UpsideDownMagic Educators Guide Sample...LAUREN MYRACLE is the New York Times bestselling author of...

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SAMPLE

Educator’sGuide

For

Upside-DownMagicBySarahMlynowski,LaurenMyracleandEmilyJenkins

CreatedbyTaraBardeenwww.TaraBardeen.com


AboutUpside-DownMagicFromNewYorkTimesbestsellingauthorsSarahMlynowski,LaurenMyracle,andEmilyJenkinscomesthehilariousandheartfeltstoryofagroupofmagicalmisfits.NoryHoraceisnineyearsold.She'sresourceful,she'sbrave,shelikespeanutbuttercookies.Also,she'sabletotransformintomanydifferentanimals.Unfortunately,Nory'sshape-shiftingtalentisabitwonky.Andwhensheflunksoutofherownfather'smagicacademy,Nory'sforcedtoenterpublicschool,whereshemeetsagroupofkidswhosemagicis,well,different.Source:Goodreads.comTheFiveTypesofMagic:Flare–CanmakeheatandfireFlicker–CanmakethingsinvisibleFluxer–CanchangeintodifferentanimalsFlyer–CanflyFuzzy–CaneasilytameanimalsAbouttheAuthorsSARAHMLYNOWSKIistheauthorofmanybooksfortweens,teensandadults,includingtheNewYorkTimesbestsellingWhateverAfterseries,theMagicinManhattanseriesandGimmeaCall.Shewouldliketobeaflickersoshecouldmakethemessinherroominvisible.Visitheronlineatwww.sarahm.com.Source:Scholastic.comLAURENMYRACLEistheNewYorkTimesbestsellingauthorofmanybooksforyoungreaders,includingTheWinnieYears(whichbeginswithTen),theFlowerPowerseries(whichbeginswithLoveYaBunches)andtheLifeofTyseries.Shewouldliketobeafuzzysoshecouldtalktounicornsandfeedthemberries.YoucanfindLaurenonlineatwww.laurenmyracle.com.Source:Scholastic.comEMILYJENKINSistheauthorofmanychapterbooks,includingtheToysTrilogy(whichbeginswithToysGoOut)andtheInvisibleInklingseries.HerpicturebooksincludeLemonadeinWinter,ToysMeetSnowandTheFunBookofScaryStuff.Shewouldliketobeaflareandworkasapastrychef.VisitEmilyatwww.emilyjenkins.com.Source:Scholastic.com


GettingStarted


SevenReadingSkillsEveryKidNeeds:Grades3-5Thiseducator’sguidealignswithCommonCoreStateStandardsforReadingandsupportsthedevelopmentofthefollowingsevenreadingskills.ONE:Askandanswerquestionstodemonstrateunderstandingofatextandreferenceexamplesanddetailsfromthetexttosupportone’sanswer.TWO:Summarizeatextandidentifythemesinastory.THREE:Describecharacters,settingsandeventsinastoryusingspecificdetailsfromthetext.FOUR:Determinethemeaningofunfamiliarwordsandphrasesinatext.FIVE:Describehowastoryiscomposedofchaptersandhoweachsuccessivepartbuildsonearliersections.SIX:Describehowanarrator’soraspeaker’spointofviewchangesthewayeventsaredescribedinatext.SEVEN:Compareandcontraststories.Note:ThesetargetsarebasedonthefollowingCommonCoreEnglishLanguageArtsCollegeandCareerReadinessAnchorStandardsforReading,asappliedtogrades3-5:CCSS.ELA-LITERACY.CCRA.R.1,CCSS.ELA-LITERACY.CCRA.R.2,CCSS.ELA-LITERACY.CCRA.R.3,CCSS.ELA-LITERACY.CCRA.R.4,CCSS.ELA-LITERACY.CCRA.R.5,CCSS.ELA-LITERACY.CCRA.R.6,CCSS.ELA-LITERACY.CCRA.R.9.

SuggestedTimelineforaSix-WeekProgramWeek Chapters PagesofReading

1 1,2,3,4 342 5,6,7 323 8,9,10 274 11,12 335 13,14,15 366 16,17,18 29


SettingtheStageforaReadingAdventureCreatingacultureofliteracyinyourclassroomgoesbeyondjustreading,it’saboutinvitingthewholegrouptodiveintoajourneyfilledwithfuncharacters,interestingdiscussionsandactivitiesthatbringthebooktolife.Herearesomesuggestionsforincorporatingyourreadingadventureintoyourclassroomspaceandkeepingtrackofthestoryasyouread:

1. BulletinBoardCollage–Makeadedicatedspaceforstudentdrawingsandsummariescreatedforeachchapterofbook.Addphotosofclassactivitiestoo!

2. StoryStringTimeline–Runastringoralongpieceofbluepainter’stapealongawallintheclassroomtocreateatimeline.Dividethetimelineinto18segments,oneforeachchapterinUpside-DownMagic.Asyouread,invitestudentstoadddrawingsshowingtheactionineachchapterandshortsummariestothetimeline.

3. OurStoryScrapbook–Foreachchapterinthebookandforeachbook-relatedactivitytheclasscompletes,createascrapbookpage(ormultiplepages)thatcombinewordsandimagestorecordwhathappened.Scrapbookpagescanbemadeindividuallybyeachstudentinordertocreateapersonalscrapbooktotakehomeattheendofthebookstudy,ortheclasscanworktogethertocreateasinglebook,withstudentsworkinginsmallgroupstocreateeachentry.

4. AdventureJournals–Providestudentswithnotebooks,orinvitethemtocreatetheirownsimplepaperjournalsusingnotebookpaper,constructionpaperandstaples.Havestudentsdrawpicturesandwriteafewsentencesabouttheimportanteventsofeachchapterastheyread.Studentscanalsousetheirjournalswhenrespondingtowritingpromptsinthisguide.

5. StoryGallery–Createagalleryspacewith18emptyframes(paperframescutoutofconstructionpaperoronesmadefromdecorativebulletinboardbordersworkwell).Foreachchapterinthebook,assignasmallgroupofstudentstobethe“gallerists”inchargeofcreatinganimagetogointheframethatcapturestheimportantpartsofthechapter.Thegalleristswillalsoselectatitlefortheirartworkthatconnectstothetextandwriteashort“plaque”describingtheeventsandcharactersdepictedintheartwork.


FiveWaystoMixThingsUpatReadingTimeGivingstudentsregularopportunitiesforquietreadingisessentialforhelpingthemdevelopfluencyasareader,butifregularreadingtimeisstartingtofeeltoorepetitive,giveoneofthesealternativesatry: 1.ListenAlong–GathertheclasstolistentothestoryasyoureaditaloudorlistentoitonaudioCD.2.IRead,YouRead–Dividestudentsintosmallgroupstotaketurnsreadingtoeachother.Invitestudentstoswitchreadersaftereachpageoftext.3.StorySketchers–Dividestudentsintopairsandgiveeachpairtwosheetsofpaperanddrawingsupplies.Whileonestudentreads,theotherdrawswhat’shappeninginthestory,payingcloseattentiontoanydetailsmentionedinthetext.Halfwaythroughthereadingperiod,havestudentsswaproles.4.ReadingRadio–Usingasmartphoneorotherrecordingdevice,invitestudentstotaketurnsreadingafewlinesofthetextthattheyhavepracticedaheadoftime.Encouragestudentstoreadwithenthusiasmandexperimentwithpacingandevenvoices.Whentimeallows,playbacktherecordingtoheareveryone’svoice!5.SeatingSwitcheroo–Readingcanhappenanywhere!Couldyoureadoutside?Orunderthedesks?Orswapclassroomswithanothergroup?Invitestudentstobrainstormfunnewplacestoreadandthenholdavotetoselecttheseatingswitcheroovenue.FiveWaystoUsetheDiscussionQuestionsDiscussingatextwithstudentsallowsthemtochecktheirunderstandingofwhattheyread,makeconnectionsbetweenthetextandthemselvesandpracticeimportantliteracyskills.Thediscussionquestionsprovidedinthisguideofferaselectionofchapter-by-chapterquestionstogetyoustarted,butyoushouldfeelfreetoaddyourownquestionsandinvitestudentstooffertheirquestionstothegrouptoo.Ifdesired,questionscanbegiventostudentsaheadoftimesotheycanlookfortheanswersinthetextastheyread.Forcomprehensionquestions,answersareprovidedwithacorrespondingpagenumberlistedinparentheses.Modelreferencingpassagesinthetexttosupportone’sansweroropinion.Answersarenotprovidedfordiscussionquestionsthatarebroaderinscopeorinvitestudentstosharepersonalexperiencesandopinions.EducatorTip:Encouragestudentstohavetheirbookswiththemduringthediscussionsotheycanrefertospecificpassagesinsupportoftheiranswers.


1. Educator-LedClassDiscussion–Thegroupworksasawholeandtheeducatorposesquestionsforstudentstoanswer.

2. SmallGroups–Studentsworkinsmallgroupstodiscussthequestionswhiletheeducatorcirculatesfromgrouptogrouplisteninginonthediscussionandaskingfollow-upquestions.

3. TaskGroups–Eachgroupofstudentsisgivenaquestion(orquestions)to

answerandthenreportsbacktotheentireclasswiththeiranswer(s).

4. WrittenResponse–Thediscussionquestionscanalsobeusedaswritingpromptsandstudentscananswerallorjustselectedquestionsaspartofajournalassignment.

5. DiscussionCards–Invitestudentstochataboutthebookastheyeatlunch,ride

thebusorwaitforprogrammingtobeginbywritingdiscussionquestionsonindexcardswhichcanbepassedaroundthegroupforpairsofstudentstodiscuss.

HowtoUsetheWritingPromptsJustlikereading,writingisaskillthatimproveswithpractice.Threewritingpromptsaregivenforeachchapterinordertoallowstudentssomechoiceregardingwhattheywrite.Encouragestudentstochoosethepromptthatintereststhemmost.Educatorsmayalsoaskstudentstowriteashortsummaryofthechapteraspartoftheirwritingtime.Celebrateyourstudents’writingbyallowingtimeforthemtosharewhattheywrotewithaclassmate,asmallgroup,orthewholeclass.HowtoUsetheActivitiesFunactivitiesinart,movement,languageandSTEM(Science,Technology,EngineeringandMath)bringbookstolifeandenhancelearning.ForeachchapterofUpside-DownMagic,you’llfindasuggestedactivitythatconnectstothemesinthechapterorthebookasawhole.Completetheseactivitieswiththesuggestedchapterorasfitsbestwithyourgroup’sscheduleandinterests.CompleteactivityinstructionsandmaterialslistscanbefoundintheActivityInstructionssection.EducatorsarealsoencouragedtoincorporateadditionalactivitiesthroughoutthesummerthatconnectwiththethemesfoundinUpside-DownMagic.


PossibleProgrammingThemesforUpside-DownMagicInvitestudentstoexplorethemesfromUpside-DownMagicacrossthecurriculumthroughoutyourbookstudyperiod.Herearesomepossibleprogrammingthemesfromthebook.

• Animaltraits(Norycreatesblendedanimalslikeabeaver-kitten)

• Strategiesforpreparingforatest(Noryusesself-talk,visualizationandpracticingaheadofhermagictest)

• Siblingsandfamilydynamics(Nory’ssiblingscoverforher;Nory’sdadis

disappointedinher;Nory’sauntMargotakesherin)

• Wordblendingandinventingnewwords(abeaver-kittenbecomesa“bitten”)

• Cooking(Flaresusemagictoroastmarshmallowsandcookeggs;Noryenjoyspepperonipizza,cinnamonrollsandcinnamontoast;Elliottusesmagictomakefrozenlemonadeslushies)

• Viewingtheworldfromadifferentperspective(Noryseestheworldthroughthe

mindsoftheanimalsshebecomes;Ms.Starrhasthestudentsdoheadstandstochangetheirperspective)

• Makingnewfriends(Noryhastofitinatanewschool)

• Scienceofsoundwaves(Sebastiancanseesoundwaves)

• Scienceoffireandice(Elliottcanfreezethings;Flarescanproduceheat/flame)

• Scienceofgravityandflight(Andresfloats;AuntMargoandFlyerscanfly)

• Seeingopportunityindifference(studentsintheUpside-DownMagicclasslearn

toembracetheirdifferentmagic)

• Dealingwithbullies(Noryroleplaysapproachestohandlingmeankids;theUpside-DownMagicclassstudentslookoutforeachotherandconfrontbullies)

• Thevalueoftoleranceandforgiveness(Ms.StarraskstheUpside-DownMagic

classtoforgiveNoryaftersheturnsintoaskunkephantandspraysthecafeteria)

• Strategiesfordealingwithabaddayanddifficultemotions(Noryexperimentswithcontrollingversusunderstandingheremotions;variouscharacterscheerupNory)


• Interpretivedance(Ms.Starrhastheclassdancetoanoceanthemeasawaytoexploretheiremotions)

• Teambuildingactivities/trustactivities(Ms.Starremphasizestheimportanceof

supportingeachotherandworkingtogetherasateam)

• Respectinganindividual’suniquenessandrealizingthereisno“normal”(Ms.StarrchallengesElliottandNorytoembracetheiruniqueskillsinsteadoftryingtobecome“normal”)

• Self-acceptance(Norystrugglestofeelgoodaboutheruniquemagic)

• Usingone’stalentstohelpothers(thestudentsintheUpside-DownMagicclass

worktogethertosaveaclassmateintrouble)

• Exploringone’sfears(thestudentsintheUpside-DownMagicclasstaketurnssharingtheirfears)

• Yoga,meditationandvisualization(Ms.StarrhasthestudentsintheUpside-

DownMagicclassuseyogatocenterthemselves)

• Thepowerofcomplimentingothers(NorycomplimentsElliottonhismagicasawaytocheerhimup)

• Noplaceforhate,racism,bigotryortreatingothersdifferently(Principal

Gonzalezconfrontsmeanstudentsandreviewstheschool’spolicy)

• Thefivetypesofmagicaltalents:o Flare–canmanipulatefireandheato Fuzzy–cantameanimalso Flicker–canmakethingsinvisibleo Flyer–canflyo Fluxer–canchangephysicalform

• Nory’suniquecreatures:

o Bitten–beaver+kitteno Dritten–dragon+kitteno Snitten–snake+kitteno Koat–kitten+goato Skunkephant–skunk+elephanto Enormous-Bluebird-Nory-with-Nory’s-Actual-Face–bluebird+Noryface


Chapter-by-ChapterLessonPlans


Chapter1Summary:Noryisa4thgraderwithspecialmagicaltalentsthatoftengo“wonky.”ShehopestogetintoSageAcademy,aprestigiousmagicschoolwhereherfatheristheheadmasterandhertwosiblings,HawthornandDalia,alreadyattend.TomorrowisthedayoftheBigTesttoseeifNorywillbeadmittedtotheschool.Whilepracticingtransformingherselfintoablackkitten,hermagicgoeswonkyandherkittenformtakesonattributesofabeaveraswell.Beforeshecanregaincontrol,Beaver-Kitten-Norydestroysherfather’sofficebygnawingonfurnitureandchewingupbooks.ItisherbrotherHawthornwhodiscoversherandthemessshehasmade.Discuss!

1. Thesettinginastoryiswhenandwhereittakesplace.Whatdoyouknowaboutthesettingofthisstory?Place:Nory’shomeinthegarageandinherfather’soffice;time:themiddleofsummer(1,5).

2. WhydoesNorywanttoattendSageAcademy?It’saveryimportantandfancymagicschoolwhereherfatheristheheadmasterandhertwosiblingsalreadyattend(2).

3. HowdoesNoryfeelabouttakingtheBigTest?Howdoyouknow?Noryisanxiousabouttakingthetest.Sheknowsthathermagicisstrong,butsheworriesaboutkeepingitundercontrol.Thetextsays,“ThinkingabouttheBigTestmadeNoryqueasy”(3).

4. Whataboutthetexttellsusthatwe’rereadingNory’sthoughts?Theauthorsuseitalicizedtexttoshowthatwe’rereadingNory’sthoughts.

5. Whatdoyouthinktheword“zamboozle”(foundonpage4)mightmean?Whatareyourstrategiesforfiguringoutthemeaningofthisword?Possibleanswerscouldinclude:“ohno,”“yikes”or“ack.”Whenfiguringoutthemeaningoftheword,askstudentstoconsiderhowNorymightbefeelingwhenhermagicgoeswonky.

6. WhathappenedwhenBeaver-Kitten-Noryenteredherfather’soffice?Shechewedupfurnitureincludinganantiquebookshelf,herfather’sdesk,hisarmchairandfourofhisbooks(5-6).

7. Attheendofthechapter,itsays“She,Beaver-Kitten-Noryfeltbetterthanshehadinweeks!”Whydoyouthinkshemightfeelsogood?Asstudentssharetheirideas,remindthemthatoneoftheneatpartsofreadingabookisbringingourownexperiencesandperspectivestoastory.Thatmeanseveryonemighthavedifferentopinionsondifferentpartsofthetextandthat’sokay!

8. WhatdoyouthinkHawthornmightdoafterfindingthemessthatNorymadeintheirfather’soffice?WhatdoyouthinkmighthappenwhenNory’sfatherseeshisoffice?


9. Inthestory,Noryispreparingforanimportanttestbypracticingherskills.Howdoyougetreadyforabigtest?

10. Hasthereeverbeenatimeinyourlifewhenthingsdidn’tquitegotoplan?Howdidyoufeel?

Write!

1. Writeaboutatimewhenthingsdidn’tgoasyouhadplanned.2. Makeashortcomicstripthatincludestheword“zamboozle.”3. Describetheroomasifyouwereananimal(youchoosewhichkind!).

Do!AnimalMashupStudentscreateuniquemixed-upcreaturesusingimagesofanimals,scissorsandglue.Findcompleteinstructionsintheactivitiessection.


Chapter2Summary:Nory’s16-year-oldbrother,Hawthorn,discoversthemessBeaver-Kitten-Noryhasmadeintheirfather’sofficeandbathroom.Thetwoworktogethertocleanupthebeaverdaminthebathroomandthepilesofwoodchipsandshreddedbooksstrewnabouttheoffice.Hawthorncallsacarpentertofixthedeskandordersnewcopiesofthebooksthatweredestroyed.It’sclearthatHawthornisfrustratedbyNory’slackofcontroloverhermagicalpowersanddoesn’tfindher“wonky”magicatallcharming.HesuggeststheyblamethemessononeoftheirsisterDalia’srabbits.Noryhasmisgivingsaboutthisplan,butdoesn’twanttomakeherfatherevenmoreangrythedaybeforetheBigTest.WhenNory’sfathergetshome,heisindeedupsetaboutthedamageandproceedstousehispowersasaFlickertomakehiswholeofficedisappearbeforetellinghischildrenthathe’dliketobeleftalonefortheeveningandthendisappearinghimself.OnthemorningoftheBigTest,HawthornandDaliahelpNorygetreadyandcontinuallygiveheradviceassheeats,dressesandwalkstoSageAcademy.AsHawthornhasasummerjobandDaliahasanappointmentwithhermathtutor,NorymustwaitbyherselfforherturntoentertheHallofMagicandPerformance.Whileinline,shemeetsagirlnamedLaceywhosefatherisintenselygoingovertheproperwaytoroastamarshmallow.Themoodinthewaitingareaistense.Justbeforeit’sNory’sturn,Laceyemergesfromthebuildingsobbingandwailing.Discuss!

1. Whoarethecharacterswelearnaboutinthischapter?Whatdoyouknowabouteachofthem?Remindstudentsthatcharactersarepeople,beingsorcreaturesinastory.Hawthorn:Nory’sbrother,age16,Flare,and“like[s]sportsandcookingandbossingpeoplearound”(7);Dalia:Nory’ssister,age13,Fuzzy,and“ha[s]alotofpetsincludingtwobats,threetoads,aferret,atoucan,apairofmice,andtwelverabbits”(10);Nory’sfather,apowerfulFlickerwhocanmakeawholeroomdisappearandwho“didn’ttalkaboutalotofthings”(14);Lacey:“alight-skinnedgirlwithasharp,shorthaircut”whoisinfrontofNoryinthelinetotaketheBigTest(18).

2. WhatdoesNorylooklikewhenshe’snotakitten?Howdoyouknow?Onpage8,itsays:“bighair,smallbody,brownskin,purpleshirt.”

3. WhocleansupthemessNorymade?NoryandHawthorncleanupthemessinherfather’sofficeandbathroomtogether.HawthorncallsacarpentertofixthedeskandorderscopiesofthebooksBeaver-Kitten-Norydestroyed(8-9).

4. HowdoesHawthornfeelaboutNory’sunusualmagic?Whatcluescanyoufindinthetext?


Hawthorndoesn’tapproveofNory’supside-downmagic.Hetellsher,“Andwhenyouturnintoananimal,turnintoanormalanimal…Stopmixingyourpartsup.You’regettingreallywonkyandnobodylikesit”(9).

5. AfterBeaver-Kitten-Norydestroysherfather’soffice,Hawthornsays,“We’llhavetoblameDalia’srabbits,Iguess.”(10).Whatdoyouthinkofthissolution?Doyouthinktheremightbeanotherwaytohandletheproblem?

6. NorymakesupanewwordforaBeaver-Kittenbycombiningthetwowords.Shecallsita“bitten”(10).Wordsthatarecreatedbycombiningthesoundsandmeaningsoftwowordsarecalledportmanteaus.Forexample,theword“brunch”comesfromcombining“breakfast”and“lunch”todescribeamealthat’seatenbetweenbreakfasttimeandlunchtime.Canyouthinkofotherexamplesofaportmanteau?Somefamiliarportmanteausinclude:cheese+hamburger=cheeseburger;motor+hotel=motel;spoon+fork=spork.Discoverevenmorebysearchingforaportmanteauwordlistonline.

7. Whatarethe5typesofmagic?Whichonewouldyoumostwanttohave?Flare–canmakeheatandfire;Flicker–canmakethingsinvisible;Fluxer–canchangeintodifferentanimals;Flyer–canfly;Fuzzy–caneasilytameanimals(12).

8. WhathappenswhenNory’sfathercomeshomeandseesthedamageinhisoffice?WhenHawthorntellstheirfatheraboutthedamagetohisoffice,hemarchesstraightupstairstoinspectit.HegivesDaliaawarningthatsheneedstokeepbettercontroloverherrabbitsandthanksHawthornforcontactingthecarpenterandreorderingthebooks.Hedoesn’tsayanythingtoNory.Clenchinghisfists,hecausesthewholeroomtobecomeinvisibleandthenaskstobeleftalonefortherestoftheeveningbeforedisappearinghimself.(14-15).

9. OnthedayoftheBigTest,Nory’ssiblingsgiveherlotsofadvice.Similarly,Lacey’sdadgivesheradviceandwarnshernottomessup.Doesitseemlikeallthisadviceishelping?Whyorwhynot?Throughthetext,wegettheimpressionthatNoryfeelsoverwhelmedbythefloodofadviceandremindersshereceivesonthemorningofthetest.HawthornandDaliaemphasizebeingnormalandkeepingcontrolofhermagic(17).WhenNoryobservesLacey’sdadtalkingtoLaceywhilewaitinginline,shedoesn’tthinkthatheisbeingparticularlyhelpful.WereadthatLacey’sliptremblesandherhandsshakeasshelistenstoherdad’scoaching(19).

10. Makingapredictionmeanstakingaguessatwhatyouthinkwillhappensometimeinthefuture.WhatisyourpredictionaboutwhatwillhappenwhenNoryhasherturnintheHallofMagicandPerformance?

Write!


1. Ifyoucouldhaveanyoneofthefivemagictypes(Flyer,Flicker,Fluxer,FuzzyorFlare),whichwouldyouchoose?Why?

2. Makeup5newportmanteauwords(thosearewordscreatedbycombiningthesoundandmeaningoftwowords)anduseeachoneinasentence.

3. WritealettertoNorygivingheradviceonhowtostaycalmanddowellontheBigTest.

Do!AnimalAdvocateStudentsresearchanendangeredspeciesandreportbacktothegroupaboutwaystoprotectthisspecies.Findcompleteinstructionsintheactivitiessection.


Chapter3Summary:NoryentersthegrandHallofMagicandPerformanceandwalksontothestagetofaceapaneloffourteachersandherfather,theheadmasteroftheschool.Mr.Puthooraskshertostateherfullname,ElinorBoxwoodHorace,andthenprovidesanoverviewofthetestingprocessbeforeaskinghertoattemptfourdistincttaskstotestherabilities.TodeterminewhethersheisaFlicker,sheisaskedtomakeatoaddisappear;shecannot.ToseeifshehasFlaremagic,sheisaskedtolightamatchwithoutstrikingit;sheshakesherheadandsaysshecan’t.ToseeifsheisaFlyer,Mr.Puthooraskshertoliftherselfexactlytwofeetoffthefloor;sheremainsfirmlyonthefloor.Inthefourthtest,sheisaskedtocoaxaunicorntoeatmushrooms,afoodtheydonotlike.DespiteNory’spleading,theunicornboltsoffthestageanddisappearsintothelobby.It’sclearthatNoryisnotaFuzzylikehersisterDalia.Fourtestsfailed.TheFluxertestisstillaheadandNoryisoptimisticthatshecanpassit.Discuss!

1. Whatisthesettinginthischapter?Whatdetailsaboutthesettingcanyoufindinthetext?ThesettingforthischapteristheHallofMagicandPerformance.Fromthetext:“Theceilingswerepaintedwithdragonsandunicorns.Theseatswerecoveredindarkpurplevelvet.Thecurtainsonthesideofthestageweregold.Alargechandelierhungfromtheceiling,litbycandles”(21).

2. WhatisNory’sfullname?ElinorBoxwoodHorace(22).

3. What’sthetesttoseeifNoryisaFlicker?Sheisaskedtomakeatoaddisappear(23).

4. What’stheFlaretest?Noryisaskedtolightamatchwithoutstrikingit(24).

5. What’stheFlyertest?Noryisaskedtohoverpreciselytwofeetabovetheground(24).

6. HowisNorytestedtoseeifsheisaFuzzy?SheissupposedtogetaunicornnamedPokeytoeatmushroomseventhoughunicornsdonotlikemushroomsandarenormallyskittisharoundpeople(25).

7. Whatdoestheword“skittish”mean(25)?Ifyoudon’tknowwhatawordinatextmeans,whatstrategiesdoyouusetofigureitout?Skittishmeanseasilyscared.Possiblestrategiescouldinclude:readingaroundawordtoseeifthetextcanhelponeunderstandaword;lookingforfamiliarpartsofawordthatmightgivecluestoitsmeaninglikeprefixesandsuffixes;andusingreferencematerialslikeadictionaryortheInternet.

8. AfterNoryfailsfourofthemagictests,thetextsays,“Norywantedtohide.”Canyourelatetohowsheisfeeling?Whatwordswouldyouusetodescribethisfeeling?


Responsescouldinclude:“embarrassed”,“ashamed”,“likeafailure”,etc.9. WhydoyouthinktheauthorsdecidedtoendthechapterbeforeNorytakes

theFluxertest?Askstudentstothinkabouthowthey’refeelingattheendofthechapter.Aretheycurioustoknowwhathappensnext?Aretheyanxioustoreadmore?PerhapstheauthorsdecidedtoendthechapterbeforetheFluxertestinordertocreatesuspense,orperhapstheywantedtohaveawholechaptertowriteaboutwhatwethinkwillbeNory’sbestmagicaltalent.Invitestudentstonoticehowtextisbrokenupintochaptersastheycontinuereadingtherestofthestory.

10. Whatdoyouthinkabouttests?Dotheyseemlikeagoodwayforateachertoknowwhatskillsyouhave?Whyorwhynot?

Write!

1. ContinuethestorybywritingaboutwhatPokeytheunicorndoesaftersheleapsoffthestage,runsdowntheaisleanddisappearsupthestairs.

2. ImagineyouaretakingoneofthemagicteststhatNoryfaces.Inyourstory,doyoupassthetestordoessomethingwonkyhappen?

3. WriteupthenotesyouthinktheteacherswatchingNory’smagictestsmighthavewrittenontheirclipboards.

Do!Suggest-A-BookCootieCatcherStudentsthinkabouttheirfavoritebooksandthencreateacootiecatchertheycanusetorecommendbookstofriends.Findcompleteinstructionsintheactivitiessection.

[Lessonplansforchapters4–18areincludedinthefullguide]


ActivityInstructions

ArtAnimalMashupPositivityPortraitShrunkenSceneBooksAnimalAdvocateReadWeirdWordsSuggest-a-BookCootieCatcherCityCityViewICanHelpSoundsoftheCityMovementAnimalCharadesEscapefromtheCafeteriaShake,Shake,GrooveYouMightLikeYogaSTEMFunwithFreezingPointsMagnetMagicSuperSolarNachosWritingBestFriendsMiniMagazineDoubleTalkComicStrip


AnimalAdvocateSuggestedChapterPairing:2Materials:AccesstotheInternetorreferencematerialsaboutendangeredanimals,paperandpencilsBackground:Nory’ssisterDaliaisaFuzzy,whichmeansshecaneasilytameanimals.Shehaslotsofpetsincludingbats,ferrets,toads,mice,rabbitsandevenatoucan(10).WhenNoryconsidersblamingDalia’spetsforamessshemade,Daliaspeaksuponbehalfofherpetsastheiradvocate.Instructions:Sharewithstudentsthatan“advocate”issomeonewhostandsupforsomeoneelseorarguesonbehalfofacause.Askstudentstoconsiderhowtheycouldbecomeadvocatesforanimalsthatareintrouble.Workinginpairsorsmallgroups,havestudentsresearchanendangeredanimaltofindoutwheretheanimallives,whatiteats,whyitisthreatenedandwhatmightbedonetohelp.Invitestudentstopresenttheirfindingstothegroup.AnimalCharadesSuggestedChapterPairing:12Materials:WhiteboardandmarkersBackground:FluxerslikeNorycanchangeintoanimalforms.Instructions:Invitestudentstothinkaboutanimalsthathavedistinctmovementsandfeatures,likethewayafishswims,anelephantswingsitstrunkandasnakeslithers.Brainstorm12distinctanimalsandwritethemontheboard.Asaclassorinsmallgroups,havestudentsselectananimalfromthelistwithouttellinganyoneandthenactitoutwhileeveryoneelsetriestoguesstheanswer.AnimalMashupSuggestedChapterPairing:1Materials:Imagesofanimals,paper,scissors,markersandglueBackground:Nory’smagicalwaysgoesabit“wonky,”causinghertoturnintomixed-upanimalcreatureslikea“bitten”(acombinationofabeaverandakitten)ora“skunkephant”(acombinationofaskunkandanelephant).


Instructions:Invitestudentstocreatetheirownmixed-upanimalcreaturefromprintedimagesofanimalsorbydrawingtheirownanimalpartstopastetogether.Ask:Whydidyouchooseeachpartforyourcreature?Whatdoyoucallyourcreature?BestFriendsMagazineSuggestedChapterPairing:7Materials:Paper,coloredpencilsandastaplerBackground:ThestudentsintheUpside-DownMagicclassatDunwiddleSchoolareoftenteasedbecauseoftheirdifferences,butjustlikeanykidatanyschool,theywanttofeelincludedandfindfriends.Instructions:Workinginpairsorsmallgroups,havestudentsdiscusswhatittakestobeagoodfriendandwhatactivitiestheyliketodowiththeirfriends.Next,haveeachstudentcreateapageforaclassmagazineaboutfriendshipthatincludesbothtextandanimage.Possiblepagethemescouldinclude,butaren’tlimitedto:tipsforbeingagoodfriend;adviceforcheeringsomeoneuponahardday;gamestoplaywithfriends;alistofbookstoreadwithafriend;apoemaboutfriendshiporashortstoryaboutatimewhenafriendmadeyourday.Encouragestudentstoincludeadrawingontheirpage.Oncethepagesarecomplete,staplethemtogethertocreateamagazine.Inviteeveryonetotaketurnsreadingtheclassmagazine.CityViewSuggestedChapterPairing:11Materials:AcomputerandinternetaccessBackground:Nory’sAuntMargoisaFlyerwhocaneventakepassengerswithherassheflieshighabovethetownofDunwiddle(106).Instructions:Takestudentsonavirtualaerialtouroftheircityusingwww.GoogleMaps.com.UsingGooglemapsinthesatelliteviewmode,invitestudentstoimaginethey’reflyinghighoverthecity.Canyoufindthebuildingwhereyouarerightnow?Whataboutthenearestlibraryandpark?Whatlocallandmarkscanyoufind?Canyoufindahousewithaswimmingpoolinthebackyard?Whatelsedoyounotice?Askstudentstocontributeideasforplacestofindonthemap.


DoubleTalkComicStripSuggestedChapterPairing:4Materials:Paper,pencilsandmarkersBackground:Throughoutthebook,theauthorsnotonlywriteaboutwhatcharactersaredoingandsaying,butalsoincludeNory’sinternaldialogue(whatsheisthinkingtoherself).Instructions:Discussthedifferencebetweeninternaldialogueandexternaldialogueusingexamplesfromthebook,likethosefoundinchapterfour.AskstudentstoconsiderwhytheauthorchosetoincludeNory’sinternaldialogue.Howdoesitchangethereader’sunderstandingofacharacter?Woulditbehelpfulifwecouldreadpeople’sthoughtsinreallife?Next,usingpaper,pencilsandmarkers,invitestudentstocreateacomicstripwithtwohalvesforeachframe:oneshowingwhattheircharacterisdoingorsaying,andanotherthatshowswhattheircharacteristhinkingatthatmoment.EscapefromtheLunchroomSuggestedChapterPairing:10Materials:Bandanas(orblindfolds),assortedobjectssuchaschairs,books,conesordeskstouseincreatinganobstaclecourseBackground:Inchapter10,NoryturnsintoaskunkephantandspraysagroupofstudentsknownastheSparkies.ShesprayedtheSparkiessothoroughlythat“anactualfogsurroundedthem”(96).Instructions:Inanopenspace(classroom,gymorlevelsportsfield),layoutavarietyofobjectstocreateobstaclesthatmustbeavoidedasstudentscrossfromonesideofthespacetotheother.Askstudentstoformalineononesidethespace.Blindfoldthefirststudentintheline.ThisstudentwillplaythepartofoneoftheSparkieswhowassprayedbyNory’sskunkephantandtemporarilycan’tsee.Thenextstudentinlinewillactasaguideanduseverbalcommands(goforward,steptoyourrighttwotimes,stop,etc.)tohelptheblindfoldedstudentavoidtheobstaclesandgettotheothersideofthespace.Onceeveryonehashadaturntocrossthespace,rearrangetheobstaclesandinvitestudentstoswitchrolesastheygobacktotheothersideofthespace.Aftertheactivity,askstudents:Howdiditfeeltobetheguide?Howdiditfeeltowalkthroughaspacewithoutbeingabletosee?Diditfeellikeyourguidecaredaboutkeepingyousafe?Thiskindofactivityiscalleda“trustactivity,”whydoyouthinkthatis?Howdoesitfeeltotrustyourclassmates?Ifyoudidthisactivityagain,isthereanythingyouwoulddodifferently?


FunwithFreezingPointsSuggestedChapterPairing:13Materials:Foreachstudent:1gallon-sizezip-topbag;1sandwich-sizezip-topbag;½cupmilkorhalfandhalf;1tablespoonsugar;¼vanillaextract;½cupkoshersalt(ortablesalt);4cupsice;atowelorglovesBackground:EventhoughElliotisaFlare,healsohasthepowertofreezethings(74).Instructions:Sharewithstudentsthatallsubstanceshavea“freezingpoint”,whichisthetemperatureatwhichtheyturnfromaliquidintoasolid.Ifpossible,showashortonlinesciencevideoaboutfreezingpointsandicecream.Nexthavestudentscombinetheseingredientsintheirsmallzip-topbags:½cupmilkorhalfandhalf,1tablespoonsugarand¼teaspoonvanillaextract.Sealthebagwell.Havestudentsplacetheirsmallbagintoagallon-sizedzip-topbagandadd4cupsoficecubes.Explainthatifstudentsweretoshakethemilkmixtureasitisnow,they’dnoticethatthemixturewouldn’tgetcoldenoughtofreeze.Howcanwemakethingscolder?Byaddingsalt!Add½cupofkoshersalt(orplaintablesalt)overtheicecubesandsealthelargerbag.Thesaltlowersthetemperatureatwhichwaterfreezes(its“freezingpoint”),sowithsalt,icewillmeltevenwhenthetemperatureisbelowthenormalfreezingpointofwater,whichis32degreesFahrenheit.Thebagwillgetquitecoldnow,sohavestudentswrapitinatowelorwearglovesastheyshakethebagforabout5minutes.Oncetheicecreamhashardened,openthebagsandenjoyyourtreat!ICanHelpSuggestedChapterPairing:17Materials:Paperandpencils;InternetaccessBackground:WhenElliotandNoryasktotestoutoftheUpside-DownMagicclass,Ms.Starrremindsthemthattheirunusualpowersmeantheyhavesomethinguniquetooffer(127).Later,thestudentsusetheirtalentstohelpaclassmateintrouble.Instructions:Workingasaclassorinsmallgroups,invitestudentstocreatealistoftheiruniqueskillsandtalents.Ask:Areyougoodatwriting?Doyouspeakasecondlanguage?Areyougoodatcaringforpets?Canyouplayaninstrument?Next,brainstormwaystousethesetalentstohelpothersinyourcity.Ask:Couldyouwriteletterstopeoplewhomightfeellonely?Couldyoutranslateforsomeonewhodoesn’tspeakEnglish?Couldyouplayyourinstrumentforresidentsofanursinghome?Iftimeallows,completethisactivitybyresearchingvolunteeropportunitiesandperformingasmallserviceproject.[Activityinstructionsforall18book-relatedactivitiesareincludedinthefullguide]

UpsideDownMagic Educators Guide Sample...LAUREN MYRACLE is the New York Times bestselling author of...

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