The Mud Family

Teacher’s Guide for

The Mud Family by Betsy James

Illustrated by Paul Morin

Pre-reading Activity:

Look at the front cover and the first few pages (before the story begins) then answer or discuss the following questions:

1. Where do you think this story will take place? What clues are given to you?
2. Do you think this story is from today (that’s called contemporary) or is it from long ago? Why?
3. Who do you think will be the main character in the story?

Discussion Guide:

1. Why is rain so important? Is it still important to us today? Why?
2. How is Sosi’s family and life like yours? What, if anything, is different?
3. Why does Sosi make her mud family?
4. Which is your favorite painting in the book? Why?
5. What kinds of things does the mud father say to his daughter? Why do you think Sosi has him say these things?

Comprehension Check:

1. Why is Sosi’s family preparing to leave?
2. What does Sosi play when she is by herself?
3. Who lives with Sosi?
4. What happens to the mud family?
5. In the end, what does the family do?   (answers will vary)

Projects:

Language Arts:

Keep a journal as if you are Sosi for three days. Write down what is happening and also what she wishes for.

Math:

Collect and measure rainfall at your school or neighborhood for two weeks. Graph your daily findings. Research the typical rainfall for the month that you are collecting data and compare it to your own findings.

Art:

Look at examples of Anasazi art at these websites:

http://www.raysweb.net/rockart/pages/01.html

Slide show of rock art

http://www.co.blm.gov/ahc/artifact.htm

Bureau of Land Management of Colorado

http://www.pro-visions.com/pictogrphs.htm

Pictographs and Petroglyphs

Define the following terms for students:

Symbol—a thing that represents something else

Petroglyphs—images carved or inscribed on a rock surface

Pictographs—ancient drawings or paintings on rock

Project:

Cut apart a brown grocery bag and crumple it up so it has the appearance of rock. Have students create and paint their own symbols about the three things most important to them. Or, have students make red or white handprints on the paper.

Social Studies:

Geography- Southwest Region of the United States

Have students locate the Southwest on a globe, a world map, and a map of the United States.  Then compare the geography of that region with their local one in the following areas- annual rainfall, feet above sea level, types of plant life, and population.

Older Students:

In small groups research find out about the Anasazi culture in the following areas:

Dwellings

Food

Religious beliefs

Conflicts

Regions inhabited

Art

Music

Clothing

Related Titles:

Tha Ancient Cliff Dwellers of Mesa Verde by Carolyn Arnold (Clarion Books)

101 Questions About Ancient Indians of the Southwest by David Grand Noble (Southwest Parks and Monuments)

www.TracieVaughnZimmer.com

At Break of Day

Teacher’s guide for

At Break of Day by Nikki Grimes

Illustrated by Paul Morin

Pre-reading:

What does it mean to create? How do you create things? Why, do you think, this is important to human beings?

Knowledge:

1. What does this book describe?
2. What happens first?

Comprehension:

1. Describe how stars began in this story.
2. Give examples as to how the Son pleased the Father.

Application:

1. Create something that would make your father or mother happy.
2. Choose your favorite page and explain why you picked it.

Analyze:

1. Outline the steps in this creation story.
2. Focus on the page that begins, “Five days had come and gone,” and read it aloud. How is the rhythm created in this page? How can you apply this to your own writing?

Synthesize:

1. Imagine you got to see the whole world created. What would this be like?
2. Design a world of your own on paper.

Evaluation:

1. How would the world be different without day and night?
2. How would it be different without the seasons and the years?

Multiple Intelligence Projects for

At Break of Day by Nikki Grimes

Illustrated by Paul Morin

Verbal/ Linguistic

Nikki Grimes uses verbs to capture the movement and current of energy coursing through the universe throughout the book. Write a poem that also focuses on an event- perhaps where many things are happening- and like Ms. Grimes, pay very close attention to your verbs! Revise them so that they become the focus of every image. Refuse to use a single linking or helping verb.

Logical/ Mathematical

Research the approximate size of every item mentioned in the book and make a comparison chart. (a seed, the sun, the moon, a human, etc) Could be divided as a cooperative learning project.

Visual/ Spatial

Morin uses a variety of media to create his fabulous collage for At Break of Day. Try your own hand at collage, inspired by the same words or your own.

Body/Kinesthetic

In pairs, create a reader’s theater presentation of the book. Share with various classes.

Musical/ Rhythmic

Find a piece of music that would be a great background piece to the reading of this book. (Be sure it doesn’t have any lyrics that would interfere with the words). Perform it for someone.

Interpersonal:

Working in pairs or small groups, choose one thing mentioned in the book and create a report with as much information you can learn about it. Write a pamphlet or poster and present your findings to the class.

Intrapersonal:

Write a letter to yourself about your own beliefs about how the world was created. Is it similar to the book? How is it different?