Turk and Runt: A Thanksgiving Comedy

Teacher's Guide
Turk & Runt: A Thanksgiving Comedy 
By Lisa Wheeler
Illustrations by Frank Ansley

A Guide to celebrate the holiday with this Turkey of a family!
Crafts: Create a Turk and Runt napkin ring holder set.
Materials:
wooden ice cream spoons, or craft spoons for feathers
toilet or paper towel tubes
red construction paper, cut like a turkey waddle
brown paint
marker
orange pipe cleaners, optional
1. Paint one spoon yellow, the others a variety of feather colors
2. Cut a two inch section of tube, and paint brown
3. Glue yellow spoon to front after drawing turkey face, and gluing on red waddle
4. Glue feathers to back, decorate with feather markings
5. Use marker to add accessories to look like Runt’s family: glasses, hats, football etc.
(For a project on the cheap or with stuff around the house, just cut the feathers out of construction paper!)
Family Treasure Hunt:
Ask guests to tell you one interesting thing about themselves before the celebration. Then hand out a treasure hunt of interesting facts and have the kids and other guests try to find the answers throughout the day. The only catch: nobody can ask a direct question. They can use none of the words that are listed to get the information. The first person to crack the clues correctly gets a special treat. (Younger kids can be paired up with an older sib)
For example:
___________________went skydiving her first year in college. (They can’t say: skydiving, first year of college when asking for the info!)
Game: Turkey Trot
Pair up! Link arms and race to a finish line. What’s the catch? You’ve got to carry your turkey (a stuffed grocery bag, tied with string and decorated like your favorite Turk and runt character). Get gobbling!!
Dinner Theater:
Print out the pages at: http://www.lisawheelerbooks.com/PUPPETS.htm to create paper bag puppets for all the characters. Then, hide behind the couch and put on your own presentation of this Thanksgiving comedy! You’ll need the print outs, scissors, paper lunch bags, glue, crayons and markers, and a variety of voices!!
*** the mouth section goes underneath the flap of the paper bag, so that it looks like the animal or person is talking!****
Play I-Spy with the Turk and Runt book:
What letter creates the doors of the barn?
What does the pig use to drink out of the trough?
How many apples are left on the tree?
What type of dog does Madame Waddelle have?
Which three characters show their teeth?
What shape is the ring that one character wears?
What’s the name of the football team?
Which direction is the weather vane pointing?
How many different animals live on Wishbone farm?
What tool leans against the barn?
Is there outgoing mail?
Questions for Standardized test lovers:
Knowledge:
1. Who are the main characters in this story?
2. Define the conflict (or for younger readers: problem) in the story.
Comprehension:
1. Retell the events of the story in your own words.
2. Explain why you think no one ever listens to Runt.
Application:
1. What would you do to convince them if you were Runt?
2. Illustrate your favorite scene in the book.
Analysis:
1. Compare the three villains: Madame Waddelle, The Coach, The Little Old Lady
Synthesis:
1. Design another clever plan for our friends to avoid complications next Thanksgiving.
2. Create another disguise for our Turkey friends.
Evaluation:
1. Who is your favorite family member? Why?
2. Which page of illustrations is your favorite? Why?

Sixteen Cows

Teacher’s Guide 
Sixteen Cows by Lisa Wheeler
illustrated by: Kurt Cyrus

Knowledge:

1. How many cows does Gene Biddle have? How about Cowgirl Sue?
2. There’s an old saying that goes, “Good fences make good neighbors.” Is this true for the Waddle’s and the Biddle’s? Why?

Comprehension:

1. Describe Gene and Sue.
2. What event changed everything between these two neighbors?

Application:

1. Which of the cow’s names is your favorite?
2. Why does the author say, “ In truth cows aren’t too bright?”

Analysis:

1. Besides combining their herds, how else could they have solved the fence problem?
2. What are some ways that Gene and Sue could tell their cows apart?

Synthesis:

1. Imagine you’re a cowboy or cowgirl. What would be the best part? The worst?

Evaluation

1. Do you think the wedding would have ever happened if the fence hadn’t been blown away? Why or why not?
2. What else might be on the new ranch in a couple of years?

Prediction Guide

Pre-reading

1. Looking at just the end pages, what are those things symbols of?
2. If you study the cover you can figure out many things: Who are the main characters? What time period do you think this is: present, past, long ago?

After the tornado page:

Predict what you think might happen. Will the cows get along? Will they build a new fence? Will there be an argument?

At the ending:

What do you think life on the new ranch will be like? Will the cows be happier? Will Gene and Sue?

Multiple Intelligence Projects

for Sixteen Cows by Lisa Wheeler

illustrated by Kurt Cyrus

Verbal/ Linguistic

Invent names for eight cows of your own imaginary herd. See if you can get the fourth and the eighth to rhyme.

Logical/ Mathematical

Create a counting game based on the book. It could be on a single page or for the whole story. For example, how many windmills are pictured throughout the whole book?

Visual/ Spatial

If you study closely the illustrations you’ll notice the artist created the pictures from a lot of different angles. Sometimes it looks like he drew them from a hot air balloon. Other times it seems as if he is right on a hill with a cow and his paintbrush. In one picture, it looks as if he might be stampeded by the cows if he were standing there! This is called perspective. Study how he makes the pictures more interesting by changing the perspective. (Wouldn’t it be boring if every picture had the sixteen cows lined up in the same position over and over again?) Then draw one thing on your desk from two different perspectives. You can move if you need to! Turn in both pictures, and a couple of sentences about what it taught you.

Body/ Kinesthetic

Learn how to do a square dance and have yourselves a hoe-down at the public school ranch! You can even wear western costumes to make this activity more fun!

OR

Try to learn how to use a lasso and round up some of your stuffed animals. Warning: do not try to lasso human beings!!

Musical/ Rhythmic

As a class listen to the music for the square dance. Compare it to music you hear on the radio. Create a venn diagram (two intersecting circles) answering these questions: How is it the same?  How is it different? Compare: instruments, lyrics, and tempo too.

Interpersonal

Since you’re going to put on a real hoe-down you’ll need to decide what types of things will make it a success. Brainstorm all the items you’ll need and then decide how best to get the work done. Be sure someone writes down who is in charge of what, so you don’t forget.

Intrapersonal

On the back cover of the book, Gene and Sue are sitting on the hill. What do you think they are saying? Is there any special place you like to go and think? Describe it.

www.TracieVaughnZimmer.com

Sailor Moo

Teacher’s Guide
Sailor Moo Cow at Sea by Lisa Wheeler,
Illustrated by Ponder Goembel
Prediction Guide:
1. Do you think Sailor Moo wants to be at sea?
2. Look closely at the title page: what types of hats are on it?
3. Who wears each of these types of hats?
4. Can you guess how they might be important to the story?
Comprehension Questions:
Knowledge:
1. Tell why Sailor Moo wanted to go out to sea.
2. Recite the different kind of ships she went on.
Comprehension:
1. Retell the story of Sailor Moo in your own words.
2. Describe the feline fishing boat. What did Sailor Moo do for them?
Application:
1. What does, “If ye be yellow” mean? (Hint: the answer is in the next sentence)
2. Why do you suppose the feline fishing boat had so many dead fish on it?
Analysis:
1. Figure out why Sailor Moo calls the manatee, “her cousins of the sea.”
2. Which boat do you think Sailor Moo most liked to sail with: the feline fishing boat or the crusty cattle barge? Why?
Synthesis:
1. What would you have done if you saw the storage of rare jewels?
2. How would the story be different if the jewels had been on the cat ship?
Evaluation:
1. Do you think Angus and Sailor Moo will ever ship back out to sea? Why or why not?
2. What do you think the other cow pirates do after Angus leaves?
Multiple Intelligence Projects
Sailor Moo, Cow at Sea by Lisa Wheeler
Illustrated by Ponder Goembel
Verbal/ Linguistic
Create postcards from Sailor Moo back to her farm. Write detailed descriptions of what she is seeing and doing. What types of things do people usually tell about their vacation?
Visual/ Spatial
On the other side of the postcard, color, paint, or design scenes that capture her adventures at sea. Then, make a postcard of your own of an adventure you’d like to have.
Or
Using a shoebox, create a diorama of one scene from the book. Use materials from around the house to build your miniature cow at sea scene.
Logical/ Mathematical
Count the number of animals that appear throughout Sailor Moo. Graph the different types of animals: cats, cows, birds and fish. Brainstorm other ways to classify them- (perhaps mammals?) Make your own graph or you can use an on-line graph maker at:
http://nces.ed.gov/NCESKIDS/Graphing/
For homework: Have students convert their finding from one type of graph to another. (For example, if the original was a bar, convert it to a pie graph)
Body/Kinesthetic
Collect a bunch of hats and talk about which jobs wear which kind of hats. List all the different hats that are seen in Sailor Moo. Students can put on a hat, and give an impromptu speech about what they do in that hat.
or
Dress up as pirates, and act out the scene where Sailor Moo is rescued by the manatees.
Musical/ Rhythmic:
Find the rhyming pairs throughout Sailor Moo. Then, try to list at least one more word that would rhyme with each pair. Can you make another sentence that would fit in with the storyline?
OR
Can you make a tune that you can sing to the whole text of Sailor Moo? Or, accompany the teacher as she reads it with a harmonica or other instrument. Be sure not to drown out the reading though;0)
Interpersonal:
Working in pairs dream up another story idea about an animal that wants adventure where she is not expected to be. Think of at least five animals and the places they might want to go. Then choose the best one together, and brainstorm some problems your critter will run into along the way. Write your adventure, and share it with Mrs. Wheeler!!
Intrapersonal:
Sailor Moo doesn’t really fit in too well on the Cat’s Meow. But, she makes friends anyway. Write Sailor Moo a short note about a time when you felt out of place, and what you did, like her, to feel better.

www.TracieVaughnZimmer.com

Porcupining

Teacher’s Guide for

Porcupining by Lisa Wheeler

Illustrated by Janie Bynum

Pre-reading:

Study the cover of the book. What do you notice? (Look for details). Can you tell if this book is going to have a happy ending? What makes you think so?

Comprehension Guide/ Quiz Questions

Knowledge:

1. Describe where Cushion lives.
2. Why is this a problem?

Comprehension:

1. Restate all the things Cushion does to get a wife.
2. Explain why the animals don’t like Cushion’s song to them.

Application:

1. Choose one of the songs Cushion sings and rewrite it so the animal might like it!
2. Who do you think reacts the strongest to Cushion’s songs? Why?
   
    

Analyze:

1. Decide which picture is your favorite and explain why.
2. Examine the grasshopper in each illustration. How does he add to the story?

Synthesize:

1. What would you have said to Cushion had he sung you one of his songs?
   2. How would you feel if you were Cushion?
   
    

Evaluation:

1. Decide what happens after the story ends.
2. Predict how the other animals react to Cushion and Barbara’s romance.

Multiple Intelligence Projects for

Porcupining by Lisa Wheeler

Illustrated by Janie Bynum

Verbal/ Linguistic

Pretend that Cushion keeps a journal (diary) about his life. Write at least three entries about what is happening in his life.

Logical/ Mathematical

Fill out the graphic organizer (below) about Porcupining.

Visual/ Spatial

Create a game board about Cushion and his adventures in  Porcupining. Consider what things can make a player move forward, lose a turn, and win!

Body/ Kinesthetic

Notice the body language that each character in Porcupining uses to express their feelings. On slips of paper write the individual scenes from the book, and then using only the body language from the scene, see if students can guess which character it is.

Musical/ Rhythmic:

Either write the lyrics to your own song similar to Cushions OR using any instrument develop the tune that would accompany Cushion’s words!

Interpersonal:

Write a letter from one character to another in Porcupining. Be sure to let us know how the characters are feeling.

Intrapersonal:

As you read Porcupining you may discover some words you don’t know. Fill out the vocabulary chart below, and then on the bottom write a couple of sentences about how to figure out an unknown word as you read.

Vocabulary Development for

Porcupining by Lisa Wheeler

Illustrated by Janie Bynum

Color in the box that best describes your understanding of the vocabulary for Porcupining

	I Know this word	I figured it out while reading	I need to learn more about this word
pining
habitat
appreciate
discouraged

Fill out this chart:

	In my own sentence	How it appears in the book	Dictionary definition
pining
habitat
appreciate
discouraged

How can figure out words as you read?

www.TracieVaughnZimmer.com

One Dark Night

One Dark Night by Lisa Wheeler

Illustrated by Ivan Bates

One Dark Night is the perfect book to introduce the skill of prediction to young children. Being able to predict what will happen next separates the good readers from those who struggle. Even though children are unlikely to guess this ending, it will help develop this critical skill. (Being “right” about your predictions is far less important than making them in the first place. Staying tuned in is what matters! Besides, the truth is readers love to be surprised!)

Pre-reading:

Brainstorm a list of all the things people can be afraid of. Then, guess what a mouse and mole might be afraid of. Flip through the pages of the book, and look at the characters faces to predict what might happen. Be sure to stop before the ending is given away!

Knowledge:

1. How can you figure out what a word means without the dictionary?
2. Define the following words from the book: lair, glen, jowls, tramped, gnarled, fragile, trudged without using a dictionary.

Comprehension:

1. Describe the characters in the book
2. Trace the clues that make you believe that something bad is going to happen.

Application:

1. Write interview questions for the mouse, mole and bear about their friendship.
2. Find examples of bravery in the story.

Analyze:

1. Compare mouse, mole and bear in a triple Venn diagram.  (Three intersecting circles)
2. Examine the illustration where the “gnarled oak stood” then discuss why the illustrator made the tree look so large compared to mole and mouse.

Synthesize:

1. How would you feel if you were mouse and mole in this story?
2. Invent a story with a similar surprise ending

Evaluation:

1. Predict what happens when snake knocks on the door of the feast.
2. What is your favorite illustration? Why? What is your favorite scene? Why?

Multiple Intelligence Projects for

One Dark Night by Lisa Wheeler

Illustrated by Ivan Bates

Verbal/ Linguistic

Using the following vocabulary words from the text:

lair, glen, jowls, tramped, gnarled, fragile, trudged

make index cards and create your own dictionary. Define the word, use it in your own sentence, draw a picture to help you remember its meaning, and try to use it at least once during the day.

Logical/ Mathematical:

Fill out prediction chart below

Visual/ Spatial

In any media you prefer create two pictures of the same tree, one pallet that reflects daytime, while the other is at night. Compare your art to that of Ivan Bates’ in One Dark Night.

Body/Kinesthetic:

Assign roles and act out scenes from the story. For a zany twist, mix up the scenes and see how strange the story goes. (Then discuss how stories always have a real beginning, middle and ending and that’s why they have to stay in order!)

Musical/ Rhythmic

Sing the classic campfire song

The Other Day I met a Bear. Here’s the first stanza to get you started:

The other day (the other day),
I met a bear (I met a bear),
Away up there (away up there)
A great big bear (a great big bear)
The other day I met a bear,
A great big bear a way up there.

Interpersonal:

Study the faces of the characters in One Dark Night and guess what they are feeling without reading the words. Why do these faces make you guess there is going to be trouble in the end?

Look through another book you’ve never read before, try to guess what the characters feel without reading the story. What might happen? What makes you think so?

Study real people’s faces, too. You’ll be surprised how much you can figure out without asking!

Intrapersonal:

Brainstorm a list of things you can do to remain calm when you are afraid. Create a scroll (using receipt paper from Wal Mart or other discount chain that is likely to donate) and tie with a special ribbon. Refer to as needed for shivering and shaking!

Old Cricket

Old Cricket by Lisa Wheeler

Illustrated by Ponder Goembel

Pre-reading

Group discussion questions:

How many of you have chores? What are they? Do you ever feel like not doing them? Why? Have you ever tried to get out of doing your job?

Knowledge:

1. Explain what you think this means; “You don’t get to be an OLD cricket by being a dumb bug.”
2. Who are the characters in the story? Who do you think is the most important, why?

Comprehension:

1. Describe in your own words what happens in the story.
2. Give examples of where Old Cricket makes a decision in the story. Does it happen more than once?

Application:

1. Collect at least ten excuses you hear people use during the day.
2. Predict what Old Cricket will say when his wife asks him to take out the trash the next morning.

Analyze:

1. How would the story be different if written through the eyes of the wife? The crow?
2. Read The Little Red Hen and compare these two stories where people avoid work.

Synthesize:

1.          Imagine what each person would say to Old Cricket if they knew he was “faking it.”

2.          Do you think Old Cricket’s wife had any idea that he didn’t really have a creak in his knee? What makes you think so or not?

Evaluation:

1. Which illustration is your favorite? Why?
2. Do you think Old Cricket will ever fake out his friends again? Why or why not?

Multiple Intelligence Projects for

Old Cricket by Lisa Wheeler

Illustrated by Ponder Goembel

Verbal/ Linguistic:

Write a story about one of the other characters from Old Cricket.

or

Write a series of haiku poems (5-7-5 syllables) about the scenes in the book.

Logical/ Mathematical

Fill out the chart on character emotions below.

Visual/ Spatial

Ponder Goembel’s illustrations are remarkably detailed. Choose a common item and really study it (even under a magnifier). Make a list of details you noticed you never had before. Then, create a piece of art (in any media you prefer) that incorporates what you discovered.

Body/Kinesthetic

Pretend you are Old Cricket’s personal trainer. What exercises might improve his poor overall health. Write a prescription including aerobic and weight-training exercises that you think will help him. Illustrations are optional. Then, create an exercise plan for yourself and stick with it!

Musical Rhythmic

Divide the class into sections and assign each small group a sound: creak- creak-creak

crick-crick-crick, crack-crack-crack and hic-hic-hic

Then, let the students either make the sounds with their voices, or provide some hand held instruments and have them experiment to create the sound with their tools (or other objects). Then, the teacher can act as composer and point to each section creating a musical ensemble of pain! Brave teachers can allow students to try, or create new whining sections to vary the composition.

or

Make up a song about Old Cricket using a traditional tune as your base:

Old McDonald

Mary Had a Little Lamb

Here’s a finger play about a cricket for younger audiences:

The Little Cricket

(Point to one finger at a time.)
The first little cricket played a violin.
The second little cricket joined right in.
The third little cricket made a crackly song.
The fourth little cricket helped him along.
The fifth little cricket cried, "Crick-crick-cree.
The orchestra is over and it's time for tea?

Interpersonal:

Choose an animal from Old Cricket to learn more about. Then, in small groups create a poster or pamphlet about what you learned. Be sure to divide the work equally among group members. At the end of the project, team members will “grade” the members for how hard they worked and cooperated.

Intrapersonal:

Everybody would like to bail sometimes on things they have to do. Instead, as a class, write a list of things you can tell yourself when you need to get things done. Make a poster or scroll and keep it up for a few weeks as a positive reminder.

Examples to get you started:

Do what you don’t want to do most, FIRST. Then, it is out of the way.

Treat yourself to something when you get something difficult done.

Teacher’s guide provided by www.TracieVaughnZimmer.com

Visit and find more children’s literature guides!

Old Cricket by Lisa Wheeler

Illustrated by Ponder Goembel

Choose the emotion that best suits the character:

happy

confused

relieved

aggravated

hurt

afraid

disappointed

impatient

annoyed

loving

excited

impatient

Fill in the following chart about each character in the book:

                                                            Emotion:                                  How you know:

Old Cricket
Mrs. Old Cricket
Cousin Katydid
Neighbor Ant
Crow
Doc Hopper