Musings by Donna #58 Strange Happenings!

Strange Happenings

STRANGE!
PIERCINGS!
NOSE RING! NOSE BEAD! NOSE DOT!
They all amount to the same thing . . . a hole in your nose.

My daughter, Kiersten was visiting in April 2005 when she said, “Mom, I want to get my nose pierced.” I looked at her as if she were nuts . . . not an uncommon mother/daughter look. Then she told me she wanted to get her daughter’s nose pierced, too. “OK!” I thought. “I’ll call your bluff.” I told her if they were going to get their noses pierced, then I would, too. Now, she called mine and said, “Let’s go!” So I did! I braced myself. I got up my nerve. I only had to keep it until I was seated in the piercer’s chair. Unfortunately, or maybe lucky for me, the piercing studio was closed. Our window of time was also closed, since Kiersten had to go back to New Mexico. “DARN!” Just when I thought I could really do this.

But the seed was planted and it wiggled just beneath the surface of my mind. Then, Betty, a friend of mine, came to visit and gave me frog earrings. They matched hers. But I didn’t have enough holes in my ears, so she persuaded me to pierce three more. So, when we went to Erie, we headed straight to Piercing Pagoda. Of course, getting my ears pierced reminded me of my desire to get my nose pierced. (Sounds a little like IF YOU GIVE A MOUSE A COOKIE — doesn’t it?) The next evening Betty and I went to Buddha’s — a little nervous and a lot scared. (I could have gone to Ink Assassin or Mad Mike’s, but Buddha’s seemed a little more sane. Actually, another time I did go to Ink Assassin and spoke with the piercer, Missy, who was very knowledgeable about her craft.) Anyhow, thirty minutes later I walked out of Buddha’s with a hole in my nose, feeling a little woozy, and a lot like I must be out of my mind, but loving every minute of it.

It didn’t take Kiersten long after she got back home to find her own piercing studio. And now we have matching nose beads. We’re mirror images – mine on the left – hers on the right . . . mother/daughter style!

STRANGER
PIERCINGS!
UPPER LIP FRENULUM! SCUMPER!
Whatever you want to call it.
It makes me SMILE!

One day I walked the streets of New York City with my friend, Monique. We found ourselves in the Village. Our steps took us to a storefront called “Venus”. We were drawn in. We stared at the counters filled with jewels and gems . . . opals, diamonds,sterling silver beads. Jewels for your ears, eyebrows, and tongues. Gems for you navel, nose, and upper lip frenulum. UPPER LIP FRENULUM??? What’s that? I didn’t know what it was either. It’s the tiny flap of skin that attaches your upper lip to your gums above your top teeth.

Well, anyhow Monique had this piercing done
several years ago and
her face lights up every time she smiles.

So, of course, I wanted one, too. If you look closely, you can see the little bead that rests on my teeth. Monique has a tiny diamond, which tips the top of her teeth, too. Unfortunately, as a starter, I can only get the stainless steel bead, until the piercing heals, but at least it matches my nose bead. Oh, the nose bead is another story . . . 

So some weeks passed and I finally got up the nerve to change my starter bead to a blue ice gem. I wanted my gem to match Monique’s . . . well almost. Hers is clear like a diamond, while mine is blue ice.. Monique searched the web and ordered mine from Germany. I couldn’t wait until it arrived.

Off to the pirecers again for the change. I did not have enough courage to try to change it myself.

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Musings by Donna #57 Love it – BUT …

Know the market, they say. Have patience. Be persistent. Never stop sending in your manuscripts. When your manuscript is rejected (the darn little homing pigeon) don’t wait. Send it back out to the next agent or editor on your list – the list you so diligently compiled after searching books like the current edition of Children’s Writer’s and Illustrator’s Market (fondly called CWIM by children’s writers), or the Guide to Literary Agents, or the Writer’s Market. Be dedicated to your writing. Believe in it. Don’t let the bogged down system get you bogged down or overwhelmed. All good advice!

In the children’s market, there was a time when I could tell you which editor moved where and when and what they were looking for. That was the time when I was actively sending in my children’s picture book stories. In the early 1990s right through to about 2005, I’ve sent about twenty different children’s stories to thirty-one different editors or agents. That was also the time I regularly attended children’s writer’s conferences and workshops in New York, New Jersey, California, and Vermont. SCBWI (the Society of Children’s Book Writers and Illustrators), both national and regional conferences, and The Vermont Workshop, presented by my friend, Barbara Seuling, remain my favorites. At each of these conferences I met editors and agents and had manuscripts critiqued; and I received coveted invitations to send my work to them for further consideration.

I’ve been patient. Look at the span of years in the paragraph above. That’s a true sign of patience and persistence, and dedication too. I admit – I had help staying focused. Tiny “carrots,” just out of reach, were offered by editors and agents alike. Their words encouraged me to continue to affix stamps on the envelopes and send my work into the world – with hope. Their complimentary comments convinced me that my writing was good and that it had merit, and so I trudged on always believing that the manuscript that I had just dropped into the mailbox would be the one that would not return. But, as each rejection, positive as it may be, arrived in my mailbox, it whittled away my confidence. I began to doubt myself … and my writing too.

Many writers jest about how they could wallpaper their bathroom with their rejections. I believe I’ve surpassed their possibilities. I’m certain I could wallpaper my entire office. Pathetic! But, did you know that Dr. Seuss received 27 rejections for his first book, And To Think That I Saw It On Mulberry Street. Ellen Jackson, author of Cinder Edna, received more than 40 letters of rejection for her book, which went on to sell more than 150,000 copies. I’m so glad they didn’t give up. I suppose I am in good company.

I’ve received my share of “Dear Author/Sincerely, The Editor” letters – the ones that say nothing – the ones where you know that probably no one read your manuscript. Here’s a scenario that rolls through my mind. Editor sitting at desk. Inbox with stack of unopened manuscript envelopes. Coffee steaming on right side of desk. (Left if the editor is left-handed.) Editor sighs as he or she stares at the impossibly large pile. Editor pulls envelope from pile and slits open envelope. Glances at first page. Then absentmindedly places a Dear Author/Sincerely form letter on top of manuscript and stuffs both into the SASE (self addressed stamped envelope) that the author provided. Tosses the envelope into the outbox. Sighs with relief – the pile has one less manuscript. Can’t really blame them. Their work is endless and only satisfying when they find the golden nugget.

It’s the many personal rejections that kept me going and I’ve received tons of them. That sounds worse, but it’s not. Those are the carrot letters. (The ones I mentioned above.) Those are the letters that make you print out a new manuscript and immediately pop it back into the mail to a new editor or agent with renewed hope. They are what I call the “Proverbial BUT” letters. They are the letters in which the editor or agent says he or she likes your work, BUT can’t buy it for any number of reasons. I’m posting many of my BUTs below. For the sake of privacy, I didn’t include the name of the editor or agent to the actual quote, nor did I include any other identifying element. I did, however, include a list of the publishing companies at the end of this post. They are not in order. These rejections were for about seven different children’s picture book manuscripts. My combined rejections number near a hundred.

1.    “I like your use of rhyme, repetition, and predictability, but …

2.    Your writing is excellent, but …

3.    Teddy in the Backpack is a very sweet story and I think that Zoe is a great character, but …

4.    I really like the concept of this story, but …

5.    I thought it to be well-written, but …

6.    You write well, no question there, but …

7.    I think you have a nice sense of humor, but …

8.    It is clear you can write, but …

9.    It is well written, but …

10.   This is certainly a fresh story, but …

11.   I think this is the strongest piece you have sent me – it’s funny and charming, and a story young children will relate to well, but …

12.   Molly and Oliver are endearing characters and you have a nice sense of their age group, but …

13.   It’s a funny, charming story, but …

14.   Your writing is “on the cusp,” but …

15.   This is one of the best LAST lines I’ve ever read.  It was great joke, but …

16.   It’s a good story with realistic characters and dialogue, but …

17.   There are many fun elements here and I enjoyed this story’s humor, but …

18.   Your characters are realistic and sympathetically drawn, but …

19.   I enjoyed the rhythm of your writing, as well as the amusing images evoked, but …

20.   I like the gentle sense of humor and think children will enjoy the verbal and visual jokes, but …

21.   The story has nice humor and rhythm to it, but …

22.   I do like the idea quite a bit, but …

23.   Your sense of humor shines through in this piece, and you have a wonderful sense of rhythm, but …

24.   The best aspect of the story is its humor. That means it’s got lots of kid appeal. It’s got rhythm and meter and a fine use of language. You know kids, but …

25.   I would be happy to consider anything else you may write for a young audience.

(I sent many additional stories to editor 25, BUT, alas, they turned out to be more buts …)

The next two rejections are almost in their entirety to show more details of what an editor considers and what our manuscripts are up against. When we send our babies out into the world, we are asking a LOT from them.

26.

Dear Donna,

Thank you for your submission. We enjoyed your story; however, we decided it wasn’t the best fit for our limited list. Please do not be discouraged. We receive approximately two thousand submissions, but we only publish a handful of books per year. Decisions were difficult, and we’ve had to let a lot of good stories go. What doesn’t fit for us may be the perfect match for another publisher.

We really, really liked this story. There are at least two others with very similar plots.

Again, please understand this was a very difficult decision as we take so few picture books. We wish you the best in your writing endeavors.

Please note that this letter is in consideration of this work alone. If you have submitted other work and have not yet received word on it, it is still under consideration.

27.  This was very, very tough, and I rooted for your story to the end. We had two others in the final 25 with very similar plot … a character in school who didn’t belong. And we had a few others with that plot that didn’t make it to the top 50.

I think it’s a great story, and I hope you can place it elsewhere. It was really, really hard to let this one go.

28.   Donna:

You have a strong voice and a terrific sense of kids’ emotions. Your dialogue shows that you know how dialogue works in a story and that you know how kids communicate sometimes by saying what they mean and sometimes by being unable to say what they mean. You could develop the humor in these stories more. You introduce humor, but you need to coax it along. Very young kids respond to slapstick humor, and you are a little reluctant to brig that into your stories. Also, you could work on intensifying the climactic moments of these stories, Sometimes the ideas in the stories are more sophisticated than is usually in picture books. I can see your voice coming forward; you’ve worked hard on that. You are on the brink of having several salable manuscripts.

Yours,

29.   This letter was from an editor who my agent submitted my manuscript to.)

Thank you for your patience while I have been considering Donna O’Donnell Figurski’s Teacher’s Pet. I apologize for the delay in responding to you.

I feel Ms. Figurski has developed a humorous voice that flows and reads smoothly. She has a knack for lacing quirky details throughout her prose—many of which would make for adorable illustrations. I also enjoyed the fact that Mrs. Grickle’s students are “in-the-know”, while she is oblivious to the fact that her new star student is a frog–very funny!

BUT …I’m sorry to say, however, that I don’t’ feel this piece would make a strong addition to the generic company …

I’m really sorry to have this disappointing news for you but thank you for thinking of me for this and wish you the best of luck in finding the right publisher for this project. I do enjoy Ms. Figurski’s easy storytelling voice, and would like to invite you to submit any other manuscripts she may have in the pipeline.

All best wishes for a safe and happy holiday!

Yours,

HarperCollins, Pippin Press, Golden Books, Boyds Mills Press, Henry Holt and Company, Inc., Orchard Books, Simon & Schuster, Holiday House, Harcourt Brace, Charlesbridge, Silver Whistle Books, Winslow Press, Scholastic Press, The Wright Group, Alfred A. Knopf, and Crown Books for Young Readers

So you see, it is the carrots both big and small that keep us writers trailing ink across blank, white pages or keeps our fingertips dancing across the keyboard, searching for that miracle story that an editor or agent will love. J. K. Rowling did it. She didn’t give up on Harry Potter. Twelve rejections did not thwart her belief that she had a great story – seven volumes of magical storytelling. Other great rejections include William Golding’s Lord of the Flies, Watership Down by Richard Adams, (a favorite of mine) and J. D. Salinger’s Catcher in the Rye. Even Stephen King’s book, Carrie, was rejected.

So what good advice can I offer you? Write! Send out your work! And, keep on writing! I will!

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Musings by Donna #56 What’s a Mother … or Father to Do? No Manual Provided

There are manuals for cars, air conditioners, computers, cameras. There are directions for how to plant a seed, assemble a bookcase, install a toilet.

The instructions for how to make coffee are essential, but they never work for me. You do not want to partake of my coffee. It’s the worst! There are textbooks to teach about the sun, moon, and stars, to add and subtract, and to lend insight into how our government works. (Forget that! It’s broken. Won’t go there.) There are “How To” books to guide you through the rigors of grammar. The Elements of Style by William Strunk Jr. is a great one. Miss Manners’ Guide to Excruciatingly Correct Behavior by Judith Martin will set you on the straight and narrow. Irma S. Rombauer offers beautifully presented recipes in her book called, The Joy of Cooking. I have the book, but I have yet to find the joy. How about How to Sew a Button: And Other Things Your Grandmother Knew by Erin Bried? I mean – Come ON!

With so many manuals, direction sheets, instruction booklets, and how-to books why is there no comprehensive set of instructions on how to raise a child? One of the most important jobs we do in our lives as parents comes manual-free. Fly by the seat of your pants! That’s what most of us do. For those of you lucky enough to live near extended family, you have someone to lean on. An old proverb states “It takes a village to raise a child,” and I truly believe that. Unfortunately, our society no longer has the village in place. Children move away from home, many times states away or countries away. (I did.) Grandparents and aunts and uncles are not able to offer their advice on how to handle junior or “juniorella” except by cell phone or email. Not very satisfying! Often children are being raised by a single parent. Imagine the stress of that! It’s difficult enough to raise a child with two parents and the intact village.

Most parents strive to provide love and the best care for their children. They want them to excel, to get a good education, to succeed, and to be happy in their lives. But that’s no easy task, especially with no manual or how-to book to guide them. Many parents rely on memories from their childhoods – remembering how their parents raised them, grasping the good features while scrapping the less desirable. Many parents also reinvent the wheel, as each aspires to be the best parent ever – surpassing their own parents, who the offspring sometimes feels, didn’t quite meet the mark. I think we are all somewhat guilty of that. I know I am. I set out to be the best parent. My children were the sun and the moon and everything in between. Discuss! Talk! Spare the rod – but we didn’t spoil the child. Communication – that was our goal. And, it worked most of the time. But, it didn’t work sometimes too. That’s natural. That’s the way of the child. That’s the way of new struggling parents.

The teen years seem to be the roughest. All those hormones flying! “But, Mom, it’s different now. It’s not like when you were my age.” “Dad, things have changed. Join the 21^st century.” “Emma gets to stay out until 12:00. Why can’t I?” “You just don’t understand!” “When I’m a parent, I won’t make my child eat peas.” “She can do whatever she wants.” The protestations are endless and ever creative. Those are the woes of the teenager and the parent alike. Fortunately, teen hormones eventually settle down. Most teens become  reasonable adults. That is our quest, our goal as parents – to once again live in harmony with the child we love so much; that sweet little bundle of joy that we dressed in the cutest orange polka-dotted dress with matching bloomers or the OshKosh B’Gosh® jean outfit; the toddler we scrimped to buy the coveted dollhouse, fishing rod, picture book, dump truck, or doll baby. We remember the scraped knees, the last minute homework assignments, the dashes to Emergency Rooms, and the soccer goals. We smile as we recall the prom gowns and tuxes, the car keys, and the mortarboards flying in the air at graduations. But, mostly for me … I remember the three hand squeezes – the secret that means “I love you.”

No, there’s no manual, no direction sheets or instruction booklets or how-to books … and so we do our best as all parents do, hoping that we have done a good job and that perhaps our children will someday understand that we raised them with our deepest love.

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Musings by Donna #55 Tribute to Paula Danziger

	Paula Danziger – SCBWI NYC 2004

Tribute

to

Paula Danziger

Paula and I first met in a restroom at the Century Plaza in Los Angeles at an SCBWI National Conference. She laughed when I told her I had typed most of an AMBER BROWN book into my computer to study her form and pacing. But that silly, little, accidental, encounter began a beautiful friendship. Later that week Paula gave me my very first SnackWell cookie. Okay, it was also my last, but I can never pass a SnackWell display without thinking of her. (May SnackWells live forever!)

Paula laughed when she called me and got my new answer machine message, “I’m sorry, but we do not answer our phone.” She laughed all through her message, too. “You HAVE GOT to USE that!” she said. “If you don’t, I will.” I saved that message for a very long time. And, when I do USE it, I will remember Paula and her joyous laughter.

We spent a great week together at Manhattanville College a few summers ago. After class was the best — sitting in the library until closing — playing computer card games and trying, with no success, to access a writers’ chat room. Then sushi in the City, pink earmuffs, poring over Barfburger Baby, I Was Here First galleys, late night computer chats, and phone calls, and oh don’t forget the little glow in the dark earrings she gave me – purple – her favorite color – mine, too. (Well, at least for that day.) We had matching earrings. I always called her “Glitzy Girl!” Her earrings, rings, and necklaces; her scarves and boas, and beaded purses draped and hung all over her bedroom. These and her laughter and love all made up the Paula I knew, and are just some of the many “Paula” memories that I will cherish for always.

And so, saying good-bye to a friend is never easy. When it’s forever, it’s all so difficult. So I won’t say good-bye, Paula dear. Your fun-loving memory will be with me always. Our friendship wasn’t life-time, nor was it decades, (well almost) but the years that we called each other “friend” were very special, and to me those memories will always remain in my heart.

I’ll tell you again, “I love you, Sweetie.”

With love, your friend,

Donna O’Donnell Figurski

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Musings by Donna #54 Your Colorful Brain

Colorful Brains

What color is your brain?

Is it purple or red? Is it green,
 yellow, or blue?

Are you mellow?
Are you vibrant?
Are you friendly and outgoing?
Do you like to travel in far remote villages or laze on a warm, sunny beach? Would a safari in the deep jungle be more your style?

Brains/personalities come in all different types. They are impassioned. They are relaxed. They are frenzied and creative, and inventive. Do you ever wonder what color your brain is?  I do.

And so I asked my friends a few questions. I have very colorful friends.

My BLUE-Brained Friends
David-husband; Kaya-granddaughter; Jared-son; Kiersten-daughter; Tricia-fav cuz; Krystil-niece; Bob, F.-University of Pittsburgh, Phi Kappa Theta friend

Your Mind is Blue
Of all the mind types, yours is the most mellow. You tend to be in a meditative state most of the time. You don’t try to think away your troubles. Your thoughts are realistic, fresh, and honest. You truly see things as how they are. You tend to spend a lot of time thinking about your friends, your surroundings, and your life.

My YELLOW-Brained Friends

Mark-brother

Of all the mind types, yours is the most intellectual.
You crave mental stimulation, and your thoughts tend to very complex.
Your thoughts tend to be innovative and cutting edge, though many people don’t understand them.
You tend to spend a lot of time thinking about science, architecture, and communication.

My PURPLE-Brained Friends
Treska-granddaughter;  Donna-self; Gayle-writer friend from Arkansas; Cousin-Kathy S.;
Cousin-Lisa L.

Of all the mind types, yours is the most idealistic.
You tend to think wild, amazing thoughts. Your dreams and fantasies are intense.
Your thoughts are creative, inventive, and without boundaries.
You tend to spend a lot of time thinking of fictional people and places – or a very different life for yourself.

My RED-Brained Friends

Of all the mind types, yours is the most impulsive.
Your mind has no inhibitions.
If you think it, you do it. And you can get the bug to pursue almost any passion.
Your thoughts are big and bold.
You tend to spend a lot of time thinking about love, your dreams, and distant places.

My GREEN-Brained Friends
Falko-son-in-law

Of all the mind types, yours has the most balance.
You are able to see all sides to most problems and are a good problem solver.
You need time to work out your thoughts, but you don’t get stuck in bad thinking patterns.
You tend to spend a lot of time thinking about the future, philosophy, and relationships (both personal and intellectual).

My ORANGE-Brained Friends
Vikram-friend

Of all the mind types, yours is the quickest.
You are usually thinking a mile a minute, and you could be thinking about anything at all.
 Your thoughts are often scattered and random – but they’re also a lot of fun!
You tend to spend a lot of time thinking about esoteric subjects, the meaning of life, and pop culture.

To learn more or try the game yourself.
Go to: What Color is Your Mind?

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Teacher’s Pets #13 Fossil Tales

Fossil Tales
by Meish Goldish
Chelsea House Publishers
ISBN: 1-7910-7411-0
$13.95
Ages 9 – 12

Did you know that the word, “dinosaur” was not even a word before the 1800s? Nowadays that word tumbles off the lips of most children, even as young as preschoolers. Children are fascinated with dinosaurs. They are in awe of their size and their strange looks, so it was no wonder that there was an audible buzz from the KIDDLE CRITers as I prepared to read Fossil Tales to them.

When they learned of the feud between the leading scientists in the field, Marsh and Cope, they were outraged. It’s crazy!” “Why couldn’t they cooperate?” “Didn’t they know they were damaging history?” These were some statements made by the insightful CRITers.

Meish Goldish examines the time line of fossils in his new book entitled, Fossil Tales. He traces dinosaur research from their discovery in the early 1800s until present day. Mr. Goldish also explores a range of topics including the discovery of prehistoric shark’s teeth, reconstruction of found dinosaur bones, and the “goofs” scientists made in naming and renaming the dinosaurs.

Children love just about anything dinosaur-related, and Fossil Tales is packed full of fascinating details that capture their interest.

Its array of photos of paleontologists at work and reconstructed dinosaur skeletons nicely complements the text. Judging from the CRITers’ reaction, I can guarantee that the pages of this book will become very well worn as children return to them over and over again. What a DINO-mite job, Mr. Goldish!

FROM the MOUTHS of KIDDLE CRITers: a critique group

“I think Meish Goldish wrote this book because he wanted kids to know more about dinosaurs or fossils – any kind of fossils, but mostly dinosaur fossils,” said Tina, “But I don’t think he came up with all that stuff in the book by himself.”

“I think Meish got all of those details from a museum or a dictionary,” said Emma.

“I think when he writes his books, he really studies,” said Jake.

“Maybe he reads other books and says it in a different way, or goes on the web and writes stuff down or asks a scientist if it is correct,” said Tina.

“Yeah, he actually does a lot of research,” said Jaina.

Tina smiled. ” He just wants us to learn a lot,” she said.

“I don’t really think that Marsh and Cope should have been fighting, “ said Ethan, “Whatever they find — they find.”

“They blew up some of the fossils that could have been (worth) millions of dollars! “ said Jake.

“I wonder why they had to fight,” said Kiley.

Jake nodded. “They should have thought about what they were going to do to the future,” he said.

“Fossils are actually giving us more knowledge and are making us learn more about dinosaurs,” said Roberto.

Jake looked exasperated. “But, I don’t think they realized that all of the fossils of the future were in their hands.”

“Yeah,” said Ethan, “Those dinosaur bones could have been the history of today.”

“Why didn’t they just say, ‘You stay on one side and find your own fossils and I’ll stay on the other side.’ It’s crazy!” said Jake. “They’re stealing other people’s fossils and they are not even doing their own work.”

“What’s the point?” said Ethan, “Why couldn’t they just compromise?”

“Yeah, but if it weren’t for Marsh and Cope,” said Tina, “There wouldn’t be any fossils.”

“And if they never found those bones, we wouldn’t know about dinosaurs,” said Roberto. “If dinosaurs still lived on Earth . . .”

“ . . . They would like to eat us,” interrupted Jaina.

“I would be a dinner,” said Annie with a giggle.

“I would be dessert,” said Tina, “because I am a sweet girl.”

“I’m very sweet, too,” said Jaina. She thought for a moment then added, “Not crunchy or juicy!”

“Well,” said Jake, “Even though the dinosaurs were terrible, they were still amazing!”

Philippe nodded. “I like this book,” he said, “because I like the photographs.”

“Ever since I was three, I wanted to study dinosaurs,” said Jake, “and this book really taught me a lot about them . . . and more.”

“Well, the lesson that we can learn from this story is that if you find a fossil, don’t throw it away. Keep it as a treasure because there is a life in the past generation that you can learn about,” said Jaina.

TEACHER TALK

MATH — Just How Long is a Dinosaur?

My mother always said, “You can kill two birds with one stone.” Now, I’m not much for killing birds, but if I can accomplish two things at the same time, I’m all for it! By combining facts about dinosaur lengths and incorporating measurement skills, you can teach “two (subject areas) for the price of one.” (My mother used to say that, too. Well, not the “subject area” part, but you know what I mean.) In this math/science activity called, Just How Long is a Dinosaur, children, armed with yardsticks, set out to measure their favorite dinosaurs.

Children work in pairs or small groups. First they choose a dinosaur from page 26 of Fossil Tales. Then find the longest hallway in your school and designate a starting point. Next have the children predict how far down the hallway their dinosaur would reach. Triceratops, 43 feet, may only reach the library, while Seismosaurus, who is 130 feet, might stretch all the way down to Mrs. Grickle’s classroom. Hey . . . that’s almost at the other end of the school. After children record their predictions in their “scientific” notebook, they can work in teams to measure the actual length. Two yardsticks per team works best as they lay them end-to-end.

Encourage the children to reassess their predictions as they proceed with their measurements. This will help them to obtain a more accurate prediction. Happy measuring!
(If it’s a nice day this activity can be conducted outside.)

LANGUAGE ARTS: Making Dino-Mite Words

Stegosaurus, Triceratops, and Tyrannosaurus Rex are mighty big words and hidden inside each of these words are many small words. Children can tug on their DINO detective hats and like the fossil hunters Marsh and Cope, who hunted for dinosaur bones; they can begin their hunt for the smaller words in the BIG dinosaur words.

Choose any “DINO” word. Ex.: S T E G O S A U R U S

Cut construction paper into 2” x 3” cards. Write one letter of your dinosaur word on each card.

Make enough sets for each child to play either individually, in pairs, or small groups.

Children move the letters around their desktops to make new words.

Ex. STEGOSAURUS

Us Get Sag Tag Stag Goat Rusts Stages

For added incentive and to make the game more fun, have the children record their words on paper. Then have them tally and add the number of letters in each word. They’ll soon learn that the more letters in a word, the higher their score will be.

You can learn more about Meish Goldish here.  Writer Friends

SUGGESTED WEBSITES:
(Although I examined these websites and found them to be very helpful, please use them at your own discretion.)

Dinosaurs for Kids
Enchanted Learning
(Meish Goldish referenced this site in his book. It’s a great site.)
Creative Kids at Home: How to Make a Fossil
TeachersNetwork: Making Fossils
Recipes for Making Fossils
Youth Online: Kids Crafts Make Fossils

SUGGESTED BOOKS:

The Fossil Feud by Meish Goldish

Dinosaur Hunters by Kate McMullan, illustrated by John R. Jones
Fossils by Becky Olien
Dinosaur Fossils by Alvin Granowsky
New Dinos by Shelley Tanaka, illustrated by Alan Barnard

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Teacher’s Pets #12 Read It- Readers: Fairy Tales

Read It- Readers: Fairy Tales
Picture Window Books
ISBN: 1-4048-0240-1W
12 Book Set $167.40
(Single Titles $13.95)
Ages 4 to 9

Do you ever want to believe something; I mean really, truly want to believe, even though you know it can’t possibly be true? Maybe you just want to believe because everyone else does. Or have you ever decided that you didn’t like someone because of how they look? These story concepts are as old as time, and there are many lessons to be learned from them.

You may have recognized the themes above as the, The Emperor’s New Clothes and The Ugly Duckling. These classic titles, and more, are published by Picture Window Books in their fairytale series. Teachers will love these books because they are specially designed for early readers. The varying degrees of difficulty, allows children to choose books that are just right for them.

Since many of the stories such as, The Three Billy Goat’s Gruff, The Three Little Pigs, and The Three Bears are familiar to children, they are easier to read because children can predict what is coming next in the story. For example, when the wolf threatens to blow down the pig’s house, most children quickly repeat the wolf’s refrain, “I’ll huff and I’ll puff and I’ll blow your house in.” These predictable parts of the story make it easy for children to decode the text. Teachers love this early reading success; so do parents. And of course, the children revel in the fact that they are readers. These books are very “kiddle” friendly from their texts to their perky illustrations.

Although the books can be sold in the complete package from the publisher at Picture Window Books, single titles can also be purchased at competitive prices from your local bookstore. This collection of much loved stories would be a wonderful addition to any classroom library, or for that matter any child’s favorite bookshelf.

FROM the MOUTHS of KIDDLE CRITers: a critique group

The Emperor’s New Clothes

“I could tell that they were tricking the emperor,” said Hannah.

“Well, I think that the emperor only cared about clothes,” said Lucy.

“He’s the emperor,” said Zach, “He’s supposed to care about the people.”

“Lucy sighed. “Well, he cared about clothes more than he cared about people.”

“At the end the emperor’s going to say, ‘Look at all this fine clothing these people are making. Isn’t this fabulous?’ Then the people aren’t going to see anything,” said Zach.

“If I were the emperor,’ said Miguel, “I would feel like a fool.”

“The moral of the story is if you don’t think it,” said Pritka, “Don’t fake it!”

“ . . . and don’t give your money away, unless you see what you are getting,” said Juan with a laugh.

Jack and the Beanstalk

“The man said, ‘Give me the cow and I can give you the magic beans,’ said Miguel.

“There are no such things as magic beans,” said Juan, “And whoever heard of golden eggs?

“Juan, it’s an adventurous book,” said Pritka, “It gives strength to a child for being adventurous. I would recommend this book because it takes you to a new world. It’s like you are really in the story.

Ugly Duckling

“I would be very sad if I were the ugly duckling,” said Hannah. “His brothers and sisters kicked him out. That was a mean thing.”

“The ugly duckling was sad,” said Meg, “They were making fun of him.”

“But, the Ugly Duckling was really brave, too. He used a lot of courage . . . walking around the world when he was just a baby,” said Miguel.

“Yeah, I agree with Miguel. He was very courageous!” said Juan, “But I wouldn’t walk around the world just to try to fit in.”

Felino said. “I want to recommend this book. You can learn that you don’t have to be ugly or handsome or pretty . . . just be yourself.”

Miguel nodded.

“AND,” continued Felino, “I liked the part where the duckling turned into the swan.”

“Yeah,” said Miguel, “Then he was the beautiful one. He felt proud of himself.”

Three Billy Goat’s Gruff

“This book reminds me of The Three Little Pigs because they showed brother ‘supportedness,’” said Pritka. “The three pigs had three brothers and this story has three brothers . . . and they were supporting each other.”

“Yeah!” said Miguel. “The little-sized or the middle-sized goat couldn’t beat the troll. Only the biggest-sized could do it.”

“So he stood up to the troll and he tricked him,” said Keisha.

“The moral of the story is don’t give up – never give up. Encourage . . . and do your best,” said Pritka.

The Princess and the Pea

“The prince shouldn’t have gone all around the world just to find a princess,” said Keisha. “If I were the prince, I would look in other castles, but not in ALL the castles in the world. That’s crazy! Actually, it is a very good book . . .kind of crazy, but it is good. It teaches lessons. It teaches you to never go around the world to find a princess.”

Little Red Ridinghood

“I think the book was really great because it was like an adventure,” said Miguel.

“Little Red Ridinghood went to her grandmother’s house,” said Keisha.

“Then she saw a wolf,” said Miguel, “And she talked to the wolf.”

“ I think the wolf was after her,” said Keisha.

Yeah!” said Meg, “She was scared that the wolf was going to eat her.”

“Then Little Red Ridinghood thought the wolf ate her grandmother,” said Juan.

“I would recommend this book because it tells you a lesson,” said Miguel. “Never Talk to Strangers.”

Thumbelina

“The frog said, ‘Come with me. You’ll be a good wife for my son,’ But Thumbelina didn’t want to be the frog’s son’s wife. She was a human being . . . and the son was not a person,” said Lucy.

“Thumbelina must have felt sad,” said Juan.

“Thumbelina was suffering very much,” said Pritka. “If I were Thumbelina, I would be brave and stand up for myself and say, ‘I would not like to marry you.’”

“I would recommend this book because I learned that sometimes people might ask you to do something that you do not want to do, and because Thumbelina was saying ‘NO’ to things that she didn’t want,” said Meg.

ABOUT the ILLUSTRATIONS:

The illustrations really stand out,” said Keisha. “In my brain, I picture that they are really real, even though they are fairytales.”

TEACHER TALK

Way-Way Off — BROADWAY!

You may as well get some mileage from these famous fairy tales. Children love to act in plays. They love to dress up in costumes and strut on stage . . . well most of them do. Fairy tales are easy to perform. Because the stories are familiar to children and because many of the stories are repetitive, they easily lend themselves to playacting. After reading the story to the children, let them reenact it using their own dialogue. They’ll be “huffing and puffing” all over the place. I hope they don’t blow your classroom in!

Did SO! Did NOT!

Now we all know that for every story there is a converse version. Listen to this dialogue.

“Mommmmmy! Harry hit me,” said Marge.

“Did NOT!” said Harry.

“DID SO!” said Marge.

Sound familiar?

Think now about fairy tales. Who do you believe . . . the Wolf or the Three Little Pigs? The wolf said he just wanted to borrow a cup of sugar for his dear old granny, and we all know how the pigs interpreted his visit. Then there was the troll who was just being friendly, as his mother had taught him. With stew bubbling on the stove and warm cornbread in the oven, the troll wanted company for dinner. Who wouldn’t? I wonder why the billy goats misunderstood so badly? All the troll said was, “I’d like to have you for dinner.”

Children will have a blast deciding who was right, and I can guarantee you will NEVER get everyone to agree on which character was telling the truth. But isn’t that the marvel of the mind?

COMPARE/CONTRAST

Read several versions of a fairy tale (see alternative versions listed below) and compare and contrast the various details in the stories.

Children then can write their own versions of the story. Use Frank Schaffer Fairy Tale Sequencing Workbook # 675. Children put six fairy tale pictures in sequential order and paste them into a construction paper book. Then, depending on their age and ability, they can either write their own sentence about the picture or dictate a sentence to the teacher. At the end they will have their “own” version of the fairy tale.

The greatest part of this activity is that, because they are the writers of the text, they can easily read their stories. And they love to. They love sharing them with their classmates, and the room will be abuzz with Cinderella and Jack and Bears and Pigs and Thumbelina and a whole lot more. So this is not only a writing activity, but also a reading one.

DO YOU PROMISE to TELL the TRUTH . . .THE WHOLE TRUTH?

After reading the converse version of a fairy tale, (see alternative versions listed below) students can compare the stories. For even more fun, have students set up a mock trial situation.

Assign students a character from a story and have them persuade a jury of their innocence.
For example, the three pigs could be on trial for cooking the wolf or the wolf could be on trial for harassing the pigs. Each character on trial must convince the judge and the jury of their innocence. What a great way to teach persuasive speech!

SUGGESTED READING:

Bears Should Share! Goldilocks and the Three Bears by Alvin Granowsky, illustrated by Anne Lunsford and Lyn Martin

Cinderella/That Awful Cinderella by Alvin Granowsky, illustrated by Rhonda Childress

Giants Have Feelings, Too; Jack and the Beanstalk by Alvin Granowsky, illustrated by Linda Graves and Henry Buerchkholtz

The Three Billy Goats Gruff/Just a Friendly Old Troll retold by Alvin Granowsky, illustrated by Michele Nidenoff and Thomas Newbury

Red Riding Hood by Brothers Grimm, Wilhelm Carl Grimm, Jacob Ludwig Carl Grimm, illustrated by James Carl Marshall

Goldilocks and the Three Bears retold by James Marshall

The Three Little Wolves and the Big Bad Pig by Helen Oxenbury

The Frog Prince–Continued by Jon Scieszka, illustrated by Stephen T. Johnson

The True Story of the 3 Little Pigs by Jon Scieszka, illustrated by Lane Smith

SUGGESTED FAIRY TALE WEBSITES:
(Although I examined these websites and found them to be very helpful, please use them at your own discretion.)

Childrenstory

SurLaLune

Hans Christian Andersen Fairy Tales and Stories

GRIMM FAIRY TALES MENU

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Living in 3rd Grade #6 Guess My Food

Guess My Food

by

Figurski KIDDLES

(Reposted from Figurski Wiki February 4, 2011)

(Names are changed to protect the infamous.)

In English, my 3rd graders learned to write good paragraphs. They learned that when they use good, descriptive words, it makes their writing come alive. Their words can jump off of the page. They want their audiences to be able to see their words … like a movie. They want their readers to be able to make vivid pictures in their minds. It’s more fun reading that way.

They tried this skill out today with some riddles about a “Surprise Food.” They  chose any food they wanted. Then they had to describe the food using adjectives. They could tell what it looked like, what it smelled like, and what it tasted like. They could tell how it was cooked or where it grew. They were encouraged to provide as much description as they wanted, but their goal was to try to make me (Mrs. Figurski) think. They did a good job, but I was  definitely stumped on a few.  Go ahead and try it. See if you can figure out the riddles.

Bon Apetit!

It is long and thin. It can be yellow or white. People like it with meat. It is smooth. When you make it, you start with hot water in a pot. It can be a foot long. It is yummy. What am I? by Silver

This food is brown and sometimes you eat it with pasta and chicken. Most children don’t like it. I found it in the grass this summer and it’s poisonous sometimes. by Penguin

The food is white. It smells good. It’s soft. You can make it with sugar and milk. It tastes good. by Gold

It’s light green. It’s very crunchy. You can dip it in sauce. You can put peanut butter on it and raisins, too. It can be put in salads. It can be soft and mushy. It can be fresh and with salt. It’s a very healthy and yummy treat. by Stingray

This food lives under the sea when it’s alive. Like an octopus, it has suction cups. It also is a character in Sponge Bob. It can be any color. by Shark

This food is sweet. Nobody is allowed to eat it until after lunch or dinner. The color of it is brown. It may have peanut or almonds in it. It is a kind of candy. Kit Kat and Twix are made out of it. It starts with the letter C. by Tiger

It’s green outside. It’s greenish-whitish on the inside. It’s crunchy! It has white seeds in it. If you don’t like the skin, you can always peel it. by Rabbit

This food can be sold in a truck. Children love it. It comes in different flavors. Eat this food quickly, but not too fast. You might get a brain-freeze. This food melts. by Violet

This food tastes good. It looks green. It looks like an oval. When you bite it, it tastes juicy. It can be small. by Lion

The food I’m thinking about is orange. If you squeeze it, you will get juice. It is round and small. You have to peel the skin. What is my food. by Coyote

For dessert I ate a very good food. My food tasted sweet. It felt cold and smooth. It smelled like chocolate. My food was very yummy. by Cheetah

It’s usually pink or blue. It’s soft and it’s on a cone. It’s pretty big, but not large. If it gets wet, it will not taste as good. It’s yummy. Yummy! by Dolphin

It’s from a tree. Its color is brown. Its shape is an oval. You can find it in Hawaii. by Wolf

It is brown and looks like a sphere. It feels squishy. You can put ketchup on it. It is made out of meat. What is it? by Monkey

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Teacher’s Pets #11 Suki’s Kimono

SUKI’S KIMONO
by Chieri Uegaki, illustrated by Stéphane Jorisch
Kids Can Press, Limited
1-55337-084-8
$15.95
Ages 5 to 8

The first day of school is special. Hey, every school day is, but I have to admit that the first day holds a bit of extra magic. It’s a day of newness . . . new classroom, new teacher, new backpack, maybe even a new outfit or a pair of new shoes. Yes, it’s a very important day.

So, it was no wonder that Suki wanted to wear something special on her first day in first grade. But when she decided to wear her kimono, her sisters, Mari and Yumi, thought she was weird. They wanted Suki to wear something new . . . something cool, but Suki didn’t care for new or cool. She was determined to wear the blue kimono and her shiny red geta. Suki didn’t listen when Yumi and Mari warned her that everyone would laugh. She simply didn’t care.

It takes a special person . . . a spunky person to dare to be different, to step out of the box, to think her own thoughts and chase her own dreams. How simple it is to follow the crowd or let others do your thinking. How easy it is to blend into mediocrity . . . BUT not Suki. Suki makes me wish I had my very own kimono and geta.

Suki’s Kimono is a beautifully written story by first time picture book author, Chieri Uegaki. Ms. Uegaki, through her main character, Suki, celebrates the courage to be different, while offering the reader a glimpse into Japanese culture. Then, illustrator, Stephane Jorisch steps up to add his flair with his fanciful watercolors. His paintings simply capture the essence of Suki. You know . . . they say to never judge a book by its cover, but this time I can’t help it. One look at Suki and she danced right off the cover and into my heart. I have no doubt she’ll capture yours, too.

FROM the MOUTHS of KIDDLE CRITers: a critique group

“Suki wanted to wear her kimono on the first day of school,” said Jake.

“Suki’s obachan (grandmother) gave it to her,” said Roberto.

“I think she wanted to wear it,” said Annie, “because she wanted to be different.”

Emma nodded. “Annie ‘s right. Suki wanted everyone to see something new in the world.”

“Yeah! She wanted to stand out from everyone,” said Jake, “but her sisters said everyone would laugh at her.”

Tina nodded. “They said she would be embarrassed.”

“But, she ignored them,” said Roberto. “It’s like she didn’t actually, really care.”

“Well, if I were Suki,” said Ethan, “I would just say, ‘Who cares what other people think?’ What matters is what I think.”

Annie seemed rather thoughtful. Then she said, “I kind of feel like Suki. Once I wore something from Germany and I thought people would think I was weird.”

“I felt the same as Suki, too,” said Jaina. “When there was an Indian holiday, my mom said I had to wear Indian clothes to school. I was afraid. I wondered what my friends would think.”

Tina laughed. “I liked when Jaina wore her Indian clothes. It was nice. It was something different to see.”

“Jaina looked pretty . . . like Suki,” said Kiley.

Jaina giggled. “I looked really beautiful!” she said.

“You know, this story kind of reminds me of Unique Monique,” said Jake.

“Right!” said Lily, “because Suki was unique, too.”

“Unique Monique and Suki were kind of alike because they were wearing what they wanted to wear,” said Roberto.

“Suki was really brave and determined to do it,” said Lily.

“Once my friend wore a kimono to school,” said Betsy.

“I think no one ever wore a kimono in my school,” said Cara.

“I think the illustrations showed Japanese traditions,” said Lily. “There was a lot of inspiration in them.”

“And they are very colorful, too,” said Tina. “I like the costumes.”

“And the author and the illustrator did a good job,” said Emma. “The words match the pictures.”

“I think the illustrator put a part of his life in this book,” said Kiley.

“Well,” said Annie thinking. “I think Suki did the right thing. People should really do what they want.”

TEACHER TALK

LANGUAGE ARTS – What’s in a Name?

I don’t know about you, but my school is becoming more and more multicultural. The United States is not called the “Melting Pot” for nothing. Children come to school with their native names. Some flow melodically over my lips while others wrap themselves around my tongue and I can barely spit them out. Oh . . . I do, finally but with a lot of practice.

Names are very special . . . very personal. Remember naming a favorite stuffed animal or doll baby? Maybe for you it was a pet turtle, frog, or fish. Children are fascinated with names and finding the meanings of their names can be a lot of fun. Use one of the sites below to find the meanings of the names of your students. Hey, why not start with Suki?

BABY NAME WORLD
COOL BABY NAMES

Make a chart:

NAME …………………….…MEANING …………………..CULTURE

Suki………………………….Beloved………………………Japanese
Donna………………………..Lady………………………….Italian
Kahoku………………………Star…………………………..Hawaiian

Then set aside a NAMING DAY. Children can chose a new or favorite name and wear a nametag for the day.

MATH — Patterning

Children love rhythm and movement. They love to clap and tap, stamp and stomp, hop and jump.

Here are some patterns to try.

#1 STAMP FEET ……. A B pattern

Right Left Right Left Right Left Right Left

#2 SWING ARMS ……. A B pattern

Up Down Up Down Up Down Up Down

#3 STEP PATTERN ……. AAAB pattern

Back Back Back Clap Back Back Back Clap

Now make up some of your own. Better yet . . . have the children think up some new ones and record on chalkboard.

Okay, now that we have practiced some pattern movements, let’s put them together to do the “SUKI SHUFFLE” .

Stamp right.
Stamp left.

Arms up.
Arms down.

Step back and back and back and clap.

Invite one volunteer to demonstrate with you. Then invite several more volunteers to join. Encourage the children to synchronize their movements while you call out the pattern. Continue to add several children at a time until all children are doing the “SUKI SHUFFLE” .
The dance looks pretty, done in either a line or a circle.

If you like Suki’s Kimono or books about children who have minds of their own and believe in themselves, you may also like the following books:

Being Friends by Karen Beaumont, illustrated by Joy Allen
Willa the Wonderful by Susan Milford
Unique Monique by Maria Rousaki, illustrated by Polina Papanikolaou (see review in TEACHER’S PETS)

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Teacher’s Pets #10 Unique Monique

UNIQUE MONIQUE
by Maria Rousaki
illustrated by Polina Papanikolaou
Kane Miller Book Publishers
1-929132-51-4
$15.95
Ages 4 – 8

At the shopping mall today I saw a boy with blue hair, a girl with five rings in her nose, and another with hair standing straight up. I think they call it “spiked.” Some might call it weird. It does look a bit strange, but I think it’s creative. It’s a statement. It says, “Look at me! I am unique!” I encourage my first graders to think for themselves. “Use your own ‘noodle’,” I say. So, when I discovered Unique Monique written by Maria Rousaki and illustrated by Polina Papanikolaou, I was delighted. What a great book to emphasize my point. Be yourself! Think for yourself! Make a statement! Maria and Polina did, when they teamed up to produce this “unique” book. Monique is a great example of a youngster who is not afraid to let the world, and her teachers, know exactly who she is! I particularly loved Monique’s giant red hat. . the one that looked like a tomato. Anyone who knows me, knows I love hats, too. But, I’ve never dared to wear a tomato hat. Maybe I will . . . some day. I also loved when Monique strolled across the schoolyard, totally confident in herself, with every eye glued to her. She was proud of that new hat. I admired her doggedness and her determination to find something . . . anything that would set her apart from the rest of her uniform-clad classmates. I applaud Monique’s courage . . . the courage to be different. What guts! And I applaud Maria Rousaki and Polina Papanikolaou for a work well done . . . or should I say a “unique” work . . . well done. This review can also be seen on my website. Unique Monique

FROM the MOUTHS of KIDDLE CRITers: a critique group

“Unique Monique’s school was very strict,” said Hannah.

“Yeah, they had to wear uniforms,” said Lily.

“Well, if I were Monique, I wouldn’t like to wear a uniform. I’d like to wear my own clothes,” said Meg.

“I don’t think Monique’s school was fair,” said Pritka.

“I agree,” said Miguel

“And, I don’t get it,” said Keisha. “Why couldn’t the kids wear hair bands? What if it’s hot out?”

“Yeah, some days are really scorchers,” said Zach. “I think it was a little silly that they couldn’t have hats, too.”

“The teachers and the principal were not being fair,” said Meg.

Hannah frowned and nodded. “They can get away with whatever they want, but the kids can’t,” she said.

“Some teachers wear dresses and not uniforms,” said Gina.

“I know why the teachers don’t wear uniforms,” said Cara. “Maybe they can’t find their sizes.” Everyone laughed.

“I think Monique just wanted to be unique,” said Hannah.

Zach nodded. “Unique means you just want to stand out . . . so you don’t look the same as everyone,” he said.

“ . . . like you are very fancy,” said Keisha.

“ . . . like wearing very fancy stuff . . . like beads or headbands or hats,” said Miguel.

“But everybody was dressed alike, said Pritka.

“So, Monique just wanted to be different,” said Felino.

“Yeah, so she wore the red hat,” said Pritka.

Cara started to giggle again. “Monique’s hat looked like a tomato,” she said. “Really funny!”

“But it doesn’t matter what you wear,” said Hannah.

“If I were unique, I would be different,” said Felino.

“Well, unique means one of a kind,” said Pritka. “And well, I’m the only Indian in my class.”

Hannah sighed, “What makes me unique is I feel like the only German person in New Jersey,” she said.

“ . . . and I have the most freckles,” said Keisha.

“It feels like I’m the only one with glasses,” said Juan. “I don’t see many people in the world with glasses.”

“And some people look alike,” said Hannah.

“And some have different colored skin or different colored hair,” said Zach.

“But they may have a difference that you can’t see, too,” said Hannah.

“Right, so they are all unique . . . in their own way,” said Lily. Some people have different languages . . . like Chinese, American, Turkish . . . whatever.”

“Well,” said Pritka smiling. “I think this book talks to people who need to wear uniforms. It lets them know they can still be different and they can make a difference in their lives. They don’t always have to be the same.”

“Yeah, all different!” said Lily. “ Not exactly the same. Even twins aren’t exactly the same.”

TEACHER TALK

LANGUAGE ARTS – Learn About Me. Learn About You.

What child can’t use a boost in the self-esteem department? This activity is designed to do just that.

Students discuss all the ways that Monique tried to be different. Then list on chart paper.

Ex.:
Tomato-looking hat
Headband with beads
Fancy bag and fancy socks
Painted fingernails

Assign each student a partner. Each student needs to discover one thing about their partner that makes them unique. It can be something that is a part of them, like Keisha’s freckles or something they are wearing, like Juan’s glasses. They may be different because they have a different skin color like Pritka or be from another country, like Hannah. (Germany) It might be something that they like to do that makes them especially unique. (write, read, play soccer, travel to the moon???)

Next have students meet together as a group. Each student can introduce his/her partner to the other students by saying:

“This is my friend, Juan. He is unique because he wears glasses.
“This is my friend, Hannah. She is unique because she was born in Germany.

Encourage the students to become creative. Have fun and don’t forget to tell what makes you unique, too.

MATH: GRAPH IT!

Select any page from Unique Monique, which has a group of children on it. Identify one characteristic and have your students count the number of children who meet the specifications.

Ex. 1:
Turn to the page where Monique strolls across the schoolyard in her big, red hat. Students count how many girls and how many boys are in the play yard. Draw a graph paper grid on the chalkboard and record the data. Discuss the results.
Possible skill work:
. . . addition
. . . more/less

Stretch the activity further.

Ex.2:
Turn to the page where the principal is scolding the children. Students count how many children have their eyes open, how many children have their eyes shut and to mix it up a bit, how many children have only one eye showing. Students can work in pairs or in small groups and record their results on graph paper. (1/2” or 1” ruled works best) Compare results and discuss.
Possible skill work:
. . . addition
. . . subtraction
. . . more/less
. . . most/least
. . . more than/fewer than

Now start flipping through the pages. Have the students discover a variety of characteristics, which they can graph.

Possibilities:
Hair color
How many children are smiling? How many look surprised?
Color of hats
Color of glasses

If you like Unique Monique or books about spunky children or children who need a self-esteem boost, you may also like the following books:

Sheila Rae, the Brave by Kevin Henkes

Ruby the Copycat by Peggy Rathman

Suki’s Kimono by Chieri Uegaki, illustrated by Stephane Jorisch

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(Clip Art compliments of Bing.)