandherfather,theheadmasteroftheschool.Mr.Puthooraskshertostateherfullname,ElinorBoxwoodHorace,andthenprovidesanoverviewofthetestingprocessbeforeaskinghertoattemptfourdistincttaskstotestherabilities.TodeterminewhethersheisaFlicker,sheisaskedtomakeatoaddisappear;shecannot.ToseeifshehasFlaremagic,sheisaskedtolightamatchwithoutstrikingit;sheshakesherheadandsaysshecan’t.ToseeifsheisaFlyer,Mr.Puthooraskshertoliftherselfexactlytwofeetoffthefloor;sheremainsfirmlyonthefloor.Inthefourthtest,sheisaskedtocoaxaunicorntoeatmushrooms,afoodtheydonotlike.DespiteNory’spleading,theunicornboltsoffthestageanddisappearsintothelobby.It’sclearthatNoryisnotaFuzzylikehersisterDalia.Fourtestsfailed.TheFluxertestisstillaheadandNoryisoptimisticthatshecanpassit.Discuss!

1. Whatisthesettinginthischapter?Whatdetailsaboutthesettingcanyoufindinthetext?ThesettingforthischapteristheHallofMagicandPerformance.Fromthetext:“Theceilingswerepaintedwithdragonsandunicorns.Theseatswerecoveredindarkpurplevelvet.Thecurtainsonthesideofthestageweregold.Alargechandelierhungfromtheceiling,litbycandles”(21).

2. WhatisNory’sfullname?ElinorBoxwoodHorace(22).

3. What’sthetesttoseeifNoryisaFlicker?Sheisaskedtomakeatoaddisappear(23).

4. What’stheFlaretest?Noryisaskedtolightamatchwithoutstrikingit(24).

5. What’stheFlyertest?Noryisaskedtohoverpreciselytwofeetabovetheground(24).

6. HowisNorytestedtoseeifsheisaFuzzy?SheissupposedtogetaunicornnamedPokeytoeatmushroomseventhoughunicornsdonotlikemushroomsandarenormallyskittisharoundpeople(25).

7. Whatdoestheword“skittish”mean(25)?Ifyoudon’tknowwhatawordinatextmeans,whatstrategiesdoyouusetofigureitout?Skittishmeanseasilyscared.Possiblestrategiescouldinclude:readingaroundawordtoseeifthetextcanhelponeunderstandaword;lookingforfamiliarpartsofawordthatmightgivecluestoitsmeaninglikeprefixesandsuffixes;andusingreferencematerialslikeadictionaryortheInternet.

8. AfterNoryfailsfourofthemagictests,thetextsays,“Norywantedtohide.”Canyourelatetohowsheisfeeling?Whatwordswouldyouusetodescribethisfeeling?

Responsescouldinclude:“embarrassed”,“ashamed”,“likeafailure”,etc.9. WhydoyouthinktheauthorsdecidedtoendthechapterbeforeNorytakes

theFluxertest?Askstudentstothinkabouthowthey’refeelingattheendofthechapter.Aretheycurioustoknowwhathappensnext?Aretheyanxioustoreadmore?PerhapstheauthorsdecidedtoendthechapterbeforetheFluxertestinordertocreatesuspense,orperhapstheywantedtohaveawholechaptertowriteaboutwhatwethinkwillbeNory’sbestmagicaltalent.Invitestudentstonoticehowtextisbrokenupintochaptersastheycontinuereadingtherestofthestory.

10. Whatdoyouthinkabouttests?Dotheyseemlikeagoodwayforateachertoknowwhatskillsyouhave?Whyorwhynot?

Write!

1. ContinuethestorybywritingaboutwhatPokeytheunicorndoesaftersheleapsoffthestage,thundersdowntheaisleanddisappearsupthestairs.

2. ImagineyouaretakingoneofthemagicteststhatNoryfaces.Inyourstory,doyoupassthetestordoessomethingwonkyhappen?

3. WriteupthenotesyouthinktheteacherswatchingNory’smagictestsmighthavewrittenontheirclipboards.

Do!Suggest-A-BookCootieCatcherStudentsthinkabouttheirfavoritebooksandthencreateacootiecatchertheycanusetorecommendbookstofriends.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter4Summary:Nory’sFluxertestbeginswellasshetransformsherselfintoaperfectblackkitten.Whenherfather,theheadmasteroftheschool,comestocheckthedetailsofNory’skitten,thingsstarttounravelwhenKitten-Norysmellsfishonhishands.AninternalbattleofwillsragesinsideNoryasGirl-NorytriestomaintaincontroloverKitten-Nory.Overcomebyherexcitementabouttheprospectoffish,Kitten-Noryopenshermouthtolickherfather’shandonlytofindthatherjawhastransformedintoasnake’sjaw.Snake-Kitten-Norybitesherfather’shand.EventuallythesnakepartofNory’skittenbodydisappearsandsheisonceagainjustablackkitten.Thisstateisfleetingasshefeelsenormousdragonwingssproutoutofhershouldersandsharpclawsemergefromherkittenpaws.Flyingaroundtheauditorium,Dritten-Noryispleasedwiththepowerofhermagicanddecidesthatperhapsthebestwayforwardistoshowhowshecouldsatisfynotjustone,butthreeofthemagicaltests.Dritten-Noryflapsherwingsandhoversexactlytwofeetfromthefloor(Flyertest)andthenlightsawholeboxofmatchesonfire(Flaretest).Initiallyexuberant,Girl-Norysuddenlyrealizesthatperhapsshe’snotacingthetest,butinfactreallyfailingtheBigTest.Shetransformsbackintoagirlandpolitelythankstheteachersfortestingher.Mr.PuthoorinformsNorythattheschoolcan’tadmitstudentswithsuchwonky,damagedmagic.HeradmissiontoSageAcademyisdenied.Discuss!

1. WhatisthetesttoseeifsomeoneisaFluxer?Studentsareaskedtoturnintoablackkitten(28).

2. WhenNorytransformsintoablackkitten,whoclimbsonstagetocheckthedetails?Nory’sfather,Dr.Horace,istheonetoexamineNory’swork(29).

3. WhatcausesNorytolosecontrolofhermagicduringthetest?ThetestisgoingwelluntilKitten-Norysmellsfishonherfather’shands(29).

4. WhatkindofanimalisNorywhenshebitesherfather’shand?Noryisa“snitten,”whichisacombinationofakittenandasnake(30).

5. Attheendofthetest,NorybecomesaDragon-Kitten,whichshecallsa“dritten.”WhatdoesGirl-Norythinkaboutthistransformation?WhatdoesDritten-Norythink?Whatdoyouthinktheteachersthinkofthis?Howdoyouknow?Girl-NoryispleadingwithDritten-Norytochangebackintoaregularkitten;sheistellingherselfthatthisis“notawesome”(32).Dritten-Nory,ontheotherhand,thinksthatthiscreatureisawesomeandishavinglotsoffunflyingaround(32).Theteacherslooksternandarescribblingintheirnotebooks(33).It’sagoodguessthattheydon’tapproveofwhatthey’reseeing.Perhapsthey’rewritingdownallthewaysthatNory’smagicisunusual.

6. WhatisNory’sideaforstillgettingintoSageAcademyevenafterhermagicgoeswonky?Whatdoyouthinkofheridea?Whatwouldyouhavetried?Norythinksthatifshecanshowtheteachersthatshecanpassthreeofthemagictests(Flyer,FlareandFluxer)theywillbesoimpressedbyhertalenttheywillofferheradmissiontotheschool(32-33).

7. Whatdoesitmeanwhenthetextsays,“Norywentcold”(34)?Doessheactuallyfeelcoldordoesthismeansomethingelse?Possibleresponses:“Norywasveryworried”or“Norywasscared”or“Norywasterrified.”

8. WhyisNorydeniedadmissiontoSageAcademy?Mr.Puthoorsays,“MissHorace,I’msorry.Wecan’thavesuchwonkymagichereatSageAcademy.Nomatterhowbigyourpower,andnomatterwhoyourfamilyis…Yourmagicisdamagedsomehow”(34).

9. ThechapterendsbeforewehavethechancetofindouthowNoryisfeelingafterhearingthatshedidn’tgetintoSageAcademy.Howdoyouthinkshemightfeel?IsthereaneventfromyourownlifethathelpsyouimagineNory’sfeelings?

10. HowdoeswhathappenedduringNory’sFluxertestcomparewiththepredictionyoumadeearlier?

Write!

1. ChooseoneoftheformsNorytakesinthischapter(anormalblackkitten,asnake-kittenoradragon-kitten)andcreateamini-postertellingwhythiscreaturewouldmakeagreatpetandwhatpeopleshouldknowaboutowningthistypeofpet.

2. Doover!ImaginethatyouareNoryandwritealettertoMr.PuthoorexplainingwhyyoudeserveasecondchancetopasstheBigTest.

3. Writeaboutyourfavoritepartofthischapter.Besuretoincludeyourreasons!Do!DoubleTalkComicStripStudentscreateacomicstripfeaturingpanesthataredividedintotwohalves:onetoshowacharacter’sexternalwordsandactions,andonetoshowthecharacter’sinternaldialogueandfeelings.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter5Summary:DinneraftertheBigTestisawkward.Everyoneinthefamilybarelytouchestheirfoodandnoonesaysaword.Afterdinner,Nory’sfatherturnshimselfinvisibleandretreatstohisofficefortherestofthenight,whileHawthornandDaliaattempttocomfortNory.DayspassandnoonediscussesthetestorwhatwillhappentoNoryinthecomingschoolyearasaresultoffailingtheBigTest.Afraidtoaskherfatherfordetails,Norydistractsherselfwithsummertimeactivities.OnacoolnightinAugust,Nory’sAuntMargoarrivestotakeNoryawaytolivewithherinthetownofDunwiddlewherethere’saspecialprogramforstudentswho“strugglewithmagic.”Thetroubleis,noonehastoldNoryaboutthisplan.Infact,Hawthornevenpacksherbagwithoutherknowing.Surprisedandupset,Noryfeelslikeherfamilyisgettingridofherbecausetheyaresoashamedofherwonkymagic.Inafog,NorysaysgoodbyetohersiblingsandleaveswithAuntMargo,whohastheraretalentofbeingaFlyercapableoftakingpassengers.HoldingontoAuntMargo’sshoulders,thepairflythroughthenighttoAuntMargo’ssmallwoodenhousewhereNorywillliveduringtheschoolyearassheattendsDunwiddleMagicSchool.NoryisdisheartenedtofindoutthatshewillbeenrolledinaspecialprogramforkidswithunusualtalentscalledtheUpside-DownMagicclass.Discuss!

1. WhatdoNory’sbrotherandsisterdotomakeherfeelbetterafterdinner?HawthornmakestoastedmarshmallowsforNoryandDaliacoaxesarabbittocuddleher(36).

2. HowwouldyoudescribeNory’srelationshipwithherfather?Aretheyclose?Whatevidencecanyoufindinthetext?Norydoesn’thaveaverycloserelationshipwithherfather.Infact,itseemslikeheavoidstalkingtoherandspendingtimewithher.AftershefailstheBigTest,noonetalksatallatdinnerandherfatherturnsinvisibleandheadstohisofficeafterhefinisheseating(45).

3. WhatactivitiesdoesNorydoduringthesummer?Noryplayswithfriends,readsbooks,watchesmoviesandkicksasoccerballaroundtheyard(36).

4. WhocomestopickupNoryonacooleveninginAugust?WhyisshepickingupNory?AuntMargocomestopickupNory.ItturnsoutthatNory’sfatherhasarrangedforNorytolivewithAuntMargoandattendaspecialclassforkidswith“upside-downmagic”atthelocalpublicschoolinthetownwhereMargolives(43-44).

5. WhatdoyouknowaboutAuntMargo?Margoisa“sturdy-lookingwhitewoman”wearingjeansandsneakerswhohasshortunrulyhair(37).Shehasn’tseenNoryinsixyears(38).AuntMargoisaFlyerwhoisabletotakepassengers(averyraretalent)andrunsherowncompanycalledDoubleMFlyingTaxi,whichdoesn’tmakeherrich,butallows

hertoliveasimplelife(39).AuntMargolivesina“verysmall,veryoldwoodenhouse”inthetownofDunwiddle(42).

6. What’sNory’sreactiontothenewsthatshe’dgoingtolivewithAuntMargoandleavingthatverynight?Noryiscompletelysurprisedbythenews.Noonehadtoldherandinfact,Hawthornevenpackedherbagwithoutconsultingher.Herdisbeliefturnstoangerasshedecidesthatherfamilymustbesendingherawaybecausetheyaresoashamedofher.Fromthetext:“TheenergydrainedfromNory’sbody.Father.Hawthorn.Dalia.Thetwobats,thethreetoads,theferret,thetoucan,thepairofmice,andthetwelverabbits.Noneofthemwantedher”(40).

7. HowdoesNoryfeelaboutbeinginaspecialclassforkidswho“strugglewithmagic”?Noryisworriedaboutbeinginaclasswiththe“worstofthewonky”anddoesn’twanttobesingledoutasdifferent(43).Asthechapterends,wereadthat“shehadabadfeelinginhergut”(44).

8. ImaginethatyouwereholdingontoAuntMargo’sshouldersandflyinghighabovethecity.Wouldyoubescaredorexcited?Whatdoyouthinkmightbeneattoseefromabove?

9. ItseemslikeNory’sfamilydoesn’tcommunicateverywellandthatmadethingsevenharderforNory.Thinkingbackthrougheachpartofthechapter,whatdoyouthinkNory’sfather,hersiblingsandNoryherselfcouldhavedonedifferentlysothatthereweren’tsomanyhurtfeelings?

10. Oneofthethemesofthisbookis“beingdifferent.”Aswereadthebook,we’lllookforexamplesthatconnecttothistheme.We’lltalkaboutwhatthecharactersthinkaboutbeingdifferentandwhatourownpersonalexperiencetellsustoo.Thinkingaboutwhatwe’vereadsofar,whatconnectionsdoyouseebetweenthestoryandthethemeof“beingdifferent”?

Write!

1. Makealong,long,longlistofeverythingyoudo(orwanttodo)inthesummer.2. WriteanacrosticpoemaboutSUMMER.Anacrosticpoemisthekindwhereyou

writeeachletterofawordonaseparatelineandthenthinkofawordorphrasethatbeginswitheachletter.Forexample:NORYàNotyouraverage4thgrader;Oftenturnsintokittens;Readsbooks;YearnstoattendSageAcademy.

3. CreateanadvertisementforAuntMargo’sDOUBLEMFLYINGTAXIcompany.Includeadescriptionofherservice,pricingandatleastonequotefromahappycustomer.

Do!SuperSolarNachos

Theclassbuildsasolarovenfromapizzaboxandcooksupsomenachostoshare.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter6Summary:AuntMargohasfixedupasmallguestroomforNory.Inthemorning,AuntMargogivesNoryatourofthehouse,postsachorescheduleandshowsNoryhowtoworktheTVbeforeheadingtothegrocerystoretobuycereal,applesandicecream.Fordinner,theyeattakeoutpizzaandgooverthescheduleforthefollowingday.AuntMargoexplainsthatshewillhavetoleavethehouseearlyinthemorning,soaneighborboynamedElliott,whoisalsointheUpside-DownMagicclass,willwalkNorytoschoolonherfirstday.Onthemorningofherfirstdayathernewschool,Norywakesupinanemptyhouse,fixesherowncereal,putsonherluckypurplepantsandleavesherhairbigasthere’snoonetheremakeherwearadressorbraidherhairasHawthornalwaysdid.ElliottarrivestotakeNorytoschoolandthetwogettoknoweachotherastheywalk.ElliottisaFlarewhocanalsofreezesthings.HegivesNoryademonstrationofhistalentoutofviewfromtheotherkidsatschool.Reachingthetopofahill,theyspottheredbrickbuildingofDunwiddleMagicSchoolaswellasastudentnamedAndreswhohasaropetiedaroundhisankletokeephimfromfloatingaway.Elliottexplainsthatthedaybeforehis10thbirthday,Andresjustfloatedrightuptotheceilingduringmathclassandhasn’tbeenabletocomedownsince.Asthetimeofthefirstbellapproaches,ElliottgivesNoryanoverviewofrecess,lunchandschoolrules.HealsowarnshertowatchoutforakidnamedPepperwhoisanupside-downFuzzy,knownasaFierce.Pepper’smagichasaterrifyingeffectonanimals.Nearlyatthefrontstepsoftheschool,Elliottpeelsofftoseeagroupoffriends,leavingNorytoenterthebuildingonherown.Discuss!

1. WhatisNory’sfavoritecereal?What’syourfavoritecereal?Nory’sfavoritecerealisFruityDoodles(46).

2. WhotakesNorytoherfirstdayofschoolatDunwiddleMagicSchool?Whatdoyouknowaboutthispersonfromthetext?AboynamedElliotttakesNorytoschoolonherfirstday.HelivesnearbyandisalsointheUpside-DownMagicclass(46-47).Heis“paleandtall,withnicestraightteethandlonglegs….[and]bighair”(28).Helikestotalkandhasagreatlaugh(49,52).HisFlaretalentisunusualbecausehealsofreezesthings(54).

3. Onthemorningofherfirstdayofschool,Norywakesuptoanemptyhouseandinitiallyfeelssad.Butthenshedecidesto“lookonthebrightside.”Thisisanexampleofanidiom.Anidiomisanexpressionthatcan’tbeunderstoodfromthemeaningsofeachindividualword,butmustbelearnedasawholephrase.Someexamplesofidiomsare“rainingcatsanddogs”meaningit’srainingveryhard;“apieceofcake”meaningsomethingiseasy;and“playitbyear”meaningtoimprovise.Whatdoes“lookonthebrightside”mean?Canyouthinkofotheridioms?

“Lookonthebrightside”meanstofindgoodthingsinabadsituation.Nory“lookedonthebrightside.Hawthornwasn’ttheretomakeherwearadressorbraidherhair.Thatmeantshecouldchooseherownclothes”(47).

4. Re-readNory’sthoughtsaboutherfirstdayofschoolonpage48.Canyourelatetoanyofherworries?Ifyou’veeverstartedatanewschool,whatelsewasonyourmind?Didyouhaveworriesorwondersaboutcomingtothissummerprogram?Nory’sthoughtsbeforestartingathernewschool:“Wouldeveryoneelseknowoneanotherfromordinaryschool?Whatifnoonespoketoher?Whatifshedidn’tmakeanyfriends?Whatifshenevermadeanyfriendsandshespentherluncheshidinginthegirlsbathroomtryingnottoturnintoabitten?”(48).

5. WhileElliotandNorywalktoschool,heasksherlotsofquestions.WhatwassomethinginterestingyoulearnedaboutNoryinthischapter?

6. WhyisAndresonaleash?AndresisaFlyerwhocan’tstopfloating.Ifhewasn’tonaleash,hewouldfloatawaylikeaballoon(53).

7. Whatdoesitmeantobea“Fierce”?AFierceisanupside-downFuzzy,meaningapersonwhosemagicscaresanimalsinsteadoftamingthem(55).

8. WhoisPepper?Pepperisanupside-downFuzzy,orFierce.AnimalsareafraidtobenearPepperandwillrunawayoractwildlywheneverPepperisnearby.ElliottissurePepperwillbeintheirclass(55).

9. WhatcanyoutellaboutElliott’sopiniononupside-downmagicaltalents?Doeshethinkthey’recool?Scary?Strange?Doyouthinkhelikeshisownunusualtalent?Whatcluescanyoufindinthetext?Elliottdoesn’tdescribeanyofthestudentswithupside-downmagicaltalentsinapositiveway.WhendescribingAndres’situation,hementionshownoonehangsoutwithAndresbecauseit’stooawkward(53).WhenhetalksaboutPepper,hesaysbeinginclasswithherisbadnewsbecauseherwonkypowersaresoscary(55).WhenElliottshowsNoryhisownpowers,theyhidebehindabushsonooneelsecanseehowhisfireturnsintoice(54).

10. Haveyoureadanyotherstoriesthatincludeacharacteronhisorherfirstdayofschool?WhatdoyounoticeissimilarbetweenthatstoryandUpside-DownMagic?Whatisdifferent?

Write!

1. Knock,knock!Knowanygoodjokes?Makeaminijokebookcontainingatleast10knock,knockjokesorriddles.Shareyourjokebookwithafriend!

2. Writealistof10questionsyouwouldasksomeonewhoisnewtoyourclass.Tradequestionswithaclassmateandanswertheirquestions.

3. Imagineyou’reAndresandwriteajournalentryaboutanaveragedayfromwhenyouwakeupinthemorningaftersleepingontheceiling,togetting

dressedandgoingtoschool,toeatingmealsandhavingfunafterclass.Howwouldyourdailyroutinebedifferentifyouwerealwaysfloating?

Do!MagnetMagicStudentsusethepowerofmagnetstocreateaminifloatingAndresfigure.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter7Summary:NoryarrivesatDunwiddleMagicSchoolanddiscoversthatit’snothinglikeherlastschool.Therearefireextinguisherseverywhere,kidswithpetmiceintheirpockets,kidsfloatingabovethefloorandblackkittensrunningthroughthehallway.Noryfeelslostinthecommotionandoverwhelmedbymagicalactivitiesgoingonaroundeveryturn.Shedecidessheneedsabreakandslipsintoasupplycloset.Asshetakessomedeepbreathsandreassuresherself,shehearsavoiceofferingheralemondrop.HidingbehindamopisasmallAsian-Americangirlwhohasjustescapedapackofbullieswhohadlockedherinalockerthatmorning.ItturnsoutthatbothgirlsareintheUpside-DownMagicclassandasthebellisabouttoring,theyemergefromtheclosetandheadtotheirnewclassroomtogether.Justbeforetheyentertheroom,NorytellstheothergirlthatshemustwatchoutforakidnamedPepperandthatperhapstheyshouldsittogethersotheycanbothbesafefromhim.Ms.Starr’sclassroomisbrightandsunny.Thereareeightdesks,acarpetedarea,stacksofmats,apileofumbrellasandacabinetfullofsweaters.AsMs.Starrintroducesthelemondropgirltotheclass,NoryrealizesthatthegirlshehasjustmetinthesupplyclosetisPeppertheFierce.Pepperisn’taboy,butagirl!Suddenly,Noryfeelshervisionstarttoblurandherbodytingleassheistransformedintoabitten.Discuss!

1. InwhatwaysisDunwiddleMagicSchoolsimilartoyourschool?Inwhatwaysisitdifferent?

2. WhataresomeoftheuniquerulesforhallwaybehavioratNory’snewschool?“NofiresexceptintheFlareLab.NoflyingexceptintheFlyer’sCourtortheyard.Visiblehumanshapestobeusedinthehallwaysatalltimes.And:Animalfriendsarenotallowed”(58-59).

3. Whatwordswouldyouusetodescribewhatit’slikeinthehallwaysofDunwiddleMagicSchool?Possibleresponses:overwhelming,busy,chaotic,maze-like,crazy,scary

4. WhodoesNorymeetinthesupplycloset?Norymeetsa“smallAsian-Americangirlwithasweetroundface”whooffersheralemondrop(61).Attheendofthechapter,wefindoutthissmallgirlisPepper,theFierceElliotthadwarnedNoryabout.

5. DoesNoryworryaboutbeingtreateddifferentlybecauseshe’sintheUpside-DownMagicclass?Howdoyouknow?Noryworriesthatshewillbeteasedbytheotherkidsattheschoolbecauseshe’sintheUpside-DownMagicclass.Shesays,“Thekidswhoarenormalaregoingtomakefunofusthewholeyear.Iknowit”(63).

6. WhatdetailsdoyourememberfromthetextaboutMs.Starr’sclassroom?Arethereanyitemsinherclassroomthatseemunusualtoyou?

Ms.Starr’sclassroomisacheerfulspacewitheightdesksandacarpetedarea.Someinterestingitemsinherroomincludeastackofmats,apileofumbrellas,acabinetofsweatersandawallfulloffireextinguishers(64).

7. OnthewallinMs.Starr’sroom,there’saposterthatreads:“Rememberthekidwhogaveup?Neitherdoesanyoneelse.”Whydoyouthinkthismightbeagoodposterforaclassroom?

8. WhatdoyouknowaboutMs.Starr?ShehasdarkerskinthanNory,wearsherhairupinabun,hasperfectpostureandiswearingabrightyellowcardiganwithayellowpolkadotshirtunderneath(64-65).

9. ThinkbacktowhatElliotttellsNoryaboutPepper.DoesitremindyouofthegirlNorymeetsinthesupplycloset?HowwouldyoudescribePepperbasedonwhatyouhaveread?Whatdoyouthinkthistellsusaboutrumors?ElliottmakesPeppersoundslikeascarypersonwhomustbeavoided.ThesmallAsian-AmericangirlwhoNorymeetsinthesupplyclosetisnotscaryatall,onthecontrary,she’sgenerousinofferingalemondropandiskindtoNory.Inaddition,she’snotbullyingothers,rathershe’savictimofbullyingwhohasjustbeenturnedinvisibleandlockedinalocker(62).

10. WhydoyouthinkNoryturnsintoabittenattheendofthischapter?Doyouthinktheremightbeapatterntowhenhermagicgoeswonky?Asstudentscontinuetoreadthebook,askthemtonoticeNory’semotionalstateandwhat’sgoingonaroundhereachtimehermagicdoessomethingunexpectedtoseeiftheycandetermineacauseforhermagicalmisfires.

Write!

1. Writeaboutatimewhenyouwantedtogiveupbutdidn’t.Whathelpedyoukeepgoing?

2. Imaginethatyouhavethepowertobecomeinvisibleortomakeobjectsinvisible.Describeonewayyouwoulduseyourpowers.

3. Thinkbacktothefirstdayofschoollastyear.Wasitagoodday?Didyoumeetanyonenew?Whatdidyouthinkaboutyourteacher?Writedownwhatyouremember.

Do!BestFriendsMiniMagazineStudentsconsiderwhatitmeanstobeagoodfriendandcreateminimagazinescontainingtipsforbeingagoodfriend,jokestosharewithfriendsandfriendshipactivityideas.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter8Summary:Bitten-NorywreakshavocontheclassroominaflurryofactivitybeforetransformingbacktoGirl-Norywhileundertheteacher’sdesk.AsstudentsmakecommentsaboutNory’smagic,Ms.Starrinterjectsandexplainsthatthestudentswillnotusethewords“wrong”or“wonky”todescribethemselves,ratherthey’llsay“different”or“upsidedown.”Shealsoshareswiththeclassthatsheherselfhasbeencalledthesewordsandnow,afterpassingherUpside-DownMagicteachertraining,she’slookingforwardtohelpingthestudentslearntomakethemostoftheirmagic,understandtheiremotions,andmanagetheirmagic.Sheinviteseachstudenttoshowhisorhermagicaltalenttotheclass.Sebastiansharesthathismagicisseeingsoundwaves.Aboyinaskull-and-crossbonesT-shirtnamedBaxrefusestosharehistalent,soMs.Starrofferstocomebacktohimlater.ElliottisaFlareandFreezer.HedemonstrateshistalentsbyfreezingacupofwaterinMs.Starr’shand,buthismagicgetsoutofcontrolandtheiceclimbsupMs.Starr’shand,sweaterandalmosttoherneck.Unphazed,Ms.Starrchangesintoareplacementsweaterandtheclasscontinues.Theclass’sattentionshiftstoAndres,astudentwhoisconstantlyfloatingneartheceiling.Whenhepushesofffromtheceilinghedescendsafoottowardtheflooronlytofloatbackup.Hesharesthathissisterwalkshimtoschoolonaleashsohewon’tfloataway.Next,Ms.StarrasksPeppertoshowhermagic,butashermagiconlyworksonanimals,sheasksacoupleofFluxersfromthe7thgradeclasstovolunteertochangeintotheiranimalformstohelpwiththedemonstration.ThevisitingstudentsquicklytransformintotinykittensandPepperkneelstoofferthekittensherhadtosniff.Thekittensyowl,hissandrunaway.Ms.StarrasksPeppertoletthekittensrelax,butPepperisunabletoturnhermagiconoroff,soMs.Starrhasherheaddownthehallforamoment.Discuss!

1. HowdoesNoryfeelaftertheclassseesBitten-Norymessuptheclassroom?Whatpartofthetexttellsyouhowshefeels?Noryfeelsembarrassed.Shethinkstoherself,“Pleaseletthisbeabaddream”(68).Whensheemergesfromunderthedesk,thetextsays,“Shewashotwithshame”(69).

2. WhatisSebastian’smagicaltalent?Sebastianexplains:“I’makindofaFlicker…OnlyIcan’tturninvisible.AndIcan’tturnotherthingsinvisible…Iseesoundwaves.They’reinvisibletomostpeople”(72).

3. WhatisElliott’smagicaltalent?ElliottisanUpside-DownFlarewhocanalsofreezethings(74).

4. WhatisAndres’magicaltalent?Andresisconstantlyfloatingandmustbekeptonaleashsohedoesn’tfloataway(75-76).

5. WhatisPepper’smagicaltalent?Pepper’smagiccausesanimalstofeelterrified.Shecan’tturnhermagicoff,soanimalsnearhercower,becomedefensiveorflee(78).

6. Norythinksoneoftheboysinherclassworeaskullandcrossbonesshirt“sothatotherpeoplewouldknowrightawaywhatkindofboyhewas.Thekindtowearaskull-and-crossbonesT-shirt”(73).Whatdoyouthinkthismeans?Whatdoyouthinkwecantellfromsomeone’sclothing?Whatmightwenotbeabletotell?

7. DoyouthinkitwaseasyforthestudentsinMs.Starr’sclasstodemonstratetheirmagicinfrontofthegroup?Whyorwhynot?

8. Ms.Starrexplainsthattheclasswillnotusethewords“wrong”or“wonky”todescribethemselves.Whatwordsdoesshesayareokay?Howdoyoufeelaboutthesewords?Whydoyouthinkit’simportanttobecarefulaboutwhichwordsweusetodescribepeople?Ms.Starrtellstheclassthattheywillsay“differentorupsidedown”(69).Asstudentsdiscussthisquestion,invitethemtoidentifyotherwordsthataren’tokaytouseinclassandencouragethemtoconsiderhowwordscanhavethepowertohurtorthepowertoliftupthosearoundus.Toendthediscussiononapositivenote,brainstormalistofwordsandphrasesthatstudentscanusetoencourageandaffirmeachother,like“you’reawesome”or“you’reareallykindfriend.”

9. WhatdoyouthinkofMs.Starrasateacher?Whatmakesheragoodchoiceforleadingthisclass?Apossibleresponse:Ms.Starrseemslikeacheerfulteacherwhoissupportive,encouragingandpositive.She’sagoodchoiceforleadingtheclassbecauseshehastraininginUpside-DownMagicandhaseven“beencalledwonkyanddifferent,too!”(71).

10. Whatmakessomeoneagoodteacher?Whenyouthinkaboutyourfavoriteteacher,whatmadehimorherstandoutfromotherteachersyou’vehad?

Write!

1. Wordpower!Somewordsaremeanttohurtandsomewordsaremeanttohelp.Divideyourpaperinhalf.Ononeside,writealistofwordsorphrasesthatmightmakesomeonefeelsad,hurtorupset.Ontheothersideofthepaper,writealistofwordsorphrasesthatmightmakesomeonefeelstronger,happierormorepowerful.Whatwordscanyouusewithyourclassmatestodaytoencouragethem?

2. Ms.Starrsaysthinkingaboutoppositesisagreatwaytounderstandupside-downmagic.Writeashortdescriptionofamade-upcharacterwhoistheoppositeofyou.

3. Isthereanythingyouwishyourteacherknewaboutyou?Writeashortlettertoyoursummerprogramteacher.

Do!SoundsoftheCityStudentsheadtoanearbyparkorotheroutdoorspacetocreateavisualrepresentationofthesoundstheyhear.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter9Summary:Ms.StarrmanagestoreturntheclassroomtonormalafterPepper’smagicdemonstrationterrorizedtwokittens.Pepperreturnstotheclassroomandthestudentscontinuestaringtheirunusualmagicaltalents.Marigold,wholiveswithhergrandparentswhileattendingschool,canshrinkthingsuntiltheyaresosmalltheybecomeinvisible.Sheshrinksherchairasherdemonstrationandthenmustsitonthefloor.Nextup,WillaisanUpside-DownFlarewhocanmakeitrain,butonlyindoors.Ms.Starrhandsoutumbrellastothestudentsandmomentslaterrainispouringfromtheceiling.Everythingintheclassroomissoaked.Ms.Starrcallsthejanitortocomehelpwiththemessandthenturnstothelaststudentwhohasyettoshowhismagicaltalent,Bax.BaxisreluctanttoshowhisunusualFluxertalent,buteventuallyacquiesces.Withawhoosh,Baxturnsintoatremendouspieceofrockandrollsoutofhisseatontothefloor.Unabletotransformbackintoahumanform,Baxisrolleddownthehalltothemedicaloffice.Feelinglessthanpositiveaboutbeinginaclassfullofstudentswithupside-downmagicaltalents,Noryfollowsherclassmatetothecafeteria.Discuss!

1. WhodoesMarigoldlivewithduringtheschoolyear?Howdoesshefeelaboutthisarrangement?Marigoldliveswithhergrandparentsasherfamily’shomeisthreehoursfromtheschool.HergrandparentsletherwatchasmuchTVasshewants,whichMarigoldenjoys,butshemissesherfamily(81).

2. WhatisMarigold’smagicaltalent?Marigoldmakesthingsshrink.Inclass,shemakesachairshrinkuntilit’ssotinynoonecanseeit(81).

3. WhatisWilla’smagicaltalent?Willacanmakeitrainindoors(82).

4. WhatisBax’smagicaltalent?Hismagicturnshimintoarock,whichisaveryraretalentforFluxers,whousuallytransformintoanimals,notinanimateobjects(86).

5. WhathappensafterBaxbecomesstuckintheformofarock?FourpeoplehavetorollhimdownthehallwaytothemedicalofficewhereNurseRileypromisestohavehimfixedupbeforelunchisover(87).

6. HowdoesNoryfeelabouthernewclassmates?Whatcluescanyoufindinthetext?Noryfeelslikeshe’sinaclassofwonkykidsandisdiscouraged.Weread:“Norytookherhundredthdeepbreathoftheday.Shewantedtolookonthebrightside…butfromwhereshewasstanding,shedidn’tseemuchofoneatall(87).

7. Atthispointinthestory,howdoesNoryfeelaboutbeingdifferent?HowdootherstudentsintheUpside-DownMagicclassfeel?

Noryandherclassmatesdon’tseetheirunusualmagictalentsasapositive.Atthispointinthestory,itseemslikeit’sonlyMs.Starrwhoisexcitedaboutthediversityoftheclassandtheiruniquemagicalabilities.

8. WhenNoryhearsthatWillacanmakeitrain,shestartstowonderifsomeunusualtalentscouldbeuseful.Thinkingaboutthecharacterswe’vemetsofar,whenmightbeatimewheneachoftheirtalentswouldbehelpful?Possibleideas:Andrescouldusehisfloatingmagictoreachakitestuckinatree;Elliotcouldfreezeapoolofwatertomakeaniceskatingrink;Marigoldcouldusehershrinkingpowertohelpgetridofgarbagewithoutneedinglandfills,etc.

9. Ms.Starrtellstheclass,“Thingsworthdoingareusuallyhard”(80).Whatdoyouthinkshemeans?Whatarethe“hardthings”yourclassisworkingon?

10. WhenBaxdoesn’twanttosharehismagicaltalent,Ms.Starrsays“wewillallsupportyou,andwewillhelpyoubecomeyourbestself.ThespiritoftheUDMclassroomistrust”(85).Doyouthinkyoumightbemorewillingtotrysomethingnewwhenyoucantrustyourclassmates?Whyorwhynot?Whatarewaysyoucansupportyourclassmatesthissummer?

Write!

1. Writeaboutatimewhenyouwantedtogiveupbecausesomethingseemedreallyhard,butlaterfeltreallyproudbecauseyouaccomplishedyourgoal.

2. Imagineamagicalcafeteriawhereallkindsoffoodswereavailableatlunch.Writeabouthowthecafeteriawouldlookandwhatfoods,drinksanddessertswouldbeonthemenu.

3. Astheclassheadstolunch,Norystrugglestoseethebrightsideoftheunusualtalentsherclassmateshave.Haveyoueverjudgedsomeonethefirsttimeyoumetthemandlaterdiscoveredheorshewasreallycool?WritealettertoNorysharingyourpersonalstory.

Do!ShrunkenSceneStudentscreateminiscenesinsidesmallboxesorminttins.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter10Summary:Inthecafeteria,NoryandElliottfilltheirplatesandsitwithagroupofElliott’sFlarefriendsfromordinaryschool.Lacey,ZinniaandRunecalltheirgrouptheSparkies,anameoriginallyselectedbyElliott.NoryrecognizesoneofthegirlsinthegroupnamedLaceywhowasinlineinfrontofherattheSageAcademytest.NoryrecallshowLacey’sfathercoacherheronroastingmarshmallowsandhowultimatelyLaceyemergedfromtheperformancehallsobbing.WhenNoryrevealstothegroupthatLaceyfailedthetestatSageAcademy,Laceybecomesangryanddefensive.Asthestudentscontinuetalking,LaceymakesitclearthatElliottisnolongerwelcomeintheSparkiesgroupbecauseofhisupside-downmagic.Infact,thegrouphasbeentryingtoditchhimallsummerandevenmeltedhisbiketirestokeephimaway.AstheSparkiescontinuetobemeantoElliott,Noryfeelsatingleupherspineandtransformsintoaskunk.AngryattheSparkies,Skunk-Noryfeelstheurgetospraythem.Girl-Norytriestoregaincontrol,butlosesthebattleastheSkunk-Norybeginstoswellintoaskunkephant.Nowthesizeofanelephantwiththebodyofaskunkandthetrunkofanelephant,ElliotttriesdesperatelytotalkNorybackintoherhumanformandstopherfromsprayingtheSparkies.Suddenly,PepperentersthatcafeteriaandherFiercemagiccausesSkunkephant-Norytobeovercomewithfear.Sensingdanger,Skunkepahnt-Noryliftshertailandsprays.Discuss!

1. Inadditiontoupside-downmagic,whataretwothingsNoryandElliothaveincommon?“Singleveggiesandbighair”(88).

2. WhoaretheSparkies?TheSparkiesareagroupofFlareswhoattendedordinaryschooltogether.ThegrouporiginallyincludedElliott,Lacey,ZinniaandRune(89).NowthatElliottisintheUpside-DownMagicclass,Laceydeclareshimnotamemberofthegroupanymore(91).

3. HowdoesNoryknowLacey?LaceywasthegirlinfrontofNoryattheSageAcademytestwhoNorysawrunningfromthehallinaburstofsobs(90).

4. HowdoesLaceyfeelwhenNoryrevealstothetableofstudentsthatLaceydidn’tgetinaSageAcademy?Whatcluescanyoufindinthetext?Laceyfeelsangryanddefensive.Clues:Theauthorsusewordchoicetotellthereaderabouthowacharacterisfeeling.Theycouldhavewritten“Lacyatesomebroccoli,”butinstead,theychosetowritethatshe“stabbedapieceofbroccoli”(90).Later,theauthorswrite,“Shecheweditsoaggressivelythatitseemedasmallactofwar”(90).

5. WhateffecthasElliott’supside-downmagichadonhisrelationshipwiththeSparkies?

SinceElliott’sFlare-Freezemagicemerged,theSparkieshaven’twantedhimtohangoutwiththem.Infact,theyhavebeentryingtoditchhimallsummerandevenmeltedhisbiketiresinanattempttokeephimoutofthegroup(92).Lacey,ZinniaandRunesaythatonlytrueFlaresbelongintheSparkies(91).

6. WhatkindofcreaturedoesNorybecome?Askunkephant,whichhasthebodyofaskunkandthetrunkandsizeofanelephant(94).

7. WhatdoyouthinkcausesNorytoturnintoaskunkephant?ItseemslikeNorylosescontrolofhermagicwhensheisupset.Thetextsays,“shewasmad.Somad”(94).

8. Whoisthe“tinyhairlessthinginabaggydenimdressandtwoponytails”(95)?Whatroledidthischaracterplayinwhathappenedinthelunchroom?ThisturnsouttobePepper.WhenSkunkephant-Noryseesher,sheiscompletelytakenoverbyfeelingsofterrorduetoPepper’sFiercingmagic.Sensingdanger,Skunkephant-NoryspraystheSparkies(95).

9. WhenNoryturnsintoaSkunkephant,ElliotttriestotalkheroutofsprayingtheSparkies(94).Haveyouevertriedtotalkafriendoutabadidea?Diditwork?Whyorwhynot?

10. Canyouthinkofanotherbookyou’vereadthathascharactersliketheSparkieswhowanttobeintheirowngroupandexcludeotherpeople?Whydoyouthinkthismightcomeupinotherbooks?

Write!

1. Imagineyou’reoneoftheSparkies.Writeashortjournalentryaboutwhathappenedinthelunchroomduringthischapter.HowmighttheSparkiestellthestorydifferently?

2. WriteanacrosticpoemaboutaSKUNKEPHANT.Anacrosticpoemisthekindwhereyouwriteeachletterofawordonaseparatelineandthenthinkofawordorphrasethatbeginswitheachletter.Forexample:NORYàNotyouraverage4thgrader;Oftenturnsintokittens;Readsbooks;YearnstoattendSageAcademy.

3. Createaguidetocaringforaskunkephant.Whatshouldyoufeedit?Doyouneedtotakeitforregularwalksorgiveitbaths?Whatdoessomeoneneedtowatchoutforwhencaringforaskunkephant?

Do!EscapefromtheLunchroomAtrust-buildingactivity,studentstaketurnsguidingablindfoldedpartnerthroughandobstaclecourse.Findcompleteinstructionsintheactivitiessection.Share!

Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter11Summary:ThecafeteriaisclosedforcleaningandtheSparkiesareatthemedicaloffice.Meanwhile,Noryhastakenrefugeinthesupplycloset.Knowingshecan’thideforever,sheremergesandmakesherwaytotheplaygroundwhereshefindsthestudentsfromtheUpside-DownMagicclassalltogetherinagroup.Theordinarykidsarestaringatthemandshoutingmeancomments.WhenNoryapproaches,ElliottblamesherformakingalltheUDMkidslooklikewonkosandthegroupproceedstoignoreherfortherestoftheday.Afterschool,Norycallshome,butnooneanswers.SheandAuntMargoorderpizzafordinnerandNoryeventuallytellsAuntMargoallabouthersuperrottenfirstdayatschool.Inordertocheerherup,AuntMargotakesNoryforaflyoverthetownofDunwiddle.Atschoolthenextday,NorydiscoversthatUDMclassincludesmorethanjustthestandardschoolsubjectsasMs.Starrleadstheclassininterpretivedancetohelpthemconnectwiththeiremotions;headstandstohelpthemseethingsfromanewperspective;andgrouptrustexercises.Ms.Starrshareswiththestudentsthattheymustlearntounderstandtheiremotionsinordertocontroltheirmagicalpowers.Afterschooleachday,Norycallshome,desperatetoreconnectwithhersiblingsandfather.Noonecallsherback.AuntMargocallsonherbehalfandleavesamessagetoo,butagain,Nory’sfatherdoesn’tcallback.AuntMargo’sboyfriend,Figs(shortforFigaroRusso)takesNoryandMargooutforlunchatabakeshop.FigsisaFluxerwhocanturnintofourdifferentdogshapes.Onthewayhomefromthebakeshop,AuntMargotgetsacallonhercellphoneandit’sHawthornandDaliasecretlycallingNory,whoisthrilledtohearfromhersiblings.HawthornandDaliahaveaplanforgettingNorybackhome:first,learntobenormal,next,testoutoftheUDMclassandthenpracticeinanormalclassbeforereapplyingtoSageAcademy.Heartened,Noryisdeterminedtobecomenormalsoherfatherwilllethercomehome.Discuss!

1. DoesitseemliketheotherstudentsintheUDMclassunderstandthatwhathappenedinthecafeteriawasanaccident?Whatevidencecanyoufindinthetexttosupportyouropinion?Possibleevidencefromthetextforstudentstoconsiderastheydiscussthisquestion:WhenNoryapproachestheotherUDMstudents,Elliotthisses“Ican’tbelieveyoudidthattous…Youmadeuslooklikewonkos”(98).Fortherestoftheday,noonetalkedtoNoryorevenlookedather;everyonepretendedshedidn’texist(99).

2. HowdotheordinarykidsatDunwiddleSchooltreatthestudentsintheUDMclass?TheotherstudentsstareattheUDMstudentsandcallthemnameslike“wonkos”(98).

3. WhatdoAuntMargoandNoryhavefordinner?Asmalldouble-pepperonipizzaandsomeapples(101).

4. HowdoesAuntMargohelpNoryfeelbetteraboutherroughdayatschool?Whenyouhaveahardday,whatdoyoudototakecareofyourself?AuntMargotakesNoryfora“fly”overthetownofDunwiddle.Afterthattheytakehotshowersandputtheirpajamason.BythetimeNorysettlesintoherbed,shefeelsokay(105-107).

5. WhataresomeofthespecialactivitiesthestudentsintheUpside-DownMagicclassdoinordertolearntobettercontroltheirfeelingsandtheirmagic?Thedancedointerpretivedance(108-109),headstands(111)andtrustexercises(113).

6. WhoisFigs?FigsisAuntMargo’sboyfriend.He’saFluxerwhoislicensedtoturnintofourdifferenttypesofdogs(116).HispropernameisFigaroRussoandherunsthepharmacyintown(116).

7. HowdoHawthornandDaliathinkNorymightbeabletoreturnhome?TheytellNorytoworkonbecomingnormalsoshecantestoutoftheUpside-DownMagicclassandreturnhometoreapplytoSageAcademy(118-119).

8. Nory’sfather“alwaystoldhischildrentheyhadtohelpthemselves.Hecouldn’tdothingsforthemormakethingseasier.Helpingthemselveswasthewaytheywouldlearn”(105).Whatdoyouthinkofthisadvice?Whatdoyounoticehelpsyoulearnnewskills?

9. CompareandcontrastNory’sfatherandherAuntMargo.Thinkabouttheirhomes,theirmagicaltalents,theirpersonalitiesandthewaytheyrelatetoNory.

10. PartofdevelopingUpside-DownMagicislearningtounderstand,notcontrol,feelings.Howcouldthisadvicebehelpfultopeoplewithoutmagic?

Write!

1. Cheerup,Nory!Afterthesceneinthecafeteria,Noryfeelslikeeveryonehatesher.Write10textmessagesyouwouldsendNorytohelpherfeelbetter.

2. CreateacomicstripshowingthemaineventsofNory’sfirstdayatschool.Addtexttotellwhatishappeningineachscene.Findahelpfulsummaryofthedayonpages104-105.

3. Re-readthedescriptionofAuntMargo’shomeonpage101andthenwriteadescriptionofyourlivingroomorbedroom.

Do!CityViewStudentsuseGoogleMapssatelliteviewtolookatDenverfromaboveandlocateneighborhoodlandmarks.Findcompleteinstructionsintheactivitiessection.Share!

Chapter12Summary:OnthisparticularMonday,it’sNory’sturntotakeBaxtothenurse’sofficewhenheonceagainturnsintoarock.Asshewalksdownthehallway,shelooksintotheotherfifthgradeclassrooms.TheFlarestudentsareroastingmarshmallows;theFuzziesarefeedingandgroomingaunicorn;theFlyersarehoveringabovethefloor.NoryleavesBaxwithNurseRileywhodeniesherrequesttostayandwatchBax’streatment.Takingadifferentroutebacktotheclass,shepassesaclassroomofFlickersattemptingtoturntoadsinvisibleandaclassofFluxersworkingontransformingintokittens.NorydesperatelywantstojointhenormalFluxersclass.Oncebackinclass,NoryrejoinsthegroupforheadstandpracticeandwhisperstoElliottaboutherplantogetoutoftheUpside-DownMagicclass.AtfirstElliottdoesn’twanttohearwhatNoryhastosay,buteventuallylistensasNoryexplainsthattheycouldpracticejustusingtheirnormalskillsandoncetheyweregoodenough,testoutofUDM.ElliottisintriguedbytheideaandwondersiftheSparkieswouldbecomehisfriendsagainifhewasanormalFlare.Afterclass,NoryandElliottspeakwithMs.StarraboutthepossibilityoftestingoutofUDM.Ms.StarrseemsdisappointedbytheirrequestandremindsthemthattheUDMclassisaplacewheretheywilllearntomakethemostoftheiruniquetalents.Ms.StarrshareswithNoryandElliottthatintheoldendays,unusualmagicalpowerswerehighlyvaluedandinfact,magicaltalentsweren’tevendividedintofivegroupsuntilacenturyago.NoryandElliottinsisttheywanttobenormal.WhileMs.Starrfeelsthisdesireisamistake,sheagreestoarrangewithPrincipalGonzalezforthetwostudentstobetested.Noryisconfidentthatthistimethingswillbedifferent.Discuss!

1. WhathappenswhenBaxturnsintoarockwhilepracticinghisheadstand?Astudenttakeshimtothenurse’sofficeinawheelbarrow.Onthisparticularday,it’sNory’sturntotakehim(121).

2. Whatarethefifth-gradeFlaresdoingintheirclassroom?They’reroastingmarshmallows(121).

3. WhataretheFuzziesdoingintheirclass?TheFuzziesaregatheredaroundaunicornfeedingitcarrotsandgroomingit(121).

4. WhatdoesNoryseethefifth-gradeFlyersdoingintheirclass?They’relevitatingtwofeetoffofthefloorandgoingaroundinacircle(122).

5. WhataretheFlickerspracticingintheirclassroom?TheFlickersareattemptingtoturntoadsinvisible(122-123).

6. Whatarethefifth-gradeFluxersworkingon?HowdoesNoryfeelwhenshepassesthisclassroom?TheFluxersareworkingonaddingcolorstotheirkittens.Thetextsays,“Norywantedmorethananythingtojointhem”(123).

7. WhatisNory’splanforgettingoutoftheUpside-DownMagicclass?WhydoesshethinkElliottshouldworkwithheronthisplan?NoryexplainstoElliottthatunliketheotherUDMstudentstheyarebothcapableofdoingmagiclikenormalpeople,soshefiguresthatiftheypracticemoreandcangetridoftheir“wonky”magic,thentheycantestoutoftheUDMclass(124-125).

8. WhatisMs.Starr’sreactiontoNory’splantotestoutofherclass?Ms.StarrseemsdisappointedandsaddenedbyNory’srequesttotestoutofherclass.SheexplainstoNoryandElliottthatherjobisn’ttohelpthembecome“normal,”buttohelpthemlearnhowtomakethemostoftheirspecialtalents(127).Shetriestohelpthemseethebeautyintheirownmagicjustthewayitis,buteventuallyagreestoarrangefortheschoolprincipaltotestthem(128-129).

9. Ms.Starrsaysthatunusualmagicwasvaluedinthepast(127).Whydoyouthinkpeople’sopinionschanged?Mighttheiropinionschangeagain?Explain.

10. Doyouthinkthereissuchathingas“normal”?Whyorwhynot?Write!

1. ContinuethestoryfromthepointwhenNoryleavesBaxatthenurse’soffice.HowdoesNurseRileychangehimbackintohumanform?HowdoesBaxfeelafterthistransformation?

2. MarigoldcomplainsthatthedailyheadstandpracticeintheUDMclassisboring.Writealistofyourtoptenideasformakingheadstandsmorefun.

3. ImaginewhatElliottwouldwriteinhisjournalabouttheeventsofthedayandNory’splantotestoutoftheUDMclass.

Do!AnimalCharadesStudentsactoutdifferentanimalsinagameofcharades.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter13Summary:ElliottandNorymeettopracticetheirmagicaltalentsthatveryafternoonatAuntMargo’shouse.AuntMargoisn’thappyaboutNory’splantotestoutofUDMandimploresNoryandElliotttoembracewhotheyareandnottrytobecomesomeonetheythinktheyshouldbe.Undeterred,NoryandElliottheadtotheyardtopractice.Theychatabouthowniceitwillbetotakeregularclassesthatdon’tinvolveheadstands,interpretivedanceortrustexercises.Noryshareshowherfatherhadalwayssaidthatmagicwaslikeahousepetthathadtobedisciplined,trainedandcontrolled.ElliottpointsouthowMs.Starrencouragesstudentstofeeltheirfeelingsandunderstandtheirmagicinsteadoftryingtocontrolit.Thetwostudentsdebatethesedifferentapproachestomagicbeforefinallysettlingonaplantopracticecontrollingthepartoftheirmagicthat’snotnormal.NoryencouragesElliotttothinkofhisfreezingmagicasabadpuppythatneedstostayinacrate.Onhisfirstattempt,hemanagestocreateasmallfireonthetipofapencilwithoutitfreezingafterward.Whenit’sNory’sturntopractice,sheturnsherselfintoalovelykittenthatquicklybecomesaKitten-Goatorkoat.Losingcontrolofheranimalmind,Koat-Noryeatsthevegetableplantsandsomesocksfromtheclotheslinebeforeheadingtowardtheflowers.NoryistransformedbackintoagirlwhensheeatsamouthfulofflowersthatElliotthasfrozen.Whileheonlymeanstofreezeasingleflower,ElliottturnsalltheflowersinAuntMargo’syardintoicicles.ElliottandNoryagreetheyneedalotmorepractice.Discuss!

1. Whatisthesettingofthischapter?Whatdetailsarementionedinthetext?Thewordsettingmeansthetimeandplaceoftheaction.ThischaptertakesplaceafterschoolinAuntMargo’syard.Thetextsays,“AuntMargo’syardwasfullofvegetableplantsandflowers.TherewasalineoflaundryhangingouttodryintheSeptembersun,andasmallmetaltablewithsomechairs”(131).

2. WhataresomeofthedifferencesbetweentheUpside-DownMagicclassandtheregularmagicclasses?IntheUDMclass,studentsdoheadstands,interpretivedanceandtrustexercises.Intheregularmagicclasses,theteachersteachmagicinthesamewaytheyteachmathandthenthestudentspractice(131).

3. HowdoesNory’sfatherthinkstudentsshouldtraintheirmagic?Whatcluesdoyoufindinthetext?Noryexplains:“Myfatheralwayssaidthatgoodmagicislikeawell-trainedhousepet…Youhavetodisciplineit.Thekeyistonevergetemotional.Stayincontrol.Likeadogtrainer”(132).

4. HowdoesMs.Starrthinkstudentsshouldtraintheirmagic?HowdoesElliotexplainherstyle?

Ms.Starrencouragesherstudentstofeeltheirfeelingsandunderstandtheirmagic,notcontrolit(132).AsElliottnotes,“Ifmagicisapuppy…Ms.Starrwantsustolovethepuppyinsteadofbeingitsmaster”(133).

5. HowdoesNoryplantotrainhermagic?Noryplanstocontrolherwonkymagicbytreatingitlikeit’sabadpuppythatmuststayinitscrate(134).

6. WhatmakesNorythinkthattheirplantosquashdowntheir“not-normal”magicisworking?Elliottmakesapencilflarebrieflywithoutcausingittofreezeafterward(134).

7. WhathappenswhenNorypracticeshermagic?Nory’skittenshapestartsoutnormal,butquicklyturnsintoaKitten-Goat,orkoat,thateatsAuntMargo’svegetableplantsandsomesocksofftheclotheslinebeforestartingtoeattheflowers(135).

8. WhatdoyouthinkaboutMs.Starr’swayofunderstandingmagicandNory’sfather’swayofcontrollingmagic?Ifyouweretrainingapuppy,whichmethodwouldyouchoose?Why?

9. AuntMargodoesn’tthinkNoryandElliottshouldtrytomoveoutoftheUDMclass.Shesays,“Justbewhoyouare,notwhoyouthinkyoushouldbe”(130).Whatdoyouthinkofthisadvice?

10. Atthispointinthestory,whatisyourpredictionaboutwhatwillhappentoNoryandElliott?DoyouthinktheywillbeabletotestoutofUDM?Whyorwhynot?

Write!

1. Writeadescriptionoftheroomwhereyouarerightnow.Trytoincludeasmanydetailsasyoucan.

2. Composeashapepoeminspiredbyawordfromthischapter.Maybeapoemaboutflowersintheshapeofaflowerorapoemaboutsocksintheshapeofasock?

3. WhatdoyouthinkNoryandElliottsaidtoAuntMargoaftertheirmagicalaccidentsdestroyedtheplantsandlaundryinheryard?WritealetterfromElliottandNoryexplainingwhathappenedandwhattheyplantodotofixit.Makesuretoincludeanapologytoo!

Do!FunwithFreezingPointsStudentslearnaboutfreezingpointsandmeltingpointswhilecreatingicecreaminzip-topsandwichbags.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter14Summary:ThestudentsinUDMhavetheirusualscheduleofactivitiesincludinggeography,math,poetry,grouptrustexercises,gym,musicandheadstands.Thestudents’headstandsareslowlyimprovingandBaxevenmanagestoremainhumanformostofthesession.WhenMarigoldburnsherlegonaradiator,Elliottfreezesanerasertomakeanicepack.Attheendoftheday,Ms.StarrhandsElliottandNoryaletterconfirmingtheirmagictestforaweekfromFriday.ThepairdecidetopracticeatElliott’shomethatafternoon.Elliott’sfather,Mr.Cohen,aguitarteacherwhoworksfromhome,greetsthemwarmlyandgivesNoryahigh-fiveforsprayingtheSparkies.HeeagerlywishestoshowherhisalbumofphotosofElliott’s“ices,”whichembarrassesE `lliott.UpinElliott’sroom,theirpracticedoesn’tgowellasElliottfreezescandlesinsteadoflightingthemandNorytransformsintoadritten(dragon-kitten)andsetsElliott’sbedspreadonfire.Thenextdayatschool,NorydiscoversacopyofTheBookofNormalbyEuginiaThrockmortoninherdesk.Itisunclearwhoputitthere.Readingthebook,Norylearnsaboutatechniqueforcontrollingunusualmagicaltalentsbyenvisioninga“boxofnormal”inone’smind.Insideoftheboxofnormal,oneshouldputonlynormalmagicaltalentsandleaveallotherwildandunusualtalentsoutsideofthebox.Atlunchtime,NorypullsElliottasidetotellhimabouttheboxofnormaltechniqueandgivehimademonstration.Hidinginthesupplycloset,Noryimagineshersmall,safeboxofnormalandflawlesslytransformsherselfintoakittenfortenminutesbeforeturningbackintoagirl.Noryisproudofhowsheretainedcontroloverhermindthewholetime.Attheendoftheday,NorymeetsPepperinthehallwaywhoasksaboutherprogressinpreparingforherupcomingmagictest.Surprisedbyherquestion,butthenputtingtogetherthepiecesofthepuzzle,NoryasksPepperifshe’dtheonewholeftthebookinherdesk.PepperconfirmsthatsheistheonewholeftthebookinNory’sdeskandshehopesNoryfindsithelpful.Discuss!

1. DoesitseemlikethestudentsintheUpside-DownMagicclassaremakingprogressintheirskills?Whatcluesdoyouseeinthetext?Yes.ThereisevidencethattheUDMstudentsaremakingprogress.BaxisabletoparticipateinheadstandtimewhileremaininghumanformostofthesessionandPeppercandoaheadstandwithoutneedingthewall(138).

2. HowdoesElliotthelpMarigoldwhensheburnsherlegontheradiator?Elliottfreezesaneraserforhertouseasanicepack(138).

3. HowdoesElliott’sdad,Mr.Cohen,feelaboutElliott’smagicaltalents?HeisenthusiasticaboutElliott’stalentsandeventakesphotosofallthethingsElliottices.AsElliottheadsuptohisroom,hisdadcallsout,“Iadoreyou,kiddo!”(140).

4. WhatdoesNoryfindinherdesk?

NoryfindsacopyofabookcalledTheBoxofNormalbyEugeniaThrockmorton(141).

5. Toparaphrasemeanstousedifferentwordsthanthepersonwhooriginallysaidorwrotesomething,whilekeepingthesamemeaning.It’swhatwedowhenwe“putsomethingintoourownwords.”Howwouldyouparaphrasethe“boxofnormal”technique?The“boxofnormal”techniqueinvolvesimaginingatinyboxandputtingonlyyournormal,non-wonky,magicskillsinside,whileleavingeverythingelsethatiswildorunusualoutsideofthebox.Thisboxofnormalbecomesasafeplaceinsideyourbrainwhereonlynormalmagiccanhappen(143).

6. WhatdoesNoryputintohertinyboxofnormal?Aretheremoremagicalskillsinsidetheboxoroutsideofit?Noryputsonlyordinaryanimalswithhumanmindsinsideherboxofnormal(145).Outsideofherboxofnormal,Noryimaginesawildexpanseofjunglethatismuchlargerthanthetinyboxofnormal(146).

7. WhoputthebookinNory’sdesk?WhydoyouthinkshedecidedtohelpNoryandElliott?PepperputthebookinNory’sdeskafterhearingNoryandElliottdiscusstheirplantotestoutofUDM.WhilePepperdoesn’tthinkthebookcanhelpherandthatshewillprobablyneverfindawaytofitin,shewantstogiveNoryandElliottthechancetotry(147).

8. Sofar,doesitseemliketheboxofnormaltechniqueisworking?Whatcanyoufindinthetexttosupportyouropinion?ItdoesseemliketheboxofnormaltechniqueisworkingasNorymanagestotransformintoakittenforafulltenminuteswithoutlosingcontrolorallowingherkittenshapetotakeonanyunusualfeatures(146-147).

9. CompareandcontrastNory’sfatherandElliott’sfather.Whatadjectiveswouldyouusetodescribeeachcharacter?Whatkindofrelationshipdotheyhavewiththeirchildren?

10. TheletterNoryreceivesfromPrincipalGonzalesconfirminghertestingtimealsocontainsthemessage“—andremember:Luckcomesinmanydifferentforms”(139).WhatdoyouthinkthismightmeantoNoryandElliott?Whatcoulditmeantoyouinyourownlife?

Write!

1. WriteadialoguebetweenanytwocharactersabouttheirdayinUDM.Whatdoyouthinktheyloveabouttheclass?Whatdoyouimagineannoysthemaboutclass?Whatdoyouthinktheylookforwardtoeachday?Usecluesfromthetextandyourimagination!

2. WhenNorybuildsher“boxofnormal”inhermind,sheimaginesputtingherbestnormalmagicintothebox,likeherblackkittenshape.Whatcanyoudowell?Writealistofyourbestskillsandtalents.

3. Drawaminigalleryof5itemsyouimaginethatElliotthasfrozen.Foreachitem,writeafewsentencesabouthowtheitembecamefrozen.WasElliottupset?Wasitforanartproject?

Do!Shake,ShakeGrooveStudentstryinterpretivedancewithathemeddanceparty.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter15Summary:Elliottalsofindssuccesswiththeboxofnormaltechniquealsoasheisabletolightcandleswithoutfreezingthemandperfectlyroastamarshmallow.ElliottandNorypracticeasoftenpossible.Noryturnsintoapuppyandaskunkwithoutlosingcontrolorsproutinganyextraanimalfeatures,whileElliottcookseggsandmarshmallowswithoutfreezingthem.Onemorning,Ms.Starrhastheclassdoatrustactivitythatinvolvesextractingcherriesfrombowlsofwhippedcreamusingonlytheirmouths.WhenElliottaskshowthisisatrustactivity,Ms.Starrexplainsthatitwillbehilarioustoseewhippedcreamoneveryone’sfaceandthegroupwillcometogetherbylaughingwitheachother.Asstudentsbegindippingtheirfacesintothecream,sillyfacesandfunnymessesstarttohappenandeveryonebeginslaughing.Initiallycaughtupinthefunoftheactivity,Norysuddenlyrealizesthatthistimecouldbeusedtopracticeforthemagictest.ShefishesoutcherriesfromthecreamandasksElliotttolightthestemsonfire.AndrescallsoutNoryandElliottfornotfollowingtheactivitydirections.SoonthewholeclassinlookingatthemandnoticingElliott’snormalmagic.AfterMs.Starrremindsthemthatsheexpectsherstudentstocompleteheractivitieswhileinherclass,Noryquicklymakesupalieaboutbeingafraidofgermstoexplainherbehavior.Ms.Starrinvitesallthestudentstosharetheirfears.Asthestudentssharetheirfears,Noryfeelsanunexpectedconnectiontoherclassmates,butquicklyreassuresherselfthatshewantstotestoutofUDM.Onthedayofthetest,Elliottgoesfirst.Hereemergestriumphantlyandit’sNory’sturn.Intheemptygym,PrincipalGonzalezshareswithNorythathewenttoschoolwithherfather,althoughhedoesn’tsharethesameperspectiveonunusualmagic.Beforethetestbegins,PrincipalGonzalezasksNorytoconsiderthespecialopportunitythattheUDMclassrepresentsandhowtalentedMs.Starrisasateacher.Determined,Noryinsiststhatshestillwishestochangeclasses.Sheconcentratesherboxofnormalandperfectlycompletesthetest.PrincipalGonzalezcongratulatesheronherfineworkandsayshewillhaveanansweraboutherclassplacementattheendoftheday.ElliottandNoryareelatedabouttheirperformancesduringthetestandtheirnormalmagic.Discuss!

1. WhatmakesElliottthinktheboxofnormaltechniqueisworking?Heisabletolightthreecandleswithoutfreezingthemandheroastsamarshmallowperfectlytoo(149).

2. WhatdoesMs.Starrhideinbowlsofwhippedcream?Whatisthisactivitysupposedtodo?Wouldyouwanttotryit?Ms.Starrhidescherriesinthewhippedcreamandasksthestudentstoretrievethemusingonlytheirmouthsasatrust-buildingactivity(151-152).Ms.Starrthinksthatonceeveryonehascreamontheirfaceitwillbesofunnythatthegroupwillgrowclosebylaughingtogether(153).

3. HowdoesNorygetthecherriesoutofthewhippedcream?

Noryusesherhand(155).4. WhydoyouthinkNorychoosestolietotheclassaboutwhyElliottislighting

thecherrystemsonfire?Doyouthinkshecouldhaveamadeadifferentchoice?Norydoesn’twantherclassmatestoknowthatsheandElliottplantotestoutofUDM.

5. WhataresomeofthefearstheUDMstudentssharewiththeclass?Haveyoueversharedyourfearswithafriend?PepperisafraidofsnakesandWillaisafraidofworms(157).Andresfearswide-openspaces;Elliottisscaredofclowns;Sebastianisafraidofthunderstormsandrockconcerts(158).Marigoldisscaredofhavingfoodstoucheachotheronherplateandparticularlyhatesgravy(158).Baxisafraidofsledgehammers(159).

6. HowdoesNorydealwithherpre-testanxiety?Whatdoyoudotocalmdownbeforeorduringatest?Norypaces,cracksherknucklesanddoesjumpingjacks(161).

7. WhydoyouthinkNoryfeelsabitsadwhenElliottpointsoutthatifhekeepsusinghisboxofnormal,hewon’tfreezeanythingeveragain?

8. DoyouthinkElliottandNory’sdecisionto“boxedthemselvesin”andgetridoftheiruniquemagicalpowersinordertobecomenormal?Doesitseemlikeagoodtradetoyou?Whyorwhynot?

9. Afterthetest,Noryexclaims,“Andnomoreskunkephantsforme,”butsuddenlyfeelsapangofloss(166).Whydoyouthinkshefeelsasenseofloss?

10. Whenstudentshavedifferenttalents,skillsorneeds,doyouthinkit’sbesttohavespecialclasses,likeUDM,ordoyouthinkallstudentsshouldbetogetherinthesameclass?Whatexamples,fromthebookoryourownlife,canyouusetosupportyouropinion?

Write!

1. What’syourfavoritefood?Whatdoyoulikeaboutit?Whenwasthefirsttimeyoutriedit?Howoftendoyoueatit?Writeallaboutyourfavoritefood.

2. ChooseacharacterfromtheUDMclassandimaginehowheorshewoulddescribethewhippedcreamactivity.

3. Writeaboutsomethingyouthinkisicky,scaryorcreepywithoutusingtheitem’sname.Challengeaclassmatetoreadwhatyouwroteandguesswhattheitemis.

Do!ReadWeirdWordsStudentsexploretheworldofmade-upwordsbyreadingLewisCarroll’s“Jabberwocky”poemandworksbyRoaldDahlandDr.Seuss.Findcompleteinstructionsintheactivitiessection.Share!

Chapter16Summary:ThedayinUDMbeginswiththeusuallineupofactivities.Thatmorningthestudentsdoyogato“center”themselvesandBaxhelpsElliottimprovehisbalancebysuggestinghepinchhisearlobe.ElliottgivesBaxafistbumpoffriendshipaftercompletinghisairplanepose.NorybeginstothinkaboutthethingsshemightmissaboutUDMandwondersiftherearethingsElliottwillmisstoo.Atrecess,ElliottdashesofftotelltheSparkiesabouthissuccessfulmagictestinhopesofbecomingpartofthegroupagain.AndresalertsNoryandthegroupofUDMstudentsgatheredbytheswingsetthatElliottisintrouble.There,inthewoodedareajustbeyondviewofthelunchladies,theyfindElliottbackedagainstatreewhileLaceytauntsandthreatenshimwithastickthat’sonfire.TheUDMstudentsconfronttheSparkiesandsoontheSparkiesareverballydemeaningthemaswell.AndresspitsonLacey’sheadandLaceyflingsherhandinAndres’directioncausingasparktolandonhisleash.Andres’leashcatchesfire.TheUDMstudentsscrambletohelphimandElliottfreezestheleashtoputoutthefire.AsNorypullsthefrozenleashtowardhertosecureAndres,itcracksandbreaks.Andresfloatsupward.TherearenoadvancedFlyersontheplaygroundtohelp.Eventhoughshehasneverattemptedabirdshapebefore,NoryknowsshemusttrytotransformherselftohelpAndres.Sheimaginesherboxofnormalexplodinginhermindandbecomesabluebird.FlyinguptowardAndres,Noryretainscontrolofhermindandmanagestodismissdistractingbirdthoughts.RealizinghowsmallabirdsheiscomparedtoAndres,Noryfocusesongrowingherbirdform.SherecallslessonsfromMs.Starrandnurturesherinnermagicwhilealsoidentifyingandreleasingheremotions.Itworks.Norygrowsintoanenormousbluebirdwithagirlface.ShegrabsholdofAndreswithherclawfeetandbringshimsafelybacktotheground.Andresbeginstofloatbackup.AsWillacallsforarope,Baxtransformshimselfintoarope,whichNorytiestoAndres’belt.EveryoneissafeandSebastianarriveswithPrincipalGonzalez.Discuss!

1. SeveralchaptersbeginwithadescriptionofthedailyroutineoftheUDMclass.Whydoyouthinktheauthorsdecidedtoincludethisagainandagain?Onepossibleanswer:Theauthorsmaywishtoemphasizetheroutineofschoolbymentioningitagainandagain.Insteadoftellingtheirreaders“everydayatschoolwasthesame,”theyareshowingtheirreaders.Encouragestudentstocontributetheirownideasandcommentonthesometimesrepetitivenatureofschool.Doesthatpartseemfamiliartothem?

2. HowdoesBaxhelpElliottwithhisyoga?DoesitseemlikeBaxhaschangedoverthecourseofthestory?Inwhatways?WhenElliottisstrugglingtofindhisbalanceduringtheclass’yogatime,Baxsuggestshepinchhisearlobe(169).Atthebeginningofthebook,Baxseemsstandoff-ishandunwillingtosharewiththeclassorconnectwiththeother

students.Inchapter8,herefusestosharehismagicaltalentwhenaskedtodosobyMs.Starr(74).Atthispointinthestory,thestudentsinUDMhavegrownclosertoeachotherandBaxmorereadilycontributes.HeandElliottevengiveeachotherfirstbumpseveryday(169).

3. HowdotheSparkiestreatElliottwhenhemeetsupwiththemontheplayground?Laceythreatenshimwithalightedstickwhileteasinghimandtauntinghim(171-172).

4. WhathappenstoAndres’leash?WhenLaceyflingsherhandinAndres’direction,asparkemergesandtheleashcatchesfire(174).

5. HowdoesNorygetherbluebirdselftogrowlarger?NorythinksbacktoMs.Starr’sadvicethat“weshouldnurturewhat’sinsideus”andshestartsimginineherselfnurturingherinnerskunkephant(179).Whenthisdoesn’twork,shehearsMs.Starr’svoiceinherheadremindingherthatUDMisn’taboutcontrollingone’sfeelings,butunderstandingthem,sosheidentifiesallthefeelingssheisexperiencingatthismoment.ItworksandshebecomesEnormous-Bluebird-Nory(180).

6. HowdoesBaxhelpsaveAndres?OnceNorybringsAndresbackdowntotheground,hestartsfloatingupagain.BaxtransformshimselfintoaropethatNorytiestoAndres’belt(182).

7. WereyousurprisedwhenElliottrantotelltheSparkiesaboutpassinghismagictest?Whyorwhynot?

8. Laceysays,“Changingthelabeldoesn’tchangethefacts…Youguysareaswonkyas,oh,aswonkyasaskunkwithanelephanttrunk”(173).HowdoyouthinkNoryandtheUDMstudentscouldhavegottenoutofthisickysituationbeforethingsgotevenworse?Whatcanyoudowhensomeoneisbeingmean?

9. Howwouldyoudescribetheconnectionbetweenthecharacters’feelingsandtheirmagic?Whathappenswhencharactersarescared?Whatexamplescanyoufindinthetext?Strongemotionsseemtomakethestudents’magiclesspredictableandmoreextreme.Inthischapter,Noryisonlyabletogrowherbluebirdshapeaftersheacknowledgesherfeelings.Alsointhischapter,wereadthatAndresfloatsupwardwithanevenstrongerpullwhenhefeelsanxious.

10. Whatdoyounoticeabouttheimpactofyourfeelingsonyourschoolwork?Doyoufeellikeyoudobetteronatestwhenyou’rerelaxedoranxious?Whataresomewaysyoucalmyourfeelingsandunderstandthem?

Write!

1. Writeaboutatimewhensomeoneneededhelpandyousprangintoaction.2. Makealistofyourtop10tipsfordealingwithbullies.3. Divideyourpaperinto3sectionsandwriteadifferentemotionofyourchoicein

eachsection(happy,sad,scared,angry,excited,disappointed,etc.).Next,make

alistoftimeswhenyoufeelthatemotion.Forexample:ANGRY–whenmysistertakessomethingfrommyroom;whenImissafreethrowinabasketballgame;whenIcan’tfindmyshoesandit’stimetoleaveforschool.

Do!YouMightLikeYogaStudentstrybasicyogaposeswhilerelaxingandre-centering.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter17Summary:PrincipalGonzalezattachesaleashtoAndresandWillatakesRope-Baxtothenurse’soffice.AsLaceytriestosneakawayfromthescene,PrincipalGonzalezconfrontsheraboutsettingAndres’leashonfire.LaceyattemptstoconvincehimthatitwasanaccidentalFlaring.PrincipalGonzalezbluntlypointsoutthatAndrescouldhavediedasaresultofheractionsandthencontinuestoreprimandherformockingothers,makingitclearthatevenifwhatshedidwasanaccident,herwordswerecertainlyintentional.PrinicpalGonzalezexplainsthathewillnottoleratebigotryoranyunkindnesstowardotherstudentsduetorace,gender,orientation,religion,magicalabilities,familybackground,weightoranythingelsethatmightdistinguishonestudentsfromanother.HesendsLaceytotheprincipal’sofficetojointhetwootherSparkies,ZinniaandRune.Next,hesendstheUDMstudentsbacktotheirclassroom,butasksNoryandElliotttostay.SensingPrincipalGonzalezisabouttotellthemthathewon’tswitchthemtoregularclassesduetothewonkymagictheyusedtosaveAndres,ElliottandNorypromisetoworkharderoncontrollingtheirmagicsothatsomethinglikethiswon’thappenagain.PrincipalGonzalezexplainstoElliottandNorythathe’skeepingtheminMs.Starr’sclassbecausethatiswheretheywillgetthepropertrainingfortheiruniqueabilities.Hethendisappears.Sittingonthelawn,ElliottandNorycometotermswiththeirdisappointmentandevenrealizehowgooditfelttousetheirspecialtalents.TheirclassmateMarigoldrunsovertoinformthemthatMs.StarrhasicecreamcupsforeveryoneandthatBaxisbackinhumanshape.ElliottandNorywalkbacktoclass.Discuss!

1. DoyouthinkitwasreallyanaccidentwhenAndres’leashcaughtfire?Whatcluesinthetextsupportyouropinion?Optional:Encouragestudentstoconsiderbothsidesofthequestionbyaskingsomestudentstomakeacasethatitwasanaccident,whileothersmakethecasethatitwasn’t.

2. Bigotryisawordyoumaynothaveheardbefore.Itmeansbeingunkindtoanyonewhohasdifferentideasoropinionsthanoneself.PrincipalGonzalessays,“Iwillnottoleratebigotry”(186).WhatpromptedhimsaythistoLacey?LaceywasmakingfunoftheUDMstudentsbecauseoftheirdifferentmagicalabilities(173).

3. ItseemslikeNoryshouldjustfeelproudofhowshesavedAndres,butshealsofeelsasenseofshame.Whydoyouthinkthisis?Onepossibleresponse:Itseemsthatshestillthinksherupside-downmagicissomethingtobeashamedofandsheworriesabouthowtheotherstudentswilltreatherafterseeingherbecomeagiantNory-facedbluebird(187).

4. NoryagreesthatMs.Starr’steachingmadeadifferenceinhowshewasabletohelpAndres.WhatexamplescanyoufindofMs.Starr’slessonshelpingNorymakethemostofhermagic?

Inthepreviouschapter,Ms.Starr’slessonshelpNorygrowintoanenormousbluebird(180).

5. HowdidNoryfeelwhenshebecametheenormousbird-girl?NorytellsElliottthatshefelt“powerful”(190).

6. HowhasNoryandElliott’sfriendshipchangedfromthebeginningofthestoryuntilthispoint?Whathavebeensomeofthehighsandlowsoftheirfriendship?ElliottisNory’sfirstfriendinthetownofDunwiddle,butafterthecafeteriaincidentwhenshesprayedtheSparkies,Elliottrefusestotalktoherorhangoutwithher.TheirfriendshipimproveswhentheydecidetopracticetheirnormalmagictogetherinhopesoftestingoutofUDM.Bythischapter,theirfriendshipseemsstrongastheycomfortandencourageeachotherafterfindingouttheywon’tbemovedtotheordinarymagicclasses.

7. WhydoesNoryhavemixedfeelingsabouttheUDMclass?BeingintheUDMclassmeansnottestingforSageAcademyagainandnotgoinghome.Atthesametime,Noryrealizesthatusingheruniquemagicfeelsprettyamazing.ShehasalsogrownfondofMs.Starrasateacherandofherclassmatestoo.

8. ItseemslikeElliottstillwishestheSparkieswouldaccepthim.Haveyouevertriedtochangeyourselfinordertofitin?Diditwork?Howdiditmakeyoufeel?

9. PrincipalGonzalezsaysthathe“willnottolerateunkindnessaboutrace,gender,orientation,familybackground,religion,weight,magicalabilities,favoritecandy,oranythingelsethatdistinguishesonepersonfromanother”(186).Isthereanythingyouwouldaddtoorchangeaboutthisstatement?Doyouhaveasimilarpolicyatyourschool?Isitalwayseasytotreateveryonethesameorisitsometimesharderthanwemightlike?Whatcanyousharefromyourownexperiences?

10. PrincipalGonzalezfeelsthebestclassforNoryandElliottistheUpside-DownMagicclass.Doyouagreewithhisdecision?Whyorwhynot?

Write!

1. DearTeacher….Writealettertoafavoriteteachertellinghimorherhowheorshehashelpedyoulearnnewskillsandgrowasaperson.Ifpossible,mailyourletterorhanddeliveritwhenschoolstarts!

2. Complimentsfeelgood.Writeanotetocomplimentsomeoneinyourclass.Trytobespecificaboutexactlywhatheorshedidwell.

3. Greetingsfromsummertime!Writeyourselfalettertoopenonthefirstdayofschool.Inyourletter,writeaboutyourgoalsandhopesforthenewyear.Doyouhopetodobetterinscienceclass?Ormaybeclimballthewaytothetopoftheropeingymclass?Orfindwaystoincludekidswhofeelleftout?

Do!ICanHelpStudentsconsidertheirtalentsandskillsandthenbrainstormwaystoservethecommunity.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

Chapter18andWrap-UpSummary:Aweeklater,theUDMstudentsgatherforapicnicinAuntMargo’sbackyard.Elliottturnslemonadeintoslushiesandeveryoneenjoysthefrozentreat.DaliaandHawthorncallNorytoaskabouttheoutcomeofhermagictestandifshe’llbecominghomesoon.Disappointedthatithadtakenhersiblingsaweektocallhertoaskaboutthetest,Norykeepsthecallshortandsimplysaysthatshefailedthetest.Daliasaysshe’ssorrytohearthisandHawthorntellsNoryshemusttryharderandpracticemore.WhenHawthornasksherifshewantstocomehome,NoryweighsthethingsshemissesabouthomewiththethingsshelovesaboutlivingwithAuntMargoandattendingtheUDMclass.ShetellsHawthornthatshehastogobecauseshehasfriendsover.Hawthornissurprisedandasksifthey’reupside-downfriends.Noryrepliesthattheyareandthateveryoneisenjoyingslushiestogether.Returningtothegroup,NorysipsherdrinkandwatchesherfriendsplayFrisbee.Sheisn’tsureshewantstobenormalanymoreorgohometolivewithherFatheragain.Infact,shethinksshemightjustlikebeingupside-down.Discuss!

1. Whatisthesettingofthischapter?Thesettingmeansthetimeandplaceoftheaction.ThischaptertakesplaceinAuntMargo’sbackyardaweekaftertheincidentwithAndres’leash(192).

2. HowdoesElliottusehisfreezingpowerstomakeaspecialtreat?Elliottflickshisfingeratthelemonadetocreatelemonslushies(193).

3. WhatdoesNorylikeaboutAuntMargo?NorylikeshowAuntMargolikesherjustthewaysheis.ShealsolikeshowMargotakesherflying,bringsherlibrarybooksandletshereatjunkfood(195).

4. WhatdoesNorylikeaboutMs.Starr?NorylikeshowMs.Starrisneverafraidtolooksillyandbelievesintalkingaboutone’sfeelings(195).

5. WhatdoyouthinkNoryhaslearnedaboutherselfoverthecourseoftheschoolyear?

6. DoesNoryseemhappyinthischapter?Whatmightbethesourceofherhappiness?

7. HowwouldyoudescribeNory’sfeelingsaboutherUDMclassmatesonthefirstdayofschool?Howwouldyoudescribethemattheendofthebook?Whydoyouthinktherewasachange?

8. HowdoesNoryfeelaboutherupside-downmagicatthebeginningofthebook?Howaboutattheendofthebook?Whatcluesdoyouseeinthetext?

9. Whatlessonsfromthebookdoyouthinkcouldapplytopeopleintherealworld?

10. Whatwasoneofyourfavoritepartsofthestory?Why?

Write!

1. WriteareviewofUpside-DownMagic.Besuretoincludeashortsummaryofwhathappensinthestorywithoutgivingawaytoomanysurprises,plusthereasonswhyyoudidordidn’tlikethebook.Ifpossible,haveyourteacherorparentpostyourreviewatanonlinebookselleroratalocalbookstore.

2. TheauthorsofUpside-DownMagichavealreadywrittenacouplemorebooksaboutNoryandherfriends.Writeaboutwhichcharacter(s)you’dliketoreadmoreaboutandwhy.

3. WhatdidyouloveaboutYouthOneBook,OneDenver?WriteaboutyourfavoriteYOBODexperiencesthissummer.Whatmadethemgreat?WouldyourecommendYOBODtoafriend?

Do!PositivityPortraitStudentscreateaportraitcelebratingtheiruniquetalents,skillsandqualities.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.

AnimalAdvocateSuggestedChapterPairing:2BeanstackActivitySection:BookNomadMaterials:AccesstotheInternetorreferencematerialsaboutendangeredanimals,paperandpencilsBackground:Nory’ssisterDaliaisaFuzzy,whichmeansshecaneasilytameanimals.Shehaslotsofpetsincludingbats,ferrets,toads,mice,rabbitsandevenatoucan(10).WhenNoryconsidersblamingDalia’spetsforamessshemade,Daliaspeaksuponbehalfofherpetsastheiradvocate.Instructions:Sharewithstudentsthatan“advocate”issomeonewhostandsupforsomeoneelseorarguesonbehalfofacause.Askstudentstoconsiderhowtheycouldbecomeadvocatesforanimalsthatareintrouble.Workinginpairsorsmallgroups,havestudentsresearchanendangeredanimaltofindoutwheretheanimallives,whatiteats,whyitisthreatenedandwhatmightbedonetohelp.Invitestudentstopresenttheirfindingstothegroup.

AnimalCharadesSuggestedChapterPairing:12BeanstackActivitySection:MovementMagicMaterials:WhiteboardandmarkersBackground:FluxerslikeNorycanchangeintoanimalforms.Instructions:Invitestudentstothinkaboutanimalsthathavedistinctmovementsandfeatures,likethewayafishswims,anelephantswingsitstrunkandasnakeslithers.Brainstorm12distinctanimalsandwritethemontheboard.Asaclassorinsmallgroups,havestudentsselectananimalfromthelistwithouttellinganyoneandthenactitoutwhileeveryoneelsetriestoguesstheanswer.AnimalMashupSuggestedChapterPairing:1BeanstackActivitySection:InspiredArtistMaterials:Imagesofanimals,paper,scissors,markersandglue

Background:Nory’smagicalwaysgoesabit“wonky,”causinghertoturnintomixed-upanimalcreatureslikea“bitten”(acombinationofabeaverandakitten)ora“skunkephant”(acombinationofaskunkandanelephant).Instructions:Invitestudentstocreatetheirownmixed-upanimalcreaturefromprintedimagesofanimalsorbydrawingtheirownanimalpartstopastetogether.Ask:Whydidyouchooseeachpartforyourcreature?Whatdoyoucallyourcreature?

BestFriendsMagazineSuggestedChapterPairing:7BeanstackActivitySection:WordWandererMaterials:Paper,coloredpencilsandastaplerBackground:ThestudentsintheUpside-DownMagicclassatDunwiddleSchoolareoftenteasedbecauseoftheirdifferences,butjustlikeanykidatanyschool,theywanttofeelincludedandfindfriends.Instructions:Workinginpairsorsmallgroups,havestudentsdiscusswhatittakestobeagoodfriendandwhatactivitiestheyliketodowiththeirfriends.Next,haveeachstudentcreateapageforaclassmagazineaboutfriendshipthatincludesbothtextandanimage.Possiblepagethemescouldinclude,butaren’tlimitedto:tipsforbeingagoodfriend;adviceforcheeringsomeoneuponahardday;gamestoplaywithfriends;alistofbookstoreadwithafriend;apoemaboutfriendshiporashortstoryaboutatimewhenafriendmadeyourday.Encouragestudentstoincludeadrawingontheirpage.Oncethepagesarecomplete,staplethemtogethertocreateamagazine.Inviteeveryonetotaketurnsreadingtheclassmagazine.CityViewSuggestedChapterPairing:11BeanstackActivitySection:CityScoutMaterials:AcomputerandinternetaccessBackground:Nory’sAuntMargoisaFlyerwhocaneventakepassengerswithherassheflieshighabovethetownofDunwiddle(106).Instructions:TakestudentsonavirtualaerialtourofDenverusingwww.GoogleMaps.com.UsingGooglemapsinthesatelliteviewmode,invitestudentstoimaginethey’reflyinghighoverthecity.Canyoufindthebuildingwhereyouarerightnow?Whataboutthenearestschool,libraryandpark?CanyoufindtheColoradoState

CapitolBuilding?Canyoufindahousewithaswimmingpoolinthebackyard?Whatelsedoyounotice?Invitestudentstocontributeideasforplacestofindonthemap.DoubleTalkComicStripSuggestedChapterPairing:4BeanstackActivitySection:WordWandererMaterials:Paper,pencilsandmarkersBackground:Throughoutthebook,theauthorsnotonlywriteaboutwhatcharactersaredoingandsaying,butalsoincludeNory’sinternaldialogue(whatsheisthinkingtoherself).Instructions:Discussthedifferencebetweeninternaldialogueandexternaldialogueusingexamplesfromthebook,likethosefoundinchapterfour.AskstudentstoconsiderwhytheauthorchosetoincludeNory’sinternaldialogue.Howdoesitchangethereader’sunderstandingofacharacter?Woulditbehelpfulifwecouldreadpeople’sthoughtsinreallife?Next,usingpaper,pencilsandmarkers,invitestudentstocreateacomicstripwithtwohalvesforeachframe:oneshowingwhattheircharacterisdoingorsaying,andanotherthatshowswhattheircharacteristhinkingatthatmoment.

EscapefromtheLunchroomSuggestedChapterPairing:10BeanstackActivitySection:ThisactivityisnotlistedonBeanstackMaterials:Bandanas(orblindfolds),assortedobjectssuchaschairs,books,conesordeskstouseincreatinganobstaclecourseBackground:Inchapter10,NoryturnsintoaskunkephantandspraysagroupofstudentsknownastheSparkies.ShesprayedtheSparkiessothoroughlythat“anactualfogsurroundedthem”(96).Instructions:Inanopenspace(classroom,gymorlevelsportsfield),layoutavarietyofobjectstocreateobstaclesthatmustbeavoidedasstudentscrossfromonesideofthespacetotheother.Askstudentstoformalineononesidethespace.Blindfoldthefirststudentintheline.ThisstudentwillplaythepartofoneoftheSparkieswhowassprayedbyNory’sskunkephantandtemporarilycan’tsee.Thenextstudentinlinewillactasaguideanduseverbalcommands(goforward,steptoyourrighttwotimes,stop,etc.)tohelptheblindfoldedstudentavoidtheobstaclesandgettotheothersideofthespace.Onceeveryonehashadaturntocrossthespace,rearrangetheobstaclesandinvitestudentstoswitchrolesastheygobacktotheothersideofthespace.Afterthe

activity,askstudents:Howdiditfeeltobetheguide?Howdiditfeeltowalkthroughaspacewithoutbeingabletosee?Diditfeellikeyourguidecaredaboutkeepingyousafe?Thiskindofactivityiscalleda“trustactivity,”whydoyouthinkthatis?Howdoesitfeeltotrustyourclassmates?Ifyoudidthisactivityagain,isthereanythingyouwoulddodifferently?

FunwithFreezingPointsSuggestedChapterPairing:13BeanstackActivitySection:STEMExplorerMaterials:Foreachstudent:1gallon-sizezip-topbag;1sandwich-sizezip-topbag;½cupmilkorhalfandhalf;1tablespoonsugar;¼vanillaextract;½cupkoshersalt(ortablesalt);4cupsice;atowelorglovesBackground:EventhoughElliotisaFlare,healsohasthepowertofreezethings(74).Instructions:Sharewithstudentsthatallsubstanceshavea“freezingpoint”,whichisthetemperatureatwhichtheyturnfromaliquidintoasolid.Ifpossible,showashortonlinesciencevideoaboutfreezingpointsandicecream.Nexthavestudentscombinetheseingredientsintheirsmallzip-topbags:½cupmilkorhalfandhalf,1tablespoonsugarand¼teaspoonvanillaextract.Sealthebagwell.Havestudentsplacetheirsmallbagintoagallon-sizedzip-topbagandadd4cupsoficecubes.Explainthatifstudentsweretoshakethemilkmixtureasitisnow,they’dnoticethatthemixturewouldn’tgetcoldenoughtofreeze.Howcanwemakethingscolder?Byaddingsalt!Add½cupofkoshersalt(orplaintablesalt)overtheicecubesandsealthelargerbag.Thesaltlowersthetemperatureatwhichwaterfreezes(its“freezingpoint”),sowithsalt,icewillmeltevenwhenthetemperatureisbelowthenormalfreezingpointofwater,whichis32degreesFahrenheit.Thebagwillgetquitecoldnow,sohavestudentswrapitinatowelorwearglovesastheyshakethebagforabout5minutes.Oncetheicecreamhashardened,openthebagsandenjoyyourtreat!ICanHelpSuggestedChapterPairing:17BeanstackActivitySection:CityScoutMaterials:Paperandpencils;InternetaccessBackground:WhenElliotandNoryasktotestoutoftheUpside-DownMagicclass,Ms.Starrremindsthemthattheirunusualpowersmeantheyhavesomethinguniquetooffer(127).Later,thestudentsusetheirtalentstohelpaclassmateintrouble.

Instructions:Workingasaclassorinsmallgroups,invitestudentstocreatealistoftheiruniqueskillsandtalents.Ask:Areyougoodatwriting?Doyouspeakasecondlanguage?Areyougoodatcaringforpets?Canyouplayaninstrument?Next,brainstormwaystousethesetalentstohelpothersinDenver.Ask:Couldyouwriteletterstopeoplewhomightfeellonely?Couldyoutranslateforsomeonewhodoesn’tspeakEnglish?Couldyouplayyourinstrumentforresidentsofanursinghome?Iftimeallows,completethisactivitybyresearchingvolunteeropportunitiesandperformingasmallserviceproject.MagnetMagicSuggestedChapterPairing:6BeanstackActivitySection:STEMExplorerMaterials:Paper,markers,paperclips,tape,scissors,threadandastrongmagnetBackground:Andres’isanunusualFlyerinthathecan’tstopfloating.Itallstartedonthedaybeforehis10thbirthdaywhenheunexpectedlyjustflewuptotheceilingduringmathclass.Hehasn’tbeenabletocomedowntothegroundsincesohisfamilykeepshimonaleashsohewon’tfloatawaylikeaheliumballoon(53).Instructions:InvitestudentstocreatetheirownminifloatingAndresbycuttingoutasmallpersonshapefromasheetofpaper.Usingmarkers,havestudentsadddetailsandthentapeapaperclipontheback.Havestudentstiea6-inchpieceofthreadtothepaperclipandthentapetheotherendtothetable.Useastrongmagnettoattractthepaperclipandmaketheminifiguresseemtofloatabovethetable.Learnmoreaboutmagnetsbyresearchingonlineorcheckingoutbooksatthelibrary.

PositivityPortraitSuggestedChapterPairing:18BeanstackActivitySection:InspiredArtistMaterials:aphotoofeachstudent,coloredpencils,scissorsandpaperBackground:Ms.StarrwantsthestudentsinherUpside-DownMagicclasstoappreciatetheirdifferencesandrealizethattheyeachhavevaluableskillstosharewiththeworld(127).Instructions:Beginwithabrainstormingsession.Ask:Whatareyouruniquetalents?Canyoumakepeoplelaugh?Areyougoodatsolvingmathproblems?Doyouspeakasecondlanguage?Whatareyourbestqualities?Havestudentspasteaself-portraitphotointhemiddleofapieceofpaper.Ifusingstudentphotosisn’tpossible,students

candrawaself-portrait.Next,challengestudentstowritedownasmanyuniquetalentsandbestqualitiesastheycanaroundtheirphoto.

ReadWeirdWordsSuggestedChapterPairing:15BeanstackActivitySection:BookNomadMaterials:Internetaccessand/oracopyofLewisCarroll’s“Jabberwocky”poemorotherbookscontainingmade-upwords,suchasthosebyRoaldDahlorDr.SeussBackground:Sometimestherejustisn’ttherightwordtodescribesomething.Whenthishappens,authorswillsometimesmakeupnewwords.InUpside-DownMagic,theauthorscreatednewwordstodescribeNory’smixed-upcreaturesincluding“bitten”and“dritten,”aswellaswordsforthefivetypesofmagic.Instructions:Invitestudentstosharethemade-upwordsthey’vefoundinUpside-DownMagic,aswellasothermade-upwordstheyreadduringtheschoolyear.ShareLewisCarroll’sfamous“Jabberwocky”poem(availableonline)orreadfromabookbyRoaldDahlorDr.Seuss.Writedownsomeofthemostinterestingmade-upwordsfromthetextandhavestudentsworkinpairstocomeupwithdefinitions.Askstudentstoconsiderthefollowingquestions:Isthismade-upwordacombinationoftwoormorewords?Whatcanthetextaroundthewordtellmeaboutitsmeaning?Arethereanyillustrationsthatmightprovideclues?Havestudentssharetheirdefinitionsandworktogetherasaclasstocombinethesedefinitionsintoasingledefinitionforeachmade-upword.

Shake,ShakeGrooveSuggestedChapterPairing:14BeanstackActivitySection:MovementMagicMaterials:Music,speakersBackground:Ms.Starrchallengesherstudentstoexploretheirfeelingsastheymovelikeseacreaturestoocean-themedmusic(108).Instructions:Asaclass,brainstormfivedifferentthemesforaclassdancebreak.Themescouldincludeoceanlife,robots,thezoo,insects,weather,etc.Next,selectfivepiecesofmusictoplayduringthedancebreak(theydonothavetogowiththethemes!).Createadancefloorbymovingdesks,tablesandchairstowardthewallsoftheroomortakeyourdancebreaktothegym.Announcethethemeatthestartofeachpieceofmusicandchallengestudentstofindawaytomovetheirbodytothemusic

whilealsoconnectingwiththetheme.Remindstudentsthathilariouslyawkwardandoddmovementsmightresult!

ShrunkenSceneSuggestedChapterPairing:9BeanstackActivitySection:InspiredArtistMaterials:smallboxesorminttins,paper,markers,tapeandscissorsBackground:Marigold’supside-downmagicmakesthingsshrink.Sheevenmadeherbedsotinythatshenowmustsleeponanairmattress(82).Instructions:Usingpaper,markers,tapeandscissors,invitestudentstocreateatinyroomcompletewithtinyfurnitureinsideaminttinorsmallbox.

SoundsoftheCitySuggestedChapterPairing:8BeanstackActivitySection:CityScoutMaterials:PaperandmarkersBackground:Whetherbeautifulmusicorawfulnoises,Sebastianseesallsoundwaves(72).Instructions:Takeatriptoanearbyparkorotheroutdoorspacetocreateapictureofthesoundsyouhearthere.Sittingquietlyinthegrassoronabench,havestudentslistenforsoundsandusemarkerstodraweachsoundtheyhearonasheetofpaper.Ask:Wouldthetweetofabirdbeyelloworblue?Woulditbetightscribblesorlongwaves?Whatabouttherumbleofagarbagetruck?Asstudentslayeroneachnewsoundtheyhear,a“soundpicture”oftheparkwillemerge!

Suggest-A-BookCootieCatcherSuggestedChapterPairing:3BeanstackActivitySection:BookNomadMaterials:CopiesoftheCootieCatcherTemplate(seeresourcessection),coloredpencilsandscissors

Background:WhatwouldaFuzzy,Flare,Flicker,FlyerorFluxerliketoread?IfyouwererecommendingabooktocharactersinUpside-DownMagic,whatwouldyousay?Perhapsyou’drecommendyourfavoriteanimalbooktoDaliaoryourfavoriteadventurestorytoElliot.Instructions:GuidestudentsinbrainstormingwhichbookstheywouldrecommendtothecharacterstheyhavemetsofarinUpside-DownMagic.Encouragestudentstoprovidereasonsfortheirchoices.Next,giveeachstudentacootiecatchertemplate,scissorsandcoloredpencils.Afterfillinginthecootiecatcherwitheightoftheirfavoritebooks,havestudentsfollowtheinstructionsonthetemplatetocutoutandfoldtheircootiecatcher.Ifpossible,playashortonlinecootiecatcher(alsocalledapaperfortunetellerororigamifortuneteller)videotutorialtohelpstudentsseehowtomakealltherightfoldsandhowtoplaywiththeircootiecatcheronceitisready.

SuperSolarNachosSuggestedChapterPairing:5BeanstackActivitySection:STEMExplorerMaterials:AcopyoftheSolarOvenDiagramfromtheresourcesection,apizzaboxforeachoven,aluminumfoil,plasticwrap,tape,astickforeachoven,chipsandshreddedcheeseBackground:StudentswithFlaremagicaltalentscanwarmfoodswiththeirbarehands(16).Instructions:Dependingongroupsizeandtimeconstraints,teachersmaychoosetobuildasolarovenoutsideofclasstimeorworkwithsmallgroupstobuildseveralovens.UsetheSolarOvenDiagramintheresourcessectionasaguidetobuildingasolaroven.Haveanadultcutalargeflapinthelidofthepizzaboxleavingonesideconnectedandabout1inchofcardboardbetweenthesidesoftheflapandtheedgesofthecardboard.Next,havestudentscompletethesolarovenbyfollowingthesesteps:1.Covertheflapwithaluminumfoiltocreateapanelthatreflectsraysfromthesunintothebox.Trytokeepthefoilassmoothaspossible.2.Covertheholeintheboxlidwithplasticwrapandtapeitinplacetocreateawindow.3.Opentheboxandcovertheinsidewithfoil.Thesolarovenisnowreadytouse!Setupthesolarovenoutsideinasunnyspotwhilethesunishighinthesky(11a.m–3p.m.).Putsomecornchipsonapieplateinsidetheoven.Sprinkleonsomeshreddedcheeseandthenclosethelid.Useasticktopropuptheflapsothatsunlightisreflectedintothewindowintheboxlid.Andnowwait.Solarovenscantakealittlewhiletowarmupandcookthefood.Whenthecheeseismelted,thesnackisready!Becarefulwhentakinghotfoodoutofthesolarovenanduseovenmittstohandlecookingdishes.Extendtheactivitybymakingothersnacksinthesolaroven.

YouMightLikeYogaSuggestedChapterPairing:16BeanstackActivitySection:MovementMagicMaterials:Yogaposecardsorabeginningkids’yogavideoBackground:KidsintheUpside-DownMagicclassdomathandgeography,buttheyalsodointerpretivedanceandyoga(168).Instructions:Begintheactivitybymakingroomforstudentstostandwitharmsoutstretchedandlaydownwithouttouchingeachotherorclassroomfurniture.Sharewithstudentsthatyogacanbeagreatwaytorelaxand“center”yourselfwhenyou’refeelingstressed.Invitestudentstoshareabouttheirexperienceswithyoga.Usingthebeginningyogaposescardsintheresourcesection,leadthegroupinbreathinginandoutcalmlyastheyholdeachposeforthreebreathsoraslongasit’scomfortable.Remindstudentstostopwhatthey’redoingissomethingdoesn’tfeelcomfortableandtotryadifferentposeinstead.Asanalternative,showabeginningkidsyogavideoandfollowalongasaclass.

CheckOutTheseGreatReadsIfyourstudentsenjoyedreadingUpside-DownMagic,thechildren’slibrariansatthecentralbranchofDenverPublicLibrarythinkthey’llenjoyreadingthesebookstoo.

ADragon'sGuidetotheCareandFeedingofHumansbyLaurenceYep&JoanneRyderIgrainetheBravebyCorneliaFunkeTheSasquatchEscapebySuzanneSelforsASnickerofMagicbyNatalieLloydUnusualChickensfortheExceptionalPoultryFarmerbyKellyJonesPipBartlett'sGuidetoMagicalCreaturesbyJacksonPearce&MaggieStiefvaterOperationBunnybySallyGardnerSpaceheadzbyJonScieszkaLifeofZarf:TheTroublewithWeaselsbyRobHarrellClover'sLuck(MagicalAnimalAdoptionAgencyseries)byKallieGeorgeDragonsandMarshmallows(ZoeyandSassafrasseries)byAsiaCitroZapatoPower:FreddieRamosTakesOffbyJacquelineJulesArchieTakesFlight(SpaceTaxiseries)byWendyMassOddlyNormalbyOtisFramptonSecretCodersbyGeneLuenYangMightyJack:Book1byBenHatke

Cici:AFairy'sTale.1,BelieveYourEyesbyCoriDoerrfeldBeholdtheBoldUmbrellaphant:AndOtherPoemsbyJackPrelutsky

1. Write in 8 of your book recommendations in the inside triangles.

2. Cut out the cootie catcher on the dotted lines.

3. Fold two opposite diagonal corners together, then open back up.

4. Fold the other two opposite corners together, then open back up.

5. You should have folded lines that cross diagonally in the center of the paper.

6. Turn paper printed side down. Fold all 4 corners to center of the paper.

7. When all four corners are folded, your catcher will have all four colored dots facing up (see diagram below).

8. Flip your paper over and again, fold all four corners to the center of the paper.

9. When all four corners are folded, your catcher will look like step 9 below.

10. Fold any two sides together. Make sure the numbers are on the inside, dots on the outside.

11. Slide your thumbs and fingers under the four flaps. Now you're all ready to play!

How to Make the Suggest-a-Book Cootie Catcher

87 6 5

Suggest-a-Book Cootie Catcher

( 17 )

Super Solar Nachos

Students with Flare magical talents can warm foods with their bare hands (page 16). For the rest of us, let’s use the power of science to make nachos using energy from the sun. You’ ll need a pizza box, aluminum foil, plastic wrap, tape, a stick, shredded cheese, tortilla chips, and an adult helper. Ask an adult to cut a 3-sided flap out of the top of the box, leaving at least a 1-inch border around the three sides. Cover the flap and the inside of the box with aluminum foil to create a panel that reflects rays from the sun into the box. Try to keep the foil as smooth as possible to create a mirror. Set up your solar oven outside in a sunny spot while the sun is high in the sky (11 a.m – 3 p.m.). Put some corn chips on a plate inside your oven. Sprinkle on some shredded cheese, then cover the hole in the box lid with plastic wrap and tape it in place to create a window. Use a stick to prop up the flap so that sunlight is reflected into the window in the box lid. And now wait. Solar ovens can take a little while to warm up and cook your food. When the cheese is melted, your snack is ready! Be careful when taking hot food out of your solar oven and use oven mitts to handle cooking dishes. What else can you make in your new oven?

1) Cut here, 1 inch from the edge of the box top

2) Cover the inside of the box ERH�XLI�¾ET�[MXL�EPYQMRYQ�JSMP��KPYMRK�MX�HS[R�XS�QEOI it as smooth as possible

3) Place your nachos in the box

4) Tape plastic over XLI�STIRMRK��[LMGL�[MPP�LIPT�OIIT�LIEX�MR��[LMPI�EPPS[MRK�EPP�XLI�PMKLX�XS�shine through. Then place a stick at an angle to prop XLI�FS\�YT��LIPTMRK�VI¾GX�sunlight into the box.

Word Search&DQ�\RX�¼QG�WKHVH�ZRUGV�KLGGHQ�LQ�WKH�JULG"�:RUGV�PD\�EH�KRUL]RQWDO��YHUWLFDO��diagonal, and even backwards.

Fluxer

Flicker

Denver

Sparkies

Kitten

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Teamwork

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A R I S R L W R R O R Z D R

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START at Nory's House

END at Aunt Margo's House

( 13 )

Mindfulness ColoringAt the end of a busy day, sitting quietly and carefully coloring a detailed design FDQ�KHOS�\RX�IHHO�FDOP��$V�\RX�FRORU��WU\�WR�QRWLFH�HDFK�VKDSH�DV�\RX�¼OO�LW�LQ��3D\�attention to the colors you use. Give your mind a break from thinking of anything except coloring.

denver arts & venues presents educator’s guide activity ......upside-down magic. from new york...

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