denver arts & venues presents educator’s guide activity ......upside-down magic. from new york...
TRANSCRIPT
Activity BookletYouth One Book, One Denver 2017 Summer Selection
Denver Arts & Venues Presents
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Educator’sGuide
For
Upside-DownMagicBySarahMlynowski,LaurenMyracleandEmilyJenkins
CreatedbyTaraBardeenwww.TaraBardeen.com
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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
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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
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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.
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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.
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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.
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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.
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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)
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• 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
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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?
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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.
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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?
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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?
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Write!
1. Ifyoucouldhaveanyoneofthefivemagictypes(Flyer,Flicker,Fluxer,FuzzyorFlare),whichwouldyouchoose?Why?
2. Makeup5newportmanteauwords(thosearewordscreatedbycombiningthesoundandmeaningoftwowords)anduseeachoneinasentence.
3. WritealettertoNorygivingheradviceonhowtostaycalmanddowellontheBigTest.
Do!AnimalAdvocateStudentsresearchanendangeredspeciesandreportbacktothegroupaboutwaystoprotectthisspecies.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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?
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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.
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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.
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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.
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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
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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
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Theclassbuildsasolarovenfromapizzaboxandcooksupsomenachostoshare.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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?
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“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
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dressedandgoingtoschool,toeatingmealsandhavingfunafterclass.Howwouldyourdailyroutinebedifferentifyouwerealwaysfloating?
Do!MagnetMagicStudentsusethepowerofmagnetstocreateaminifloatingAndresfigure.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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?
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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.
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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).
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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.
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Do!SoundsoftheCityStudentsheadtoanearbyparkorotheroutdoorspacetocreateavisualrepresentationofthesoundstheyhear.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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?
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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.
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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?
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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!
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Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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).
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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!
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Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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).
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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.
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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?
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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.
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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?
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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.
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3. Drawaminigalleryof5itemsyouimaginethatElliotthasfrozen.Foreachitem,writeafewsentencesabouthowtheitembecamefrozen.WasElliottupset?Wasitforanartproject?
Do!Shake,ShakeGrooveStudentstryinterpretivedancewithathemeddanceparty.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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?
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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!
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Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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
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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
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alistoftimeswhenyoufeelthatemotion.Forexample:ANGRY–whenmysistertakessomethingfrommyroom;whenImissafreethrowinabasketballgame;whenIcan’tfindmyshoesandit’stimetoleaveforschool.
Do!YouMightLikeYogaStudentstrybasicyogaposeswhilerelaxingandre-centering.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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?
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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?
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Do!ICanHelpStudentsconsidertheirtalentsandskillsandthenbrainstormwaystoservethecommunity.Findcompleteinstructionsintheactivitiessection.Share!Shareyourstudents’projectsatArtsandVenues.com/YOBODShare.
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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?
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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.
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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
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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
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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
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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.
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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
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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
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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
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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.
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YouMightLikeYogaSuggestedChapterPairing:16BeanstackActivitySection:MovementMagicMaterials:Yogaposecardsorabeginningkids’yogavideoBackground:KidsintheUpside-DownMagicclassdomathandgeography,buttheyalsodointerpretivedanceandyoga(168).Instructions:Begintheactivitybymakingroomforstudentstostandwitharmsoutstretchedandlaydownwithouttouchingeachotherorclassroomfurniture.Sharewithstudentsthatyogacanbeagreatwaytorelaxand“center”yourselfwhenyou’refeelingstressed.Invitestudentstoshareabouttheirexperienceswithyoga.Usingthebeginningyogaposescardsintheresourcesection,leadthegroupinbreathinginandoutcalmlyastheyholdeachposeforthreebreathsoraslongasit’scomfortable.Remindstudentstostopwhatthey’redoingissomethingdoesn’tfeelcomfortableandtotryadifferentposeinstead.Asanalternative,showabeginningkidsyogavideoandfollowalongasaclass.
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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
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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
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Suggest-a-Book Cootie Catcher
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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?
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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.