Once Upon a TwiceFINAL - Junior Library Guild · Once Upon a Twice is her first book. Barry Moser...

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Once Upon a TwiceBy Denise Doyen

Illustrated by Barry Moser

JLG Activity GuideAvailable only from

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Plain City, OH 43064www.juniorlibraryguild.com

ISBN: 978-1-93612-9188

Once Upon a TwiceBy Denise DoyenIllustrated by Barry MoserRandom House Children’s BooksText copyright © 2009 by Denise DoyenIllustrations copyright © 2009 by Barry MoserISBN: 978-0-375-85612-9


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Once Upon a TwiceBy Denise Doyen

Illustrated by Barry Moser

Table of Contents

Book Summary/About the Author and Illustrator .............................................3

Prereading Activities ...........................................................................................4

Concepts about Print ...........................................................................................5

Print Awareness/Alphabetic Awareness.............................................................7

Phonemic Awareness...........................................................................................9

Vocabulary .........................................................................................................12

Library Application............................................................................................14

Reading Comprehension....................................................................................15

Write All about It...............................................................................................17

Reproducible: Book Cover..................................................................................19

Reproducible: Upper or Lower ..........................................................................20

Reproducible: Beginning Sounds ......................................................................21

Reproducible: Word Families ............................................................................22

Reproducible: Make a Mouse ............................................................................24

Reproducible: Write All about It .......................................................................25

Correlation to National Standards ...................................................................26

Answer Key ........................................................................................................27

A school may reproduce copies of the pages in this book for use in its classroom or library.Any other reproduction is strictly prohibited.

Copyright © 2009 by Junior Library Guild/Media Source, Inc. All rights reserved. No part ofthis publication may be transmitted, stored, or recorded in any form without writtenpermission from the publisher. For permission questions, contact Junior Library Guild.


Book Summary

Night has fallen, and all the wise mice know to stay hidden until dawn.But Jam feels brave and wants to explore what other mice have been tooscared to discover: the world of darkness. Despite repeated warnings fromhis elders about all the dangers, Jam lets his curiosity and over-confidencetake him whereno mouse should go. Will the riversnake or the all-seeing owlbe the end of Jam?

About the Author and Illustrator

Denise Doyen directed children’s television for Disney and then tooksome time off to raise sons, Paul and Max. “But I’m a writer at heart,”she says, “so when my boys hit that age when they pretend they don’thave mothers, I went back to school to study writing for children.”

Ms. Doyen lives in Pacific Palisades, California, with her sons, herhusband, Michael, and a view of the sea. Once Upon a Twice is her firstbook.

Barry Moser says it simply: “Once Upon a Twice is a delight.” Thebook, with its moon character, seemed made for him. “All my life I havebeen fascinated with the moon,” Mr. Moser explains, “and have madelots and lots of pictures of it. I never tire of watching its passing phasesand its seeming playfulness among clouds as it makes its way across thestarry sky.”


Prereading Activities

Take a Picture WalkActivate students’ prior knowledge and generate interest in the book byhaving students preview it during a “picture walk.” As you display the pagesof the book, prompt students to describe what they see in the illustrations. Donot read any of the text.

Use questions that encourage students to note details, such as colors,objects, animals, setting, and mood. For example, you might ask:

• What animals do you see on this page/these pages?• Where is this story taking place?• What time of day is this?• How many mice are on this page/these pages?• What are the three (two, four, etc.) main colors on this page/these

pages?• How can you tell which mice are young and which are old?

As you go from page to page, have the students point out any dangersthey can see (snake, owl, etc.).

Before you turn to the next page, ask students to make predictionsabout what they might see next or to ask aloud any questions they haveabout the story.

Using Prior KnowledgeBefore reading the book aloud to the children,allow them to share some prior knowledge theyhave gained from their own experiences. Ask them:

What do you know about . . .

. . . mice?

. . . fields/the countryside?

. . . owls?

. . . snakes?

. . . being curious?


Concepts about Print

Parts of a BookIdentifying and Analyzing Visual ArtsShow the students the book cover, front and back. Ask:

• What is on the front cover?• What is on the back cover?• What do we call the big words on the cover?• What time of day do you see on the front cover?• What do you think the little lights are?• What kind of moon is on the cover?• Who are the people named on the cover?• Describe the mouse on the back cover.• What do you call the flat edge of the book?

Next, show students the dedication page spread. Ask:• What do you see on this page?

Next, show students the title page spread. Ask:• What is this page called?• What does this page look like?

Point out the colors used on the cover. Ask: Why did the illustrator use thesecolors? How does the cover make you feel?

Applications: Making a Book CoverGive each student a copy of page 19, “Make a Book Cover.” Model how tocreate a book cover by reminding students of the three parts: the front cover,the back cover, and the spine.

Explain that students will drawtheir own book covers about a book titledNight. Have students add their names asthe creators of their books. Have themadd the title to the spines of the books.Then they can finish the covers by addingillustrations of things they see at night.

Share the book covers with the classby making a bulletin board to display all ofthe students’ covers.

Night

Created by


Print AwarenessAlphabetic Awareness

Print AwarenessAs you get ready to read the book aloud, explain that this book is actually apoem that tells a story. Show students the short lines and the groups of lines,which are called stanzas. As you go from page to page, ask students to tellyou how many lines of print they see on each page.

Alphabetic Awareness: Uppercase and LowercaseAs you do reading sweeps with your finger or a pointer, encourage students tolook for uppercase and lowercase letters. Explain that uppercase letters aremostly used:

• at the beginning of a sentence• for words that name a certain or special person, group of people,

place, or thing Note: …name certain or special people, places, orthings.

• for words that are being emphasized, such as words that stand for abig sound: CRASH!

For practice in identifying uppercase and lowercase letters, give each studenta copy of the handout from page 20, “Upper or Lower?” Discuss howuppercase letters differ from their lowercase partners, even if the differenceis just in size (Z, z). If students struggle with a letter pair, reteach using oneof the following techniques:

• Have students draw an uppercase letter insand and then draw its lowercase partnerbeside it.

• Make sets of flashcards on which theuppercase letter is on one side and thelowercase is on the other. Practice by holdingup a flashcard and having the studentsidentify it by saying the name of the letter,as in “uppercase g” or “lowercase r.”

• Give each student a card with an uppercaseor lowercase letter on it. Have the studentsgroup themselves by standing in two groups:the uppercase group and the lowercasegroup. Then have each student name his orher letter aloud for the class.


Phonemic AwarenessBeginning SoundsThe activity on page 21 uses some of thewords from this story to help studentsidentify the beginning sounds of thosewords. Hand out a copy to each childand have him or her color the imagesand circle the letter that stands for theword’s beginning sound.

Word FamiliesThis book gives you a lot of practice with rhyming words, and, therefore, withword families. Use the activity on pages 22-23, “Word Families,” to helpstudents group words according to their families. Four of the more commonrhymes from the story are offered for practice: -ice, -am, -ite/-ight, and -un.

Have students color the images on page 23 and then cut out each of theimage squares. Using a glue stick, they should place each square under itscorrect “family” on page 22.

Hand out cards on which you have written the following words:

queen pink miss fear

hiss green hear sink

wink kiss seen near

year sheen slink clear

On the board, make columns using the following word-family endings: -ink, -ear, -een, and -iss. Invite students to tape their cards under the wordfamily headings they belong.


Phonemic AwarenessSounds AlikeUse the following sets of words to practice finding the beginning sounds thatare alike. All of the words in these sets come from our book, Once Upon aTwice.

First, say: I will say three words. Listen for the beginning sound of eachword.

Next, read aloud one set: moon, jam, mice.Next, tell the students that you will read the set again. They should raise

one hand when they hear the first word of the pair that sounds alike. Thenthey should raise the other hand when they hear the second word with thesame beginning sound.

moon jam mice

secret sing brag

name rose rice

shadow wink shine

furry fear hero

beetle sly slender

Color the Mouse


VocabularyCompound WordsMany words in the English language are compound words. Compound wordsare one word made up of two or more words, such as “bookstore” or “firefly.”Use the following word list and make a card for each word. Hand out thecards and have students find partners whose words, with theirs, make upcompound words. See how many compound words your students can create.

room fly cup tea

sun bath day stick

back yard tub flower

truck fire butter candle

boy girl light friend

house day birth cow

Combine the WordsThe author of Once Upon a Twice has made up some words to make the storyinteresting and to give a sense of sound and movement. Discuss the meaningsof those words with your students.

scoutaprowl runtunnelinbetwiddle goofiddlesqui-etiquette riskarascalpreycautions dangershinemouncelors whispercroonjaw-claws furlicktscritchscrambles wanderyonder

Invite students to make up their own fun words by combining two “real”words. Then have them say their fun new words in sentences for the class.


Library Application

Learn All About RiceIn Once Upon a Twice, the mice live in a rice field, also called a rice paddy.Help students locate books with information about rice. Show them photos ofrice as it is growing, of varieties of rice, of people who grow rice, and of otherrice-related images.

The following topics can be researched and discussed:

1. Importance of rice as a crop2. How to grow rice3. Rice in Asia4. Rice in Africa5. Rice in the U.S.6. Rice in South America7. Rice in Australia

Then have students make a visual presentation to show:

• Maps of where rice is commonly grown• Different types of rice• Various uses for rice• Comparisons of rice to other crops in the U.S. or the world• The growth stages of rice, from seed to harvest• Their favorite rice-based recipes

Multicultural Rice DayOrganize a “Multicultural Rice Day,” on which students, parents, guardians,community groups, or others bring rice dishes that are popular in theircultures. Students can make flags that represent the countries that have arice dish included.

Encourage parents and guardians to have their children samplevarious dishes. Recipes for the dishes can be made available for families totake home and try again.

NOTE: Dishes with ingredients that are known to produce allergicreactions in individuals should be carefully labeled.


Reading Comprehension

Poetry vs. ProseExplain that Once Upon a Twice is a book of poetry. Read aloud a fewother familiar poems or rhymes. Ask students to share what they knowabout poems. Then display a familiar storybook written in prose formand read aloud a page or two.

Lead a discussion about thedifferences between poetry and prose.Then discuss how they are alike. Recordstudents’ responses in a Venn diagram.Use the completed diagram tosummarize the class discussion andreinforce key points, such asorganization (stanzas vs. paragraphs),use of rhyme, and use of dialogue.

What Happened to JamFun Attention Keeper: As you read the book, prompt students to point outthe snake and owl whenever they see them.

Use the following questions after you have read the book to drawstudents’ attention to key details and to assess their comprehension ofthe text.

• Why does this story take place at night?• What are the two groups of mice?• Who is Jam and how is he different from the other mice?• What warnings do the eldermice give Jam?• What does Jam decide to do?• Who is coming after Jam? How does she move?• What do the creatures think happened to Jam?• Where does Jam hide?• How does this experience change Jam?• Do you think young mice will listen to him?

Why or why not?

poetry prose

both


Write All about It

Ask students to make up a story about an adventure. Use the handouton page 25 to use for their final drafts. If there is time, have studentsillustrate their responses.

My Adventure


Reproducible Pages


My Name _____________________________

Upper or Lower?

Draw a line from the letter to the box where it belongs: in theuppercase box or the lowercase box.

UPPERCASE

lowercase

B

b

D

r

eG

E

m

P

d R

gp

M

t

T

y

Y


My Name _____________________________

Once Upon a TwiceBeginning Sounds

Say the name of each picture below. Circle the letter thatstands for the beginning sound for that word.

m s t r b g h p s c f n

f b m w t j b y k l d m

s b d l c f h g m f w l


My Name _____________________________

Word Families

-ice -am -ite/-ight -un


My Name _____________________________

Word Families

Cut out the squares and place each one in the correct wordfamily on the other page.


Make a Mouse

Step 1: Cut out a heart.

Step 2: Color the heart gray or brown or white.

Step 3: Cut a piece of yarn about 6 inches long.

Step 4: Fold the heart in half.

Step 5: Place one end of the yarn here. Glue the edges closed with theyarn “tail” sticking out.

Step 6: Cut out two circles and fold the bottom edgeof each. Glue the flat edge of each down for ears.

Step 7: Draw eyes and a nose. Add whiskers if you want; thread or stringworks well.


My Name _____________________________

Write All about ItMy Adventure


Correlations to National StandardsFor Grades K–4

Content Area Standard Number Standard ObjectiveVisual Arts NA–VA.K–4.3 Choosing and

Evaluating a Range ofSubject Matter,Symbols, and Ideas

Language Arts:English

NL-ENG.K-12.1 Reading forPerspective


NL-ENG.K-12.2 Reading forUnderstanding


NL-ENG.K-12.3 Evaluation Strategies


NL-ENG.K-12.4 Communication Skills


NL-ENG.K-12.5 CommunicationStrategies


NL-ENG.K-12.6 Applying Knowledge


NL-ENG.K-12.12 Applying LanguageSkills

ScienceNS-K-4.3 Life Science


Answer Key

Page 5: Concepts about Print• What is on the front cover? (words, a moon, a mouse, lights, grass)• What is on the back cover? (circle, mouse, frog, numbers, lines)• What do we call the big words on the cover? (title)• What time of day do you see on the front cover? (night time)• What do you think the little lights are? (fireflies, lightning bugs)• What kind of moon is on the cover? (a full moon)• Who are the people named on the cover? (author/writer,

illustrator/artist))• Describe the mouse on the back cover. (wet, scared, small, gray)• What do you call the flat edge of the book? (the spine)• What do you see on this page? (words, a bird, grass, lights, a snake)• What is this page called? (title page)• What does this page look like? (the front cover)• Why did the illustrator use these colors? (to make it look like night

time)• How does the cover make you feel? (Answers will vary.)

Page 12: Reading Comprehension. Poetry vs. Prose. A: Somesuggestions are:

Page 15 & 16: Reading Comprehension• Why does this story take place at night?

That is when the mice are in danger.• What are the two groups of mice?

Old and young• Who is Jam and how is he different from the other mice?

He is a young mouse who is not afraid and doesn’t listen.• What warnings do the eldermice give Jam?

That there is danger at night and mice should go home to hide.• What does Jam decide to do?

To explore.

PoetryUses short lines

Might rhymeDoesn’t have to tell a storyMight not use punctuation,

etc

ProseIs written in paragraphs

Tells a storyHas characters and setting

Doesn’t rhyme

BothUse words

Are literatureUse imagination

Can have picturesAre fun to read


• Who is coming after Jam? How does she move?A snake. She moves quietly and in esses.

• What do the creatures think happened to Jam?They think the snake got Jam and he is dead.

• Where does Jam hide?In a hollow log.

• How does this experience change Jam?He learns to listen to the elders and later warns the young mice.

• Do you think young mice will listen to him? Why or why not?Answers will vary.

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