project b.a.s.i.c. book nook collection adapted k-1teamtn.tnvoices.org/sites/teamtn/files/k-1 adapt...
TRANSCRIPT
Project B.A.S.I.C. Book Nook Collection Adapted K-1
Title Author Topic Age
Andrew's Angry Words Lachner, Dorothea & Khing, Tjong
Coping with Feelings PK-2nd
Simon's Hook Burnett, Karen Gedig Coping with Feelings, Teasing K-2nd
Swimmy Lionni, Leo Friendship Skills PK-2nd
Odd Velvet Whitcomb, Mary E. Friendship Skills K-2nd
Mr. Peabody's Apples Madonna Friendship Skills, Gossip K-3rd
The Band-Aid Chicken Henton, Becky Rangel Friendship Skills, Peer Pressure PK-2nd
Everybody Cooks Rice Dooley, Norah Friendship, Culture K-2nd
Enemy Pie Munson, Derek Friendship, Culture K-2nd
Click, Clack, Moo: Cows that Type
Cronin, Doreen Problem Solving K-2nd
The True Story of the Three Little Pigs
Scieszka, Jon Problem Solving, Taking Responsibility PK-3rd
A Bad Case of Stripes Shannon, David Self-esteem, Being yourself PK-3rd
Stand Tall, Molly Lou Melon
Kinney, Susan Self-esteem, Bullying PK-2nd
THIS BOOK NOOK CREATED BY STAFF OF PROJECT B.A.S.I.C. of EAST TENNESSEE
BOOK NOOK – Stand Tall, Molly Lou Melon
Molly Lou Melon is short and clumsy, has buckteeth, and has a voice
that sounds like a bullfrog being squeezed by a boa constrictor. She
doesn't mind. Her grandma has always told her to walk proud, smile big,
and sing loud, and she takes that to heart.
But then Molly Lou has to start in a new school. Ronald Durkin calls her
"SHRIMPO!" and "BUCKY‐TOOTH BEAVER!" But Molly Lou has learned a
lot from her grandma and knows just how to put him in his place‐in a
very satisfying way.
Questions for Discussion:
Before Reading:
Have you ever had a time when someone was not nice to you?
Have you ever been called names because people thought you were different?
How did that make you feel?
What did you do to solve the problem?
After Reading:
What made Molly Lou different from her classmates?
What did Molly Lou look like?
What happened when Molly Lou tried to fit in?
Who did Molly Lou look to for advice?
What did she do when her classmate picked on her?
How do you think Molly Lou felt about herself? How do you know?
How did Molly Lou “stand tall” in the story?
What was unique about her? What made her stand out among her friends?
What are some unique things about you that make you stand out?
How did her grandmother know what to tell Molly Lou to do?
Follow‐up Activities:
Create “Me Collages” by using magazine pictures depicting things that make each individual special.
Create a flyer or a bumper sticker with one of the phrases that Molly Lou’s grandmother
told her and inform through use of the flyer or bumper sticker what it means.
Write a letter to someone and thank them for accepting you for who you are.
Put students in cooperative pairs and have each interview one another using a blanket set of questions which will enable students to find out unique facts about one another and share two facts discovered during the interviews.
Write a story about a time when you were new or felt different from those around you. How did you feel? What happened?
Make a bulletin board displaying the unique qualities of each child in the class‐for example‐a garden of flowers, the center of each flower is a picture of a child from your class, have children write unique qualities on each petal, place a poem in the center of the board about being unique.
Create a book for your classroom, have each child write and illustrate a page for the book about what makes them special.
THIS BOOK NOOK CREATED BY STAFF OF PROJECT B.A.S.I.C. of EAST TENNESSEE
BOOK NOOK – Everybody Cooks Rice
Carrie travels from one house to another, looking for her brother at
dinnertime. Each family invites her in for a taste of what they are cooking;
thus, she samples the ethnic diversity of her neighborhood through the rice
dishes they prepare. At home, her own Italian family is indulging in risi e bisi .
All the recipes are included at the end of the book. Yes, everybody cooks rice, and everybody
eats rice—these commonalities do bring us together, a lesson worth repeating again and again.
Questions for Discussion:
Before Reading:
What is your favorite meal your mom cooks?
Do you help your mom cook?
Do you like the same foods your friends do?
Have you ever had foods from another country? Did you like it?
After Reading:
Why does Carrie travel through her neighborhood?
What does she do at each neighbor’s home?
How do you think Carrie feels as she travels from home to home?
Which dish sounds best to you?
Have you ever eaten any of these rice dishes?
What does Carrie discover?
Follow‐Up Activities:
Have the students make recipes for being kind or tolerant of others and their
differences
Provide an opportunity for children to taste foods from other cultures or to use chop
sticks, one way to do this would be to ask parent volunteers to make something and
bring it in at a special time
Allow students to work in cooperative pairs and interview each other about where they
come from, how are they alike and how are they different, than have the pairs illustrate
or write about what they discovered
Have the children make pictures using uncooked rice to decorate the pictures,
encourage the children to illustrate a way they can be tolerant of others or something
that makes them unique.
Have each child bring a favorite recipe from home and put all the recipes in a book.
Make a copy of the book for each student
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
Book Nook – Enemy Pie
It was the perfect summer. That is, until Jeremy Ross moved into
the house down the street and became Enemy Number One.
Luckily, Dad has a surefire way to get rid of enemies‐Enemy Pie.
But one of the secret ingredients is spending an entire day with the
enemy!
In this funny yet endearing story, one little boy learns an effective
recipe for turning a best enemy into a best friend. With charming
illustrations that bring to life the difficulties and ultimate rewards
of making new friends, Enemy Pie serves up a sweet lesson in
friendship.
Questions for Discussion:
Before Reading:
What is an enemy?
What might “enemy pie” be?
How might an enemy act?
Can you tell what a person is like by looking at her or him? How?
After Reading:
Why did the boy need an enemy list?
What kinds of things are in enemy pie?
How was the pie going to work for the boy?
What did the boy have to do for enemy pie to work?
What kinds of things did the boy and Jeremy do together?
Why did the boy tell Jeremy to wait before he would let him into the tree house?
What did the boy learn about Jeremy during dinner?
What did the boy learn about Jeremy – his enemy?
How did the boy fix or resolve his issues with his enemy?
What would you have done, that was not mean, to deal with your enemy?
Follow‐Up Activities:
Have students make a class friendship chain. Invite students to watch for instances in which
classmates are being a friend and then write what they saw on a link – adding for each friend
sighting.
Book Nook – Enemy Pie
Have students make “Wanted – Best Friend” posters. Discuss desirable qualities of a best friend
and they types of pictures they might draw to illustrate the posters.
Have students brainstorm of list of “friendly” words, phrases, and actions, concentrating on
words that demonstrate community, illustrate peacemaking, offer compliments, and unite the
class as a group. Have students put these on display, using sentence strips, construction paper,
balloons, etc., around the classroom.
Have students write recipes for “Friendship Stew” or “Friendship Cake” or a similar dish. Gather
some children’s cookbooks for them to look at. Discuss measurement quantities, including
specific terms (e.g., “cup” and “tablespoon”) and non‐specific terms (e.g., “dash” or “sprinkle”).
Look at the directions for cooking vocabulary, such as “mix,” “blend,” “simmer,” “bake,”etc. Call
their attention to all of the friendship words and actions that appear on charts, in books, and in
activities that students have done in the classroom, and direct them to use these words as their
“ingredients.” Make a book, “Recipes for Friendship,” and place it in the school library.
Make a Friendship Bulletin Board. The center of the board will be a giant pie plate, your class
will fill the pie. You can choose one of several different ways to fill the pie. You will need die cuts
of a fruit or some other filling to place in the pie. You could fill the pie with pictures of students
from your class, or have the children write ways to be a great friend on each die cut, or
something they want others to know about them like they like to paint, sing, dance, play
baseball, etc.
What do you look for in a friend? Discuss similarities and differences in people, how everyone is
unique and you do not have to like all the same things to be friends. People have different
qualities that make them special. Take pre-made 2 piece puzzle pieces (take a picture from a
magazine or computer image, mount it on card board and cut it into 2 pieces) and let children
randomly pick puzzle piece and then search the class to match it with the person that has their
puzzle piece match. Once they find their match, have children to “learn” a fun fact about their
partner and give their partner a compliment by telling them one quality that they like about
them. The children can share their partner’s fun fact with the class.
THIS BOOK NOOK CREATED BY STAFF OF PROJECT B.A.S.I.C. OF EAST TENNESSEE
BOOK NOOK – A Bad Case of Stripes
What we have here is a bad case of stripes. One of the worst I’ve ever
seen!”Camilla Cream loves lima beans, but she never eats them. Why?
Because the other kids in her school don’t like them. And Camilla Cream is
very, very worried about what other people think of her. In fact, she’s so
worried that she’s about to break out in…a bad case of stripes!”
Questions for Discussion:
Before Reading:
Just by looking at the cover, what do you think this book will be about?
Do you have a favorite food?
Do you like the same foods your friends like?
Has someone ever teased you about something you liked but they didn’t?
How did that make you feel?
After Reading:
Do you like Lima Beans? Can you imagine them being your favorite food?
Do you like something that no one else does?
Would you be willing to give up something you love just to not be teased about it?
What was Camilla’s problem?
Why do you think Camilla was afraid to have people find out that she liked lima beans?
What did she give up for people to like her?
Did it work? Did she get what she wanted?
What happened to Camilla?
How do you think Camilla felt when she was teased?
How did she solve her problem?
Do you think we should change who we are so people will like us better?
Follow Up Activities:
Have students draw a picture about a time they were teased
Decorate a small box, inside the box place a small mirror‐tell the children that this is
your magic box and it contains something more precious than money, gold, diamonds
(let them name precious things) but that it is a secret and they can’t tell anyone else‐
allow them to peep into the box‐after everyone has a turn discuss what was in the box
Have students do self portraits including the things that make them special
Make rainbows with a pot of gold at the end but instead of placing a picture of gold in
the pot have them put a picture of themselves – could be a drawn picture or a
photograph
Draw a picture of yourself in Camilla’s situation‐what kind of situations would create
your patterns. Decorate it with things you like. What things do they like that other
people like? What things do you like that no one else likes?
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
BOOK NOOK – Andrew’s Angry Words
Andrew shouted angry words when his sister spilled his toys. He was
instantly sorry, but Marion had already shouted the angry words over
the phone to Ted. Andrew ran to Ted's house‐‐but it was too late. Ted
had already passed them along, and the angry words were loose in the
world. Children learn very early just how powerful words can be.
Questions for Discussion:
Before Reading:
Have you ever been feeling happy and someone does something to change how you
feel?
What did you do about it?
Do you believe we can “catch” a mood or feeling from others?
After Reading:
What happened to Andrew in the story?
How did his sister, her boyfriend, others in the story react to Andrew?
What happened to the Angry Words in the story?
How does Andrew solve his problem?
What happened to the others in the story? Were the nice words contagious like the
angry words were?
Follow up Activities:
Angry Ball: Tell the students that you are like Andrew and have brought in your own “Angry Words”. Hold up the labeled bag with the yarn ball inside. These words are so angry that they are kept confined in this bag, but for today they are going to behave and cooperate with the class. They are going to be a teaching tool so that we can experience the effect they have on us and our environment. Carefully take out the yarn ball saturated in a strong smelling powder. Ask the students, “What do you notice? Has the environment changed in some way?” Talk about the fact that I am the only one with the “angry words,” yet they notice that something is different in the atmosphere. My “angry words” have an impact on their classroom. Pass the yarn ball around so that each
student touches it. Point out that even after the “angry words” leave them, a residue remains on their hands. How is this like angry words in reality? Even after we feel better and/or say we are sorry, a residue remains. Things do not quickly return to the way they were. Trust has been nicked and it takes time to heal. Point out that “angry words” between just a couple of people can have an impact on a whole classroom (or household) just like the scent from my “angry words.”
Have the children divide a piece of construction paper in half. On one side of the paper have them write the words that make them feel angry and on the other side of the paper have them write the words that make them feel better. Have the children tear the paper in half, throw away all those words that spread anger and keep the nice words.
Use a black cardboard box decorated with symbols of the angry words from the story. Allow children to shout angry words into the box
Make a “kind and happy word” bouquet. Provide a paper plate, with a hole punched in the top, piece of yarn, markers and/or glitter and glue. Give out 4 or 5 die cut shapes similar to those in the book (flower, sunshine, smiley faces, etc) Have students write kind and happy words on each shape and glue onto the plate. Decorate with markers or glitter. Hang in a prominent position in the classroom to remind students of the power of their words.
Do the toothpaste experiment. In cooperative groups, ask students to squeeze all the toothpaste (use trial size tubes) out of the tube onto a paper plate. Ask the students to put the toothpaste back into the tube. Brainstorm and discuss how this is like our angry words (easier to say than take back, messy, etc)
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
BOOK NOOK – The Band‐Aid Chicken
A new chicken enters the barnyard excited and eager to make new
friends. However, she soon discovers that she must endure the painful
initiation of being pecked by the other chickens. She survives her ordeal
and is accepted into the group. Noticing her bruised head, the farmer
covers her sores with a band‐aid and names her the Band‐Aid Chicken.
When a new chicken enters the yard, the Band‐Aid Chicken refuses to
participate in the pecking initiation and convinces the other chickens to refuse, too. This story
sends the message that it isn't necessary to do what others want just to be accepted into the
group.
Questions for Discussion
Before Reading:
Have you ever had to make new friends?
Were you nervous about making friends when you started school or a new class?
Were people mean to you? How did that make you feel?
Have you ever felt pressured to tease another child? What did you do?
What was the hardest thing about making new friends?
What did you worry about?
After Reading:
What happened to the Band‐Aid Chicken when she came to the barnyard?
How did she feel about what happened to her?
What did she do about it?
Did it make her feel better?
Did it solve the problem?
Do you think the Band‐Aid Chicken was brave?
What about you? Are there things you think are wrong and need to be changed?
Follow‐up Activities:
Make the paper bag Chicken puppet at the back of the book or Chicken stick puppets,
place a band‐aid on the chicken puppets and give each child a band‐aid as a sticker for
the activity to remind them about the lesson
Have children design posters about being tolerant of others, have a poster contest
Allow the children to help design and decorate a bulletin board about how to get along
with others or about being tolerant of others.
Allow the students to role play situations about resisting peer pressure, being tolerant
Have students design bumper stickers about resisting peer pressure or bullying
In cooperative groups, have the students draw and design a classroom that would be
tolerant of others, discuss what they included, what they excluded and why
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
BOOK NOOK – The True Story of the 3 Little Pigs
The big bad wolf has spent ten years in pig prison for the destruction
of the three little pigs, and he has quite a story to tell that just might
prove his innocence! Alexander T. Wolf writes his own account of this
infamous meeting, and insists that he was railroaded in the classic
fairytale. After all, it was only an innocent sneeze (he had a bad cold),
and all he wanted was to borrow a cup of sugar from one of the pigs.
Why is he now the bad guy?
Questions for Discussion:
Before Reading:
Who remembers the story of The Three Little Pigs?
In that story what happened to the pigs?
Who do you think was telling the story?
Do you believe it happened the way the narrator told the story?
Are there more ways that it could have happened?
After Reading:
Who is telling this story?
Do you believe him?
Why or why not?
What was the Wolf trying to do in this story?
Have you ever made excuses for your behavior?
When you have a disagreement with a friend, do you believe that both of you have a side? Can two people be right?
How can you resolve a problem like that?
Follow‐up Activities:
Have students role play the story or similar situations
Have some sample situations or stories ready and ask that the students re‐tell the stories from a different perspective
Have students illustrate the book
In cooperative groups, have students work puzzles or play games that require problem solving skills (line up by birth‐date without speaking, move a hula hoop around a circle
without breaking the circle, solve a puzzle without speaking, etc) After the game, have students share their perspective of the problem)
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
BOOK NOOK – Swimmy
Swimmy is the sole survivor of an encounter between a school of small
fish and a tuna. When he meets a new group of his kind hiding among the
rocks, he is determined to hatch a plan so they can safely explore their
world. This visually rich, life‐affirming book teaches kids that relationships
matter.
Questions for Discussion:
Before Reading:
Were you nervous about coming to school for the first time or being in a new class?
Did you think you would make friends?
What did you do to make new friends?
After Reading:
How did Swimmy feel when he escaped from the tuna and swam alone in the deep sea?
What helped Swimmy feel happy again?
Why didn't the new school of fish want to swim and play and see things?
Did Swimmy think the fish were right to lie still so they wouldn't get eaten? Why do you think Swimmy thought what he thought?
What did Swimmy do to help the fish solve their problem?
Why do you think Swimmy offered to be the eye of the fish?
Follow‐up Activities:
Have students create a picture of cooperation taking place in the classroom, school, or
community.
Have children make a picture individually or as a group entitled “I can be a good friend
by…”
Have the students write or draw about someone they know who is a “problem solver”
what do they like about this person, what kinds of problems do they solve, do they think
this person has a difficult job, why or why not?
Have students make posters showing how they can be a good friend
Pair students with another student that they would not normally choose to do an
activity together, play a game that encourages each pair to learn about each other
and introduce each other to the class sharing what they have learned.
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
BOOK NOOK – Click, Clack, MOO: Cows that type
"Cows that type? Impossible!" That's what Farmer Brown thinks when he
first hears the "click, clack" from the barn, but then he reads the note the
cows write him. All they want is electric blankets for the cold barn. When he
refuses, they go on strike. What's worse for the farmer is that the strike
spreads to the cold hens as well. Duck finally negotiates a compromise.
Unfortunately for Farmer Brown, the ducks have learned from all this,
leaving us with a smile at the ending.
Questions for Discussion:
Before reading:
What do you think this book is about?
Have you ever seen an animal that can do something that only people do like type?
Have you ever tried to solve a problem by refusing to do something? How did it work?
After reading:
What did you think about the cows going on strike?
Were their demands reasonable?
Did it work out for them? Why or Why not?
How did the ducks help?
What did the farmer learn?
What did the cows learn? What did the hens learn? What did the ducks learn?
Could you use this way to solve a problem that you have? Why or why not?
Follow‐up activities:
Play games that allow the students to solve a problem such as “Stinky Shoe” Have the
students sit in a circle, have them take one shoe off, put all the shoes in a trash bag.
Give each child a new shoe, be sure that the shoe they get is not their own or their
neighbors. The children must figure out how to get their own shoe back but they cannot
talk, reach across the circle or throw the shoes.
Have the students make posters that illustrate the steps for problem solving
Have students role play the story
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
BOOK NOOK – Mr. Peabody’s Apples
Mr. Peabody is the beloved elementary school teacher and baseball coach, who one day finds himself ostracized when rumors spread through the small town. Mr. Peabody silences the gossip with an unforgettable and poignant lesson about how we must choose our words carefully to avoid causing harm to others.
Questions for Discussion: Before Reading:
From looking at the cover of the book, what do you think it is about?
Has anyone ever said something about you that wasn’t true? How did you feel?
What is gossip?
Do you believe gossip is harmful?
Has anyone ever spread gossip about you? After Reading:
What was the rumor about Mr. Peabody?
How did Mr. Peabody feel about the rumor? About the boys?
What should Tommy have done when he saw Mr. Peabody take the apples?
What was the reason for having Tommy cut open the pillowcase and letting the feathers fly?
Do you think words are powerful? Why or why not?
Have you ever had a rumor started about you? How did you feel? What did you do about it?
Follow‐up Activities:
Play the Telephone Game
Fill a pillow case with feathers that have slips of paper attached that have……
In cooperative groups, have the children squeeze all the toothpaste out of a tube (trail size) and instruct them to replace all the toothpaste into the tube. Lead the class in a discussion that just as we can’t ever put all the toothpaste back into the tube we can’t undo what we say
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
BOOK NOOK – Odd Velvet
Velvet is odd. Instead of dolls that talk and cry, Velvet brings a
milkweed pod for show and tell. She wins the class art contest using
only an eight‐pack of crayons. She likes to collect rocks. Even her
name is strange‐Velvet But as the school year unfolds, the things
Velvet does and the things that Velvet says slowly begin to make
sense. And, in the end, Velvet's classmates discover that being
different is what makes Velvet so much fun
Questions for Discussion:
Before Reading:
What does the word “odd” mean?
Are all people alike? Different?
Is it hard to be different?
Do you like all the same things your friends do?
Have you ever been teased because you were different or liked something different
than your friends?
After Reading:
How is Velvet different from the other kids at school?
How do the other children treat Velvet in the beginning? Do they eventually accept her?
What is her attitude like?
Does she seem upset to be different?
Does she seem comfortable with what she has and who she is?
Does she seem to feel like she is noble or special regardless of what others think of her?
What are some of her virtues?
What are some of your virtues?
Follow‐up Activities:
In cooperative pairs have the children write something they admire about their partner
on apple die cuts
Have the children draw self portraits and decorate them in all the ways they are unique
Make “Handful of Unique Students” poster. Label top of poster. Each student needs to
trace their hand onto a piece of construction paper. Write their name on their hand, cut
it out, and glue it onto the poster board and hang in the classroom
Have students color rainbows with pots of gold at one end, on the gold coins allow
children to identify their unique qualities
Make butterflies and decorate them to show their unique qualities
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE
BOOK NOOK – Simon’s Hook
Simon experiences a "bad hair day" after his sister cuts out
portions of his hair to remove some chewing gum. When his
friends tease him, the boy rushes home in tears. He finds
consolation when his Grandmother Rose tells him "a fish story"
that illustrates the pitfalls of providing an easy target for teasing
by "biting the hook." Simon's self‐esteem returns, and he rejoins
his friends and withstands their comments by following his
grandmother's sage advice.
Questions for Discussion
Before Reading:
Just by looking at the cover, what do you think this book will be about?
Have you ever been fishing? What did you catch?
Did you ever put a worm on a fish hook?
What does it mean when a fish bites a hook?
After Reading:
Why was Simon teased?
How do you think he felt when he was teased?
What did he do when he was teased?
What did his grandmother tell him?
Have you ever been teased? How did you feel?
Do you think it was hard for Simon to go back?
Do you think you lose when you get upset, mad, or return the put‐down?
Do you think it was hard for Simon to not “bite the hook?”
How do think Simon felt when he didn’t “bite the hook?”
Follow‐up Activities:
Using the examples at the end of the book, allow the students to practice through role
play
Draw cartoons of fish swimming near hooks with put‐downs attached to the hooks,
have the students draw conversation bubbles with a response for each hook
Using die cuts of fish, write the responses on the fish, attach a paper clip to each fish;
make a fishing pole using a dow rod with a string attached and a magnet at the end of
the string. Allow the children to “fish” for the responses
Allow students to draw self portraits of themselves resisting “hooks” using one of the
examples
On half sheets of construction paper, glue a white sheet of paper that says “Compliment
Card” at the top, than Name_____________ And My Friends say that I am…. And have
about 4 lines numbered under that. Punch two holes in the top, thread with a piece of
yarn and make a necklace. Allow students to visit around the room, collecting
compliments for their compliment card
THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE