Contents of the MRS KATZ AND TUSH/BREAD IS FOR EATING Curriculum Package

Inside your Reading Rainbow handmade cloth bag, you will find:

the Reading Rainbow videos Mrs. Katz and Tush and Bread is for Eating

the Mrs. Katz and Tush book and the Bread is for Eating book

a classroom game "Who's that Cat?"

a Chinese lunar calendar

a Chinese New Year banner

a poster containing the Seven Principles of Kwanzaa

©1996 GPN/University of Nebraska-Lincoln All rights reserved Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages)' In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN' Language Arts and Note to teacher: In today’s society, young people often have mis- Literature conceptions about what it is like to be old and cannot imagine growing older. Many children do Through the use of the books, Mrs. Katz and Tush and not know any older people, and it is not uncommon Bread Is for Eating, and the accompanying Reading Rainbow for grandparents to be middle-aged. Extended fami- programs, students will have the opportunity to experience lies in the home and immediate neighborhood are the following: declining. Americans typically do not value the • writing for different purposes elderly as other cultures do and tend to place a • vocabulary study premium on youth, as evidenced by our commer- • distinguishing fiction and nonfiction cial advertising. The elderly population, however, is • connecting literature with writing one of the fastest growing groups, as a result of the • literature from many cultures baby boom and medical advances. In light of all of • work of an author and illustrator these factors, the need exists for activities that • interviewing inform children and help shape their understand- • figurative language ing and attitudes toward the elderly. • making a glossary Children’s literature can assist in promoting posi- • sequencing story events tive attitudes toward aging. Selection of books that • using reference sources do not perpetuate stereotypes associated with the • Spanish language elderly is an important consideration. These ste- reotypes include: the image of elderly persons as Language Arts and Literature Activities passive, sedentary, sad, poor, senile (as the result of old age, instead of illness), infirm, dying, always Critical thinking about story characters. After viewing the a grandparent, unidimensional, eccentric, and Reading Rainbow program, read Mrs. Katz and Tush to the dependent upon younger people to add interest students. (Explain that the story on the video is an adapted and excitement to their lives. This is not to suggest version of the book.) Guide the students to use details from that these images of elderly people do not exist in the story and illustrations to extend their thinking about the real life—they do. However, the cumulative effect characters of Mrs. Katz and Larnel by discussing the following: of only these images has an impact on the atti- tudes of young people. Teachers are encouraged 1. What did Larnel think of Mrs. Katz before he knew her very to evaluate the literature featuring elderly charac- well? ters that they choose to share with their students, 2. Larnel brought Mrs. Katz and Tush together. What else did according to the following: Larnel give Mrs. Katz? What did she give Larnel in return? - Is the elderly person an important character in the 3. How was Larnel’s friendship with Mrs. Katz different from story? his friendships with people his own age? 4. How did both Mrs. Katz and Larnel change and grow as a - Is the elderly character an individual with a well- result of their friendship? rounded, multi-dimensional personality? - Is the elderly character self-reliant? Vocabulary study. In the Mrs. Katz and Tush book, Mrs. - Is the elderly character engaged in a variety of Katz declares herself a “bubee” when Tush has kittens, and activities? Larnel describes her with the same term in the inscription on - Does the elderly character interact with people of her tombstone. In the Reading Rainbow program, LeVar calls different age groups? Shari his “bubee.” Author/illustrator Patricia Polacco uses - Is the elderly character described and depicted in “bubee” and “babushka” in reference to her grandmother in the illustrations as unique and diverse in appear- many of her books. Discuss with students all the different, ance as characters of any other age group? special names they have for their grandparents and make a - Is the elderly character related to the other story list. Add to this list as they encounter other names in books characters? (Balance the “Yes” responses with about grandparents and elderly friends. Some of the names books in which the character is not a family mem- on the list may be the words for grandparents in other lan- ber.) guages, such as abuela in Spanish. (See Annotated The Annotated Bibliography, beginning on page Bibliography for recommended books about grandparents.) 77, contains suggestions for many books which portray positive images of aging.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Language Arts & Literature 5

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Mathematics

Through experiences with the Mrs. Katz and Tush and Bread Is for Eating books and the accompanying Reading Rainbow programs, students will have opportunities to work with these mathematical concepts: • measurement • months of the year • size • weight • graphing • ordinal numbers • money values • calendar • patterns • significance of numbers in cultures Mathematics Activities

Making a graph. Children in the Bread Is for Eating Read- Note to teacher: ing Rainbow video talked about their favorite kinds of bread. A large survey and the resulting graph can Survey the class about their favorite bread and graph the be made more manageable by asking stu- results. Extend the survey beyond the classroom to include dents to predict what they think the most teachers and staff, other classrooms at your grade level, or frequent responses to the question of favor- other students, as appropriate, to have a more comprehensive ite bread might be. Limit the survey to a set graphing experience. number of bread choices from the students' predictions, and have the respondents Working with data from the tasting party. On the record- choose from among those types of breads ing sheet from the bread tasting party (See activity on page listed on the survey. The graph, then, con- 57 in the Science and Health section), students are asked if tains only that number of breads. they would eat those breads again. As a class, tally the results from those sheets. Have students draw a mathematical conclu- sion from the tallies and write a statement.

Kind of Yes No Our conclusion bread

bagel llll llll Five more people liked a bagel llll ll than didn't like a bagel. ll

rye llll llll 7 people didn't like bagels. 14 bread llll people didn't like rye bread. llll We know that 7+7=14, so twice as many people didn't like rye bread.

English llll Almost the same number of muffins llll llll people liked English muffins llll that didn't like rye bread.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Mathematics 29

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Social Sciences

Through the use of the Mrs. Katz and Tush and Bread Is for Eating books and the accompanying Reading Rainbow vid- eos, students will have the opportunity to experience the following: • intergenerational relationships • family traditions • neighborhoods • food traditions • careers • international breads • map study • cultural holidays and festivals Social Science Activities

What does it mean to be "old"? Prior to doing any activi- ties designed to promote positive attitudes toward aging, try to determine the students' conceptual base regarding elderly people. Have them cut out pictures of older people from magazines and attach them to a chart. Discuss the reasons for their choices. On this chart, record their responses to the question, "What does it mean to be old?" Ask them to name some people (including famous persons) whom they perceive to be "old." Brainstorm two lists with the students: "What older people can do" and "What I can do." Have students compare and contrast the two lists. At the end of this integrated unit, revisit these charts to see if the students have altered their thinking.

Making new friends. Adopt a local nursing home or retire- ment home and arrange periodic visits for the students. Before each visit, brainstorm activities they can do with/for their new friends. Concentrate on things that do not cost money. Clear the activities with the administator of the facility (if appropriate) well in advance of the visit so that substitutions may be made if needed. Allow some time back in the class- room after the visit for students to share what they are doing and learning with their new friends.

Utilizing community resources. Through the students and their families or other building personnel, extend invitations to elderly family members or friends to visit the classroom. Find out any special talents and interests these people might have and invite them to share with the students. For example, a visiting friend might: teach a craft, share a hobby or collec- tion, play a musical instrument, tell about her/his job, cook with the children, tell stories, read to the children, and many other activities.

Map study. Pinpoint on the map, with a label of each stu- dents' name, where their grandparents live. Have available a state map, a map of the United States, and possibly a world map for this activity. MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 35

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Science & Health

Through experiences with the Bread Is for Eating and Mrs. Katz and Tush books and accompanying Reading Rainbow programs, students will have opportunities to experience the following science concepts: • kitchen chemistry • the cat family • significance of plants in cultures • life cycles • bread as food • tools of a scientist: observation, comparison and contrast Science Activities

Bread as a healthy food. Discuss with students the impor- Note to teacher: tance of bread and other members of the grain food group in Grains contain carbohydrates, protein, min- their diet. Locate the bread group on the food pyramid and erals, vitamins, and fat. Members of the discuss different ways that they can eat the recommended bread group are an important energy food number of servings per day. Relate this information to why and help muscles function properly. bread is a food staple of cultures around the world, as LeVar stated in the Bread Is for Eating Reading Rainbow program.

Bread tasting party. Because the base of experience with bread, except for plain white bread, may be rather limited for many children, have a "tasting party" of some fairly common types of bread. Obtain some donations of bagels, English muffins, croissants, baguettes, rye bread, whole wheat bread, pumpernickel, etc. Before students sample the breads, discuss the way the bread looks — its color and texture. Compare other characteristics, such as softness, chewiness, and hard- ness of crust, as they taste. Encourage students to use as many of their senses as possible in their observations. Use the recording sheet on page 61 at the end of this section for them to write their observation notes.

Examining wheat. Depending on your part of the country, Note to teacher: obtain a few heads of wheat. Have students examine the Other grains are also used to make flour heads, first with their eyes, then with a magnifying glass, and for bread, including rye, barley, rice, oat, corn, sketch their observations. If a farmer or another resource per- and buckwheat. son is available, who knows something about growing wheat, invite that person into the classroom to talk about the process. See also Winter Wheat by Brenda Z. Guiberson (Henry Holt, 1995) as a book to read aloud to students about growing wheat.

Connecting types of flour to plants. As students investi- gate breads of the world (See activity on page 10 of the Language Arts and Literature section), they will likely notice that the ingredients primarily come from what is readily avail- able in the area. For some of these breads, help them trace the path from the flour to the grain to the plant, so that they begin to develop an understanding of plants that grow in dif- ferent locations in the world. MRS. KATZ AND TUSH/BREAD IS FOR EATING Science and Health 57

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. The Arts

Through experiences with the Bread Is for Eating and Mrs. Katz and Tush books and accompanying Reading Rainbow programs, students will have opportunities to experience the following art, music, and creative dramatics: • utilization of art media • dramatic role playing • puppetry • dance • folk art in cultures • cultural toys and games • mask making • traditional music in cultures • classical music • dough art Activities associated with these experiences provide oppor- tunities for classroom teachers to co-plan and teach with art, music, and physical education specialists in the building. Arts Activities

Family involvement — Grandparents "then and now" portraits. Invite families to search for photographs showing the students' grandparents (or other older living relatives) as a child. Have students draw "then" and "now" pictures. Divide a piece of 12 x 18-inch drawing paper in half and label one side "My grandpa (or other) then" and the other side "My grandpa now." Have students use the photos in order to draw the "then" portrait and use the person as a "model" for the "now" portrait. (For students whose choice of subject may not live near enough to model, they might use current photos as a drawing aid.) Not all families may have photographs. If they are not available, encourage students to ask their grandpar- ents (or others) for specific recollections about what they looked like, how they dressed, etc., as a child. Old games — new games. Invite older friends or family members of students into the classroom to teach a game they played when they were children. After students have learned a few of these games, compare and contrast them with some of the games they play today. Thumbprint cats. Have students use an inkpad to make a thumbprint and add simple features with a pen or marker to make a cat. Invite them to use thumbprint cats to illustrate cat stories and poems they write. Also use the thumbprint cats to recommend books about cats in the Recommending Purr-fect Cat Books activity on page 9 in the Language Arts and Litera- ture section.

MRS. KATZ AND TUSH/BREAD IS FOR EATING The Arts 67

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Appendix

MRS. KATZ AND TUSH/BREAD IS FOR EATING Appendix 75

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Repro #11 Reproducible Cat Outline

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 119 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Information Sheet

Bread

The history of bread is older than recorded history. The earliest bread dough was likely a mixture of water and wild cereal grains, that had been crushed between stones to form a coarse flour. This dough was shaped into flat cakes and cooked on rocks heated by an open fire. Simple flatbread was the only kind of bread known for many years. About 4000 years ago, the Egyptians changed bread-making. Because of drawings on tombs, we know that bread was important in ancient Egyptian culture. No one is certain how, but the Egyptians discovered the action of yeast and found that they could make lighter breads. The ancient Greeks made a barley bread, but it is not believed that bread was an important food in their lives. For the ancient Romans, however, bread was extremely important. Grains were ground into flour by a miller, and public bakeries emerged as a big business. The Romans introduced their breads to all parts of their Empire. When the Empire collapsed, bread remained as a diet staple. All social classes made and ate bread. Bread became more and more important during the Middle Ages. It came to the New World with the Spanish explorers. Wheat brought from Europe was planted in Mexico. When the New England colonists arrived, they too brought wheat with them to plant. The Indians taught them how to grind corn and make cornmeal bread. Mills for grind- ing were built. New flour making processes were developed. By the early 1900s, commercial bakeries began to appear, and fewer people baked their bread at home. In recent years, making bread at home has once again become popular, thanks to techno- logical advances that have made the process more efficient and less time-consuming. Bread is the one food that is eaten in more places in the world and in greater amounts than any other. Bread comes in all shapes, sizes, and textures, and it is made from all types of ingre- dients. Below is only a very brief listing of some of the breads of the world.

corn bread chappatis (India) challah tortillas injera (Ethiopia) bannock (Inuit) pita (Middle East) crumpets scones soda bread (Ireland) monkey bread pretzel pizza crust baguette (France) brioche rice bread (China) cassava bread (South America) rye bread piki (Hopi) knäckebröd (Sweden) naan (India) bagel croissant English muffin puri (Indian) fufu (Africa) fry bread pappadam (India) appa (Sri Lanka) kasatera (Japan) barbari (Iran) matzoh kulich (Russia) stollen (Germany) panettone (Italy) hsoureki (Greece) julekage (Denmark) damper (Australia) pumpernickel sourdough whole wheat biscuit lavash (Armenia) Anadama (New England) babka (Poland)

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. MRS. KATZ AND TUSH/BREAD IS FOR EATING Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 121 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a Appendix retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #12 Reproducible Bread Outline

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 123 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #13 Reproducible Cat Paper Outline

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 125 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #14 Reproducible Cat Stationery

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 127 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #15 Reproducible Bread Stationery

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 129 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #16 Reproducible Bread Type Outlines

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 131 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #16a Reproducible Bread Type Outlines

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 133 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #16b Reproducible Bread Type Outlines

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 135 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Bread Recipes

Basic White Bread Ingredients: 1 package active dry yeast 3 cups all-purpose white flour 1 tsp. salt 2 Tbsp. vegetable oil 1 1/2 cups warm water Directions: Put the flour, yeast, and salt in a large mixing bowl. Add the vegetable oil and water. Mix all the ingredients together into a firm dough. If the dough is too sticky, add a little flour. If it is too dry, add some water. Put the dough on a floured table. Punch the dough and make it into a ball. Knead the dough for 5 minutes until it is smooth and elastic. Shape the dough into a loaf and put it in a greased 9 x 5 x 3 loaf pan. Turn the dough around so that all the surfaces are coated. Place a towel or piece of plastic wrap over the top of the pan and put it in a warm place. When the loaf has doubled in size (30 minutes or more), remove the towel (or paper) and put it in a 375° oven. Bake 45 minutes or until golden brown. Let it cool before slicing.

Basic Unleavened Bread Ingredients 1 cup water 2 cups whole wheat flour 2 Tbsp. oil 1 tsp. salt Directions: Put the water into a mixing bowl, add the other ingredients, and mix until they form a dough-like consistency. Knead the dough for 1-2 minutes to see if there is enough flour in it to handle easily. If it is too sticky, add a little more flour. Form the dough into a ball and divide it in half. Place each piece on a lightly floured surface and roll it into a large, thin circle with a rolling pin. Lightly sprinkle a baking sheet with corn meal. Put each circle on the baking sheet and bake at 375° for about 40 minutes. It will be done when it begins to turn brown and is crisp. When it is com- pletely cooked, break it into pieces and eat.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. MRS. KATZ AND TUSH/BREAD IS FOR EATING Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 137 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a Appendix retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Soft Pretzel Yield: 16 medium pretzels Ingredients: 1 package yeast 1 1/2 cups warm water 1 tsp. salt 1 Tbsp. sugar 4 cups flour 1 egg, beaten coarse salt Directions: Measure warm water into a mixing bowl. Add yeast and stir until mixed. Add sugar, salt, and flour. Mix well. Knead the dough on a lightly floured board until it is smooth, about 10 minutes. Break the dough into 16 equal lumps. Roll each piece into a rope and make any kind of shape. Grease cookie sheets and put the twisted pretzels on the cookie sheets. Brush the pretzels with the beaten egg and sprinkle with coarse salt. Let the pretzels rise for about 25 minutes. Bake at 425° for 15 to 20 minutes.

Cornbread Yield: about 16 servings (2-inch squares) Ingredients: 1 cup white flour 1 cup yellow corn meal 4 tsp. baking powder 3/4 tsp. salt 1/4 cup sugar 1 cup milk 2 eggs 4 Tbsp. soft butter or margarine Directions: Mix the flour, sugar, baking powder, and salt in a mixing bowl. Add the corn meal, milk, eggs, and margarine, and stir until all the flour is moist. The mixture will be lumpy, but it is OK to leave the lumps. Pour the mixture into a well-greased 9-inch square pan. Bake for 20-25 minutes in a 425° oven. Do not overbake. Cut into squares and serve warm.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. MRS. KATZ AND TUSH/BREAD IS FOR EATING Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 139 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a Appendix retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Chappatis Yield: about 6 large ones (7-inch diameter) Ingredients: 1 1/2 cups whole wheat flour 1/2 tsp. salt 2/3 cup warm water some oil for cooking Directions: Mix the flour and the salt together in a bowl. Gradually add the water and stir it into the flour mixture until the dough forms a ball. On a floured table, knead the dough for about 10 minutes until it is a smooth ball. Put the dough in a bowl, cover it, and let it rise for 30 minutes. Cut the dough into six pieces and roll each piece into a thin circle about 7 inches in diameter. Coat a frying pan with cooking oil and heat the pan until it starts to smoke. Cook the circles of dough, one at a time. When a circle is brown and puffy on one side, flip it over and cook the other side. It takes about 30 sec- onds for each side to turn brown and puffy. Wrap the cooked circles in a cloth while you cook the remaining ones. Eat them right away.

Indian Fry Bread Yield: about 3 flat breads (8-inch diameter) Ingredients: 2 cups flour 2 tsp. baking powder 1/2 tsp. salt 1/2 cup nonfat dry milk 2 Tbsp. shortening 1/2 cup cold water oil for frying Directions: Mix the flour, baking powder, salt, and dry milk in a mixing bowl. Add the short- ening and mix it into the flour mixture until it is crumbly. Add the water and toss the ingredients with a fork until the dough forms a ball. Put a towel over the bowl and let the dough rest at room temperature for about two hours. Cut the dough into three equal pieces. On a lightly floured table, roll each piece into a circle about 8 inches across and 1/4-inch thick. Cut two parallel slits (about 4 inches long) about one inch apart through each circle. Put about 1 inch of cooking oil in a heavy skillet and heat it over medium heat until it is very hot, but not smoking. Fry the circles, one at a time, for about 2 min- utes on each side. The bread will puff a bit and turn brown and crispy. Drain the circles on a paper towel and eat while they are warm.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. MRS. KATZ AND TUSH/BREAD IS FOR EATING Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 141 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a Appendix retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Pita Bread Yield: about 10 circles Ingredients: 1 Tbsp. yeast 2 cups warm water 6 cups all-purpose flour 2 tsp. salt 1 Tbsp. honey Directions: Dissolve the yeast in the water and add the honey. Put this mixture in a large bowl. Add the salt and flour. Do not put all the flour in at one time — add it gradu- ally, one cup at a time. Stir this mixture until the dough begins to form a ball. Put the dough on a lightly floured table. Knead for 10 minutes until the dough is smooth. Place the dough in a greased bowl and turn it around so that it is coated all over. Cover the bowl with a cloth. Let the dough rise for about 2 hours. Punch the dough down and divide it into 10 balls. Let the balls rest for about 15 minutes and then pat them into circles that are about 7 inches across. Put the circles on a baking sheet. Bake them at a 450° oven (with the baking sheet on the lowest oven rack) for 10 minutes. Wrap the pita bread in a cloth until ready to eat.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. MRS. KATZ AND TUSH/BREAD IS FOR EATING Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 143 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a Appendix retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Challah Yield: 1 loaf Ingredients: 1 package yeast 3/4 cup warm water 1 tsp. salt 1 egg 2 Tbsp. sugar 1 Tbsp. vegetable oil 2 1/2 to 2 3/4 cups all-purpose flour Direction: Dissolve the yeast in the warm water and put it in a large bowl. Stir in the sugar, salt, egg, vegetable oil, and about half the flour. Beat these ingredients well. Add the rest of the flour, a bit at a time, until the dough is easy to manage. (Mixing with your hands will work best.) Place the dough on a floured table and knead it for about 5 minutes, until it is smooth. Put the dough into a greased bowl and turn it around so that it is coated all over. Cover the bowl with a cloth and set it in a warm place for about 2 hours. Punch down the dough and divide it into 3 equal parts. Roll each part into a "snake" that is about 14 inches long. Place the snakes close to each other on a greased cookie sheet and braid them. Try not to stretch the snakes while you are braiding. Pinch the ends together and tuck them under the braid. Brush the top with some oil and let it rise again for about 50 minutes. Paint the top and sides of the bread with a mixture of 1 egg yolk beaten with 2 Tbsp. of water. Bake in a 375° oven for 20-25 minutes or until the bread is golden brown.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. MRS. KATZ AND TUSH/BREAD IS FOR EATING Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 145 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a Appendix retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Who's That Cat?

The purpose of this game is for students to recall details from books about cats that have been read aloud to them or that they have read indepen- dently. Teachers may personalize both the game board and the clue cards to fit books they have in their classrooms. Blank clue cards are included so that you may write clues about cats from books in you classroom collec- tion. You may also add the names of cats featured in your own books to blank spaces on the game board, or delete cat names from the game board if you cannot obtain a copy of that particular book. (An answer key to ac- company the game board and cards included in this curriculum package may be found at the bottom of this page.)

Materials: game board, 4 cat playing pieces and cat spinner (fuschia page), 2 sets of cards — 20 orange clue cards and 7 yellow cat cards (13 of the orange cards contain a clue; the remaining 7 instruct players to draw a yellow cat card.

Spinner and playing piece pattern: Duplicate the spinner pattern and the playing pieces on oaktag or heavy paper. Cut out the spinner pattern and the playing pieces and laminate them. For a "spinner" that moves easily, fasten an oversized safety pin (or diaper pin) in the center with a brass metal fastener. The game directions may also be placed on heavy paper and laminated for students to use while playing the game.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. MRS. KATZ AND TUSH/BREAD IS FOR EATING Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 147 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a Appendix retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Directions for playing: This game is for 2 to 4 players. Place the set of 20 orange clue cards and the set of 7 yellow cat cards face down on the marked placed on the game board. Each player chooses one of the cat laying pieces and places it on the cat on the game board. Play- ers spin the spinner to see which cat color starts the game. The first player draws a orange clue card and tries to name the cat described in the clue. If the player correctly names the cat, that player moves his or her cat piece the number of spaces written at the bottom of the clue card. If the player cannot name the cat, he or she stays on the space and does not move. If the player gets a card that says "Draw a cat card!", he or she must take a yellow card and do what it says. If a player moves and lands on the name of the cat that answers the clue for that move, the player may move his or her piece all the way to the end of the cat's tail. That player may go back to the beginning and start the game again. After each turn, play moves to the next player on the left. The game is not over until every player has had a chance to get to the cat's tail.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. MRS. KATZ AND TUSH/BREAD IS FOR EATING Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 149 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a Appendix retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 76 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Selected Bibliography of Children's Books Intergenerational Relationships — Grandparents

Ackerman, Karen. Song and Dance Man. Illus. by Stephen Gammell. Knopf, 1988. The joyful colored pencil illustrations in this Caldecott Award winner express the enthusiasm of a grandfather who reminisces about his vaudeville days and performs some of his old routines for his delighted grandchildren. Story and pictures together are a treasure.

Allen, Thomas B. On Granddaddy's Farm. Knopf, 1989. In this recollection of summers spent on his grandparents' farm in Tennessee in the 1930's, the author relates the work and play of himself and his cousins. Chalk illustrations on textured paper evoke a "fuzzy" nostalgic mood.

Anderson, Lena. Stina's Visit. Greenwillow, 1991. When Stina is visiting her grandfather, they go visit a child- hood friend of his, an old sailor, as a birthday surprise. Axel (aka Stretchit) is quite a storyteller and spins a yarn about how he rescued himself from a storm at sea by paddling ashore in a small tub. He gives Stina the tub, who turns it into a boat for her toys. Joyful watercolors enhance the text. Sequel to Stina.

Andrews, Jan. The Auction. Illus. by Karen Reczuch. Macmillan, 1991. Todd and Gramps come to terms with selling the family farm by telling stories about the family in the past and by dressing a whole family of scarecrows to adorn the place for the sale. Watercolor paintings bring life to the text.

Baker, Sanna Anderson. Grandpa Is a Flyer. Illus. by Bill Farnsworth. Albert Whitman, 1995. When a grandfather takes his granddaughter flying, he tells her about his lifelong fascination with airplanes and the people who fly them. His hope for her is that someday she will have her own wings. Colorful paintings authentically depict the past.

Bauer, Marion Dane. When I Go Camping with Grandma. Illus. by Allen Garns. BridgeWater, 1995. When a little girl goes camping with her grandmother, they hike, fish, canoe, sleep in a tent, and appreciate the won- ders of nature. Elegant illustrations dominate the pages of this story that shows a warm relationship between an active grandma and her granddaughter.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 77

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Beil, Karen Magnuson. Grandma According to Me. Illus. by Ted Rand. Doubleday, 1992. Lovely watercolors illustrate this story of a little girl's grand- mother told from her own child-like point of view. Grandma may worry about her ample lap and her increasing wrinkles, but to the little girl, the lap is simply comfortable and the wrinkles are story lines. The book depicts a warm, loving relationship.

Blegvad, Lenore. Once Upon a Time and Grandma. McElderry, 1993. Even though their grandmother takes them to the house she grew up in and tells them stories about her childhood, Emma and Luke have a hard time believing that she was ever a little girl. Delicate illustrations depict the past.

Bonners, Susan. The Wooden Doll. Lothrop, Lee & Shepard, 1991. Stephanie longs to play with the wooden doll that sits on top of her grandma's china cabinet. When she climbs up to get it, she finds that it is actually a set of nested dolls and that her name is on the bottom. Her grandfather tells her that it belonged to his mother, who gave it to him when he emigrated from Poland. Exquisite soft pastel illustrations enhance the text.

Booth, Barbara D. Mandy. Illus. by Jim LaMarche. Lothrop, Lee & Shepard, 1991. Hearing-impaired Mandy and her grandmother bake cook- ies, dance, and enjoy long nature walks. When her grandmother loses a special pin on one of their walks, Mandy braves the night and an impending storm to look for it. Large, luminescent paintings add many details to the story.

Bunting, Eve. A Day's Work. Illus. by Ronald Himler. Clarion, 1994. When Francisco goes with his abuelo to find work, he speaks for both of them because his grandfather can speak only Spanish and assures a man that his grandfather is a fine gardener. Unfortunately, his grandfather doesn't know anything about gardening, and the two of them pull up the flowers and leave all the weeds. Abuelo is angry about the lie and tells the man that they will come back the next day to fix their mistake. Lovely, soft watercolors illustrate this story of an important lesson learned by the young from the old.

Bunting, Eve. The Wednesday Surprise. Illus. by Donald Carrick. Clarion, 1989. As a special surprise for Dad's birthday, Anna teaches her grandmother to read in this wonderful celebration of lit- eracy. The text contains an element of surprise in itself, as the implication all along is that grandmother is teaching Anna. Watercolor paintings contribute to the expressiveness of the story.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 78 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Carlstrom, Nancy White. Grandpappy. Illus. by Laurel Molk. Little, Brown, 1990. The cherished visit of a little boy to his grandfather's home in Maine is related through a description of all the things they do together. Grandpappy is full of stories and advice, and Nate gathers it all in. Richly detailed pastel illustrations radiate with the warmth of their relationship.

Caseley, Judith. Dear Annie. Greenwillow, 1991. When Annie was born, her grandpa wrote to her and con- tinued to send her letters and cards over the years. Annie wrote back too, first, with the assistance of her mother and later, on her own. Annie saved all of her grandpa's letters and took them to school for show-and-tell, prompting a pen pal project in her classroom. Colorful illustrations ac- cent the text.

Choi, Sook Nyul. Halmoni and the Picnic. Illus. by Karen M. Dugan. Houghton Mifflin,1993. Yunmi's grandmother, Halmoni, has just moved to New York City from Korea and is having a difficult time adjust- ing. She is shy about speaking English, and Yunmi is afraid she will not like her new life and want to return to Korea. When Halmoni agrees to chaperone Yunmi's class picnic, Yunmi is worried that everyone will make fun of Halmoni's dress, traditional ways, and the food she prepares. The picnic is a success, however, as Halmoni teaches the chil- dren many aspects of her culture. A Reading Rainbow review book.

Crews, Donald. Bigmama's. Greenwillow, 1991. The author recounts his childhood visits to his grandmother's home in Florida. The family always traveled by train. They were never able to "settle in" at Bigmama's until they checked out everything in the house and around the farm and found that it was the same as the year before. Beautiful watercolor paintings add to the recollection. See also Shortcut by Crews for another family memory.

Davis, Maggie S. Something Magic. Illus. by Mary O'Keefe Young. Simon & Schuster, 1991. A little girl reminisces about the summers she spent with her grandmother, "Gammy," picking blueberries, digging clams, and coloring pictures. Soft watercolor illustrations give the book a look of a time past. dePaola, Tomie. Tom. Putnam, 1993. In a collection of memories taken from his own childhood, the author shares his special relationship with the grandfa- ther he called "Tom." T hey read the comics together; Tom acted out poems and told stories...and they laughed...and laughed...and laughed. Once, Tom (who was a butcher) showed Tommy a little trick with chicken legs that was not well received by anyone he tried it on, especially his teacher. This book provides warm insight into a popular author with children.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 79

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Diller, Harriett. Grandaddy's Highway. Illus. by Henri Sorensen. Boyds Mills, 1993. Maggie and her grandfather imagine an all-night trip driving an 18-wheeler west on Route 30 from Pennsylvania to the Pacific Ocean. It's a memorable trip, as they stop to eat, admire the nighttime lights, and both take a turn at the wheel. Detailed watercolor illustrations make the trip seem real.

Flournoy, Valerie. The Patchwork Quilt. Illus. by Jerry Pinkney. Dial, 1985. Grandma is making a quilt with scraps of cloth that are significant to all the members of the family. When she be- comes too ill to work on it, Tanya and her mother help finish it. Rich watercolor paintings complement the story. A Reading Rainbow feature book.

George, Jean Craighead. Dear Rebecca, Winter Is Here. Illus. by Loretta Krupinski. HarperCollins, 1993. On the shortest day of the year, a grandmother writes to her granddaughter telling her about the changes of the earth and the animals in winter and the preparation of all living things for the spring that follows.

Greenfield, Eloise. Grandpa's Face. Illus. by Floyd Cooper. Putnam, 1988. Tamika loves her grandpa, especially his face, that always shows how much he loves her. When she sees him make a terrible face while he's practicing lines from a play, she is very upset and convinced that a face like that couldn't love her. When Grandpa explains his pretend face to her, all is well again. Vibrant illustrations are both detailed and ab- stract and an effective complement to the story.

Griffith, Helen V. Georgia Music. Illus. by James Stevenson. Greenwillow, 1986. In this first in the series of books about Janetta and her grandfather, they spend their first summer together at his cabin in Georgia. They forged a relationship, which became especially important the following summer when grandaddy seemed to have lost his spirit. Janetta managed to bring laughter back to him again. Sequels include: Grandaddy's Place, Grandaddy and Janetta, and Grandaddy's Stars.

Guback, Georgia. Luka's Quilt. Greenwillow, 1994. Luka and her Tutu (grandmother) are very close and enjoy many activities together. When Tutu tells her that she is going to make her a quilt, Luka is excited because she ex- pects it to be as colorful as a flower garden. When Tutu makes a quilt that is only green and white, Luka is upset and hurts Tutu's feelings. When the two of them go to a Lei Day celebration, things begin to improve between them and Tutu arrives at the perfect compromise. Illustrations in the vivid hues of the Hawaiian Islands complement the story.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 80 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Henkes, Kevin. Grandpa and Bo. Greenwillow, 1986. Bo and his grandfather spend the summer fishing, explor- ing, finding wildlife and naming all the animals, and even celebrating Christmas in August. They end their summer by spotting a shooting star and making the same wish. Deli- cate pencil illustrations convey the warmth of the story.

Hennessy, B. G. When You Were Just a Little Girl. Illus. by Jeanne Arnold. Viking, 1991. Two children beg their grandmother to tell them about when she was a little girl. In a rhyming text illustrated with ornate watercolor illustrations, she tells them about special events and ordinary days and games and parties and many other memories.

Hest, Amy. Rosie's Fishing Trip. Illus. by Paul Howard. Candlewick, 1994. Rosie spends the morning fishing with her grandpa. The only fish they catch is too small to keep, but it really doesn't matter because they have had a wonderful time together. When they get home for lunch, they do have something they can keep forever — a poem about the day that they made up together.

Hest, Amy. The Midnight Eaters. Illus. by Karen Gundersheimer. Four Winds, 1989. It's midnight and everyone is asleep...except Samantha and her grandmother, who are roommates until Nana is well enough to go back home to her own apartment. Since they can't sleep, Nana leads them on a scary journey through the dark house to the kitchen where they build a cozy fire, eat elaborate ice cream sundaes, and tell stories about Nana as a young woman.

Hines, Anna Grossnickle. Grandma Gets Grumpy. Clarion, 1988. Lassen and her four cousins are glad to be staying over- night at grandma's house because she never complains about anything that their parents would. This time, how- ever, they become a little rowdy and go too far, even for grandma. They don't really like the "waiting game" when grandma gets grumpy, so they start to pick up their mess and soon grandma is laughing and helping to pick up too. Detailed colored pencil illustrations add realism to the text.

Hoffman, Mary. My Grandma Has Black Hair. Illus. by Joanna Burroughes. Dial, 1988. A little girls compares her grandma with the kinds of gran- nies that appear in books. Her grandma wants to be called "Sylvia" instead of a grandmotherly term, sits on the floor instead of a rocking chair, wears jeans instead of a lacy nightcap, doesn't knit, doesn't cook or bake, would never let herself be eaten by a wolf, and drives a noisy old car. She does do one thing, however, like the grannies in books do — she tells wonderful stories. Cartoon-like illustrations add to the fun.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 81

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. James, Betsy. Blow Away Soon. Illus. by Anna Vojtech. Putnam, 1995. Sophie has come to live with Nana and doesn't like the wind that blows all the time. Nana takes her up into the hills of the desert where they make a tower of stones and place special objects on it for the wind to blow away. In the pro- cess, she helps Sophie realize that "some things blow away, but some things stay...for a good long time." Beautiful illus- trations vividly capture the desert Southwest.

Johnson, Angela. When I Am Old with You. Illus. by David Soman. Orchard, 1990. A young African American child imagines all the things he and his grandaddy can do together when he grows old with him. They go fishing, play cards, eat breakfast on the porch, and visit the ocean. Lovely watercolor paintings depict the dreams and the closeness between the two.

Kroll, Virginia. Sweet Magnolia. Illus. by Laura Jacques. Charlesbridge, 1995. Six-year-old Denise finally gets her turn to stay with her grandmother, who lives in the Louisiana bayou and works as a wildlife rehabilitator. As she learns about the unique culture of the bayou country, she also learns about the wildlife of the area and has an opportunity to help save a baby bird. Richly detailed paintings inform as well as en- hance the text.

Krudop, Walter Lyon. Blue Claws. Atheneum, 1993. A little boy doesn't know his grandpa very well until he stays with him by himself for the first time and the two of them go hunting for blue claw crabs in the bay. Vivid oil paintings bring the scenery to life and illustrate the growing relationship between the boy and his grandfather.

Lasky, Kathryn. My Island Grandma. Illus. by Emily Arnold McCully. Warne, 1979. A little girl describes all the things she does with her grand- mother when she spends the summer with her on an island. Grandma is teaching her to swim and takes her sailing. They go on nature hikes, pick blueberries, and garden. The story depicts a warm relationship between a very self-reli- ant, active grandmother and her granddaughter.

Lasky, Kathryn. Sea Swan. Illus. by Catherine Stock. Macmillan, 1988. Elzibah Swan has lived a comfortable, ordered life in Bos- ton for 75 years. After a visit from her grandchildren, she begins to feel that life is passing her by. She decides to learn to swim and likes it so much that she has a small house built by the sea. When she and her cat move in, a newly independent Elzibah is taking care of herself for the first time in her life. Rich watercolors enhance the story.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 82 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Lindbergh, Reeve. Grandfather's Lovesong. Illus. by Rachel Isadora. Viking, 1993. In lucious watercolors and a poetic text, a grandfather ex- presses his love for his grandson through all the changes in nature throughout the seasons of the year.

Lyon, George Ella. Basket. Illus. by Mary Szilagyi. Orchard, 1990. A little girl, her mother, and grandmother are bound to- gether by a white oak basket that was used for a variety of purposes over the years and served as the source of many stories. Colored pencil and watercolor illustrations in bright hues enliven the text.

MacLachlan, Patricia. Three Names. Illus. by Alexander Pertzoff. HarperCollins, 1991. A great-grandfather passes on the story of his deep friend- ship with his dog, Three Names. Of particular significance were their days together at the one-room prairie school he attended. Impressionistic watercolors create the mood of the past.

Martin, Bill, Jr. & Archambault, John. Knots on a Counting Rope. Illus. by Ted Rand. Henry Holt, 1987. Even though the boy knows the story well, a proud grand- father once again tells his blind grandson, Boy-Strength-of-Blue-Horses, the story of the night of his birth, his first horse, and a horse race in which the boy participated. Elegant paintings complement the story. A Reading Rainbow feature book.

MacLachlan, Patricia. Through Grandpa's Eyes. Illus. by Deborah Kogan Ray. HarperCollins, 1980. A blind grandfather does his morning exercises, plays the cello, takes a long walk to the river, and countless other activities, as he teaches his grandson to see the world the way that he does. A Reading Rainbow review book.

McCutcheon, Marc. Grandfather's Christmas Camp. Illus. by Kate Kiesler. Clarion, 1995. It's Christmas Eve and Grandfather's old three-legged dog, Mr. Biggins, is missing. Lizzie and Grandfather set out to camp on a snow-covered mountain, hoping to lure the dog home. Exquisite oil paintings highlight the warm relation- ship.

Moore, Elaine. Grandma's Promise. Illus. by Elise Primavera. Lothrop, Lee & Shepard, 1988. One of the series about Kim's visits to her grandmother's house (See also Grandma's House, Grandma's Garden, and Grandma's Smile.), in which Kim spends a week in the winter at Grandma's. They go sledding, ice skating, make snow angels, and feed the wild animals. Soft watercolors delicately depict the special relationship.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 83

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Mora, Pat. Pablo's Tree. Illus. by Cecily Lang. Macmillan, 1994. Pablo's grandfather planted a tree in Pablo's honor when his mother adopted him. Each year on Pablo's birthday, his grandfather picks something different with which to deco- rate it. It's Pablo's birthday, and he can't wait to see what his grandfather has chosen this year. Cut-paper collage illustrations radiate the joy of Pablo's special day.

Newman, Lesléa. Remember That. Illus. by Karen Ritz. Clarion, 1996. Friday night is the best night of the week for a little girl, because it is Shabbos, and she always spends it with her Bubbe. Bubbe teaches and gives good advice — "Remem- ber that," she says, and when she grows older and must go to a nursing home to live, she maintains her loving relation- ship with her granddaughter. Highly detailed watercolor illustrations help to show the naturalness of aging in this sensitive story.

Nye, Naomi Shihab. Sitti's Secrets. Illus. by Nancy Carpenter. Four Winds, 1994. Mona's sitti (grandmother) lives in a Palestinian village on the other side of the world from her, but the distance doesn't keep Mona from thinking and wondering about her. When they meet, they forge a special relationship in spite of their language differences, as Sitti introduces Mona to life in her village and shares all of her activities with her. (She bakes a traditional bread on a flat rock in an oven.) Lucious paintings introduce readers to another culture.

Oberman, Sheldon. The Always Prayer Shawl. Illus. by Ted Lewin. Boyds Mills, 1994. Adam is a young boy in Russia whose teacher is his grand- father. His favorite story, told by his grandfather, is that of his name. Adam was named for several generations of Adams in his grandfather's family. When the revolution begins and Russia is no longer safe, Adam's family decides to leave. Adam's grandfather gives him the prayer shawl that was also passed down. Adam eventually becomes a grandfather too, and his grandson vows to have a son named Adam, so that the name and prayer shawl will con- tinue their traditions. A Reading Rainbow review book.

Orr, Katherine. My Grandpa and the Sea. Carolrhoda, 1990. Lila and her grandpa live on the island of St. Lucia in the Caribbean, where he works as a fisherman. When the large, highly technological boats deplete the sea, Grandpa must seek another means of making a living. He arrives at the idea of making ecologically sound seamoss farms and pros- pers. Vivid illustrations in tropical colors enhance this story of a grandfather who uses his head and teaches from the heart.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 84 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Polacco, Patricia. The Keeping Quilt. Simon & Schuster, 1988. The author traces her family's heritage from her great- grandmother's arrival in America to her own daughter's birth. The handmade quilt, passed down through the years, served many functions and unifies the family across genera- tions.

Polacco, Patricia. Thunder Cake. Philomel, 1990. When a little girl fears an approaching storm, her babushka helps her overcome her fear by having her help collect the ingredients needed to make a "thunder cake." A real thun- der cake must be in the oven before the storm arrives, and grandma uses the flashes of lightning and claps of thunder to determine how far away the storm is. They make it in time and enjoy the cake as it storms outside. The recipe for "Thunder Cake" is included. Another delightfully illustrated story from the author's own childhood.

Rochelle, Belinda. When Jo Louis Won the Title. Illus. by Larry Johnson. Houghton Mifflin, 1994. Jo Louis is not thrilled about going to school and explain- ing her name to people. Her grandfather soothes her fears with a story about a special night when he was young--the first night he was in the big city, the night Joe Louis won the title, and the night he met her grandma. Lucious paint- ings dominate the pages.

Rylant, Cynthia. When I Was Young in the Mountains. Illus. by Diane Goode. Dutton, 1982. In a story from her own past, the author tells about living with her grandparents in West Virginia. Events from every- day life, including a kiss from her miner grandfather's coal dust-covered face, make up the text. Illustrations in soft hues add warmth to the telling. A Reading Rainbow review book.

Sheldon, Dyan. The Whales' Song. Illus. by Gary Blythe. Dial, 1991. Breathtaking oil paintings in rich detail dominate the pages of this story about Lilly, who dreams of seeing and hearing the whales that her grandmother tells her about. Lilly pa- tiently waits, hoping to see them, and one night, a sound takes her to the beach, and she sees the dance of the whales and hears their song.

Silverman, Erica. On Grandma's Roof. Illus. by Deborah Kogan Ray. Macmillan, 1990. Even an ordinary day like laundry day is made special by Grandma when Emily spends the day with her on the roof of her building in the city. They dance and picnic and try to figure out which of the people below are grandma's neigh- bors while they are up there. Watercolor and pencil illustrations give a breezy look to the rooftop fun. A Read- ing Rainbow review book.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 85

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Sisulu, Elinor Batezat. The Day Gogo Went to Vote . Illus. by Sharon Wilson. Little, Brown, 1996. Thembi and her gogo, her great-grandmother, are very close. Gogo is quite old and has not left the house in sev- eral years. When it is announced that black South Africans can vote for the first time in a government election, the family is astonished when Gogo announces that she will go vote. Rich pastels portray the determination of a brave woman on this momentous day.

Stolz, Mary. Storm in the Night. Illus. by Pat Cummings. HarperCollins, 1988. Thomas lives with his grandfather and one night, when a storm puts the lights out, they tell stories and listen to the sounds of the darkness, and find out new things about each other. Rich dark paintings contribute to the mood of the dark, stormy night.

Thompson, Mary. Gran's Bees. Illus. by Donna Peterson. Millbrook Press, 1996. A great deal of information about the care of bees and the harvesting of honey is presented within this fictional story of a grandmother who is a beekeeper and her granddaugh- ter who is learning about keeping bees herself. Highly detailed paintings contribute the the information in the story and illuminate the relationship.

Torres, Leyla. Saturday Sancocho. Farrar, Straus & Giroux, 1995. Maria Lili spends Saturdays with her grandparents, and they always make chicken sancocho (stew). But one Saturday, there is no food in the house but eggs and no money to buy what is needed for making the stew. Maria Lili accom- panies her grandmother to the market, where she learns a valuable lesson in bartering. Recipe is included.

Walsh, Jill Paton. When Grandma Came. Illus. by Sophy Williams. Viking, 1992. A grandmother who has traveled the world and beheld many of its natural wonders claims that nothing is quite as amazing as her granddaughter, when she visits her at differ- ent stages of her life. Lush watercolor paintings dominate the pages.

Wild, Margaret. Our Granny. Illus. by Julie Vivas. Ticknor & Fields, 1993. Grannies come in all shapes and sizes, live in all sorts of places, engage in many different activities, and give any manner of kisses, but the children in this book think their granny is very unique and...very special. Lucious watercol- ors show off the grannies.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 86 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Williams, Barbara. Kevin's Grandma. Illus. by Kay Chorao. Dutton, 1975. A little boy compares his rather traditional grandma to Kevin's grandma, who rides a motorcycle, does Yoga, shingles her own roof, takes judo lessons, sky dives, and climbs mountains, among other things. Elderly People on Their Own & Relationships with Other Older Relatives & Friends

Ackerman, Karen. Just Like Max. Illus by George Schmidt. Knopf, 1990. Aaron enjoys watching his great-uncle Max, a tailor, work. When Max becomes ill and can no longer sew, Aaron tries to become Max's "hands" and makes a dress for his mother. The soft illustrations depict a loving relationship.

Cooney, Barbara. Miss Rumphius. Viking, 1982. Alice Rumphius, who is now a great-aunt, grew up in a city by the sea, but traveled the world to see faraway places. She had a mission in life, given to her by grandfather--"to make the world more beautiful." Miss Rumphius fulfilled that mission by scattering lupine seeds in as many places as she could, so that the lovely flowers would grow far and wide. Charming paintings complement this story of a self- reliant woman who never married and lived a full life.

Denslow, Sharon Phillips. Riding with Aunt Lucy. Illus. by Nancy Carpenter. Bradbury, 1991. Leonard's great-aunt Lucy is age 70 and is famous for her exploring trips in her old blue Chevy. (She's only been driv- ing for 8 years.) When Walter and Leonard accompany her on a trip, they always take a logbook because they never know what they will see or who they will meet. What they do know is that the trip will be a memorable adventure. The soft pastel illustrations add to the joy of the trip.

Denslow, Sharon Phillips. At Taylor's Place. Illus. by Nancy Carpenter. Bradbury, 1990. Tory enjoys helping her older friend, Taylor, with all sorts of woodworking projects. In this story, they make a dog weathervane for their neighbor Mrs. Perry, but they always have their next project in the works. Pastel illustrations en- hance this friendship story.

DiSalvo-Ryan, DyAnne. Uncle Willie and the Soup Kitchen. Morrow, 1991. Uncle Willie's job is to keep an eye on the story's young narrator after school, but Uncle Willie is also a volunteer at a soup kitchen. When the boy accompanies him there, he meets other people who also volunteer and becomes ac- quainted with the many people who come there to eat. Watercolor and colored pencil illustrations illuminate the text. A Reading Rainbow review book. MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 87

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Dugan, Barbara. Loop the Loop. Illus. by James Stevenson. Greenwillow, 1992. Anne spends a lot of her time playing with her doll Eleanor until she meets her older, very feisty, wheelchair-bound neighbor, Mrs. Simpson, and her cat Bertrand. Mrs. Simpson sings and plays the piano, and they take long walks and play cards. Finally, Mrs. Simpson begins to teach Anne her speciality — the yo-yo. When Mrs. Simpson is hospitalized with a broken hip, Anne continues to practice until she too becomes an expert. Cartoon-like illustrations depict this special friendship.

Edwards, Michelle. Dora's Book. Carolrhoda, 1990. Before she gets any older, Dora decides to write down some of her memories of her grandparents. She adds illus- trations to the words, and before she knows it, she has a whole book's worth. She takes to her friend Tom, who is a printer, and the two of them publish several copies of Dora's book, which she gives to her friends. Lots of infor- mation here on how to make a book.

Hest, Amy. The Ring in the Window Seat. Illus. by Deborah Haeffele. Scholastic, 1990. Annie's Great-Aunt Stella tells her a story from her child- hood about the time she was saving money to buy a ring. When a carpenter comes to work on her house and tells her how he is trying to save money to bring his little girl to America, Stella gives him the money she's been saving. Highly detailed pastel illustrations add meaning to the text.

Houston, Gloria. My Great-Aunt Arizona. Illus. by Susan Condie Lamb. HarperCollins, 1993. In this loving memoir, the author describes the contribu- tions of her great-aunt as a remarkable teacher for 57 years in the Blue Ridge Mountains. Considerable detail in the story and in the illustrations make this a special story.

Howard, Elizabeth Fitzgerald. Aunt Flossie's Hats and Crab Cakes Later. Illus. by James Ransome. Clarion, 1991. Sarah and Susan love to visit their great-great-aunt Flossie on Sunday afternoons to hear her stories. She has stories about all her hats, and after the stories...delicious crab cakes! Vivid oil paintings enrich the text. Also, see What's in Aunt Mary's Room?, the sequel to this book.

Joosse, Barbara M. Better With Two. Illus. by Catherine Stock. Harper & Row, 1988. Laura is very good friends with her older neighbor Mrs. Brady and her dog Max. The three of them do many things together, but one day, Max dies. Laura is sad, but she is more worried about Mrs. Brady and tries to cheer her up with little gifts. Finally, she goes to just sit on the porch with Mrs. Brady because sometimes being sad and remembering is better with two.

Mathis, Sharon Bell. The Hundred Penny Box. Illus. by Leo

MRS. KATZ AND TUSH/BREAD IS FOR EATING 88 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. and Diane Dillon. Viking, 1975. In a longer text than the typical picture book, Michael visits his elderly Great-Aunt Dew on a regular basis. She has a box in her room with 100 pennies in it, and she tells him stories about her life from the years inscribed on the pen- nies.

Mora, Pat. A Birthday Basket for Tía. Illus. by Cecily Lang. Macmillan, 1992. Cecilia has had many happy times with her great-aunt, her tía, and wants to do something very special for her nineti- eth birthday. She assembles a collection of objects that represent the happy memories of being with Tía and puts them in a basket. Tía is delighted with the basket and sur- prises Cecilia by dancing with her at her party. Bright, cut-paper collage illustrations enliven the pages.

Peters, Lisa Westberg. Good Morning, River! Illus. by Deborah Kogan Ray. Arcade, 1990. Katherine's older friend, Carl, tells her that the river talks to him. She wishes that the river would talk to her too, be- cause Carl always seems to know when it's safe to walk on in the winter and when it's just right for swimming in the summer. Carl teaches Katherine about all the seasonal changes of the river. When Carl becomes ill and his voice no longer booms at the river, Katherine talks for both of them, and the river responds. Lovely watercolor landscapes show the river in its glory and the beauty of a special friendship.

Polacco, Patricia. Chicken Sunday. Philomel, 1990. The author relates an incident from her childhood when she and her friends Stewart and Winston make and sell decorated eggs in order to buy a beautiful hat for the boys' "gramma," Miss Eula. Polacco's trademark watercolor, marker, and pencil illustrations contribute much to the text.

Rylant, Cynthia. The Old Woman Who Named Things . Illus. by Kathryn Brown. Harcourt, 1996. An old woman who has outlived all her friends keeps from being lonely by naming all of her belongings and adopting a stray puppy. Colorful illustrations create a warm portrait of an active and self-reliant woman.

Saul, Carol P. Someplace Else. Illus. by Barry Root. Simon & Schuster, 1995. Mrs. Tillby has lived all her life in a white house by the apple orchard, but has always wondered what it would be like to live someplace else. So one day, she sets out in her pick-up to find a new home. She starts with the city, and then goes to the seashore, and then to the mountains, to a cabin by a lake, to the desert and to a riverboat. None of them is the perfect home, so she buys a tiny trailer and hooks it onto her pick-up so that she can go "someplace else" whenever she pleases. A Reading Rainbow feature book.

Zolotow, Charlotte. I Know a Lady. Illus. by James Stevenson. MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 89

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Greenwillow, 1984. Sally describes a wonderful older lady who lives in her neighborhood who grows flowers, feeds the birds, makes great treats for all the children on holidays, and knows all the children by name. Cartoon-like illustrations paint a de- lightful intergenerational friendship. Poetry — Relationships with Elderly People

Livingston, Myra Cohn (Selected). Poems for Grandmothers. Illus. by Patricia Cullen-Clark. Holiday House, 1990.

Streich, Corrine (Selected). Grandparents' Houses. Illus. by Lillian Hoban. Greenwillow, 1984. Books about Bread

Badt, Karin Luisa. Pass the Bread! Children's Press, 1995. Different kinds of bread eaten all over the world are fea- tured in this informational text illustrated with full-color photographs. How different breads are made, how they are used in rituals, and the importance of bread in the lives of many are included.

Curtis, Neil & Greenland, Peter. How Bread Is Made. Lerner, 1992. Simple text describes how wheat is grown, harvested, ground into flour, and used by bakers to make bread. Full- color photographs illustrate the text.

Czernecki, Stefan & Rhodes, Timothy. The Sleeping Bread. Illus. by Stefan Czernecki. Hyperion, 1992. Beto, the baker, often shares his bread with Zafiro, a beg- gar. When the villagers want all the beggars out of the village before the big festival, Zafiro leaves but not before he sheds a tear in the water that Beto uses to make his bread. When the bread "sleeps" and no longer rises, Beto goes in search of Zafiro and brings him back to the village.

dePaola, Tomie. Tony's Bread. Putnam, 1989. Tony has a dream that he will become the most famous baker in northern Italy. When wealthy Angelo falls in love with Tony's daughter Serafina, he encourages Tony to make a special bread and move to Milan so he can marry Serafina. Tony then creates the special holiday bread, panettone.

Dooley, Norah. Everybody Bakes Bread. Illus. by Peter J. Thornton. Carolrhoda, 1996. Carrie from Everybody Cooks Rice visits her neighbors on a rainy day and finds that everyone is baking breads that are unique to their cultures. Recipes included.

Galdone, Paul. The Little Red Hen. Clarion, 1973. MRS. KATZ AND TUSH/BREAD IS FOR EATING 90 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Traditional retelling of this familiar tale, illustrated with large, color- ful illustrations.

Gibbons, Gail. The Too-Great Bread Bake Book. Warne, 1980. While she's waiting for her dough to rise, master bread baker Miss Tilly falls asleep and has a nightmare about a batch of bread dough that overtakes her house. Miss Tilly's bread recipe is included in the book.

Greeley, Valerie. Where's My Share? Macmillan, 1989. When a robin tries to find its share of a loaf of bread, it learns how wheat is made into bread. Delicate, realistic illustrations complement a circular text that follows a ques- tion-and-answer format.

Green, Melinda. Bembelman's Bakery. Illus. by Barbara Seuling. Parent's Magazine Press, 1978. The secret bread recipe from Bembelman's Bakery came about from a bread-baking adventure of the Bembelman children, who put handfuls of this and handfuls of that into their dough.

Hoban, Russell. Bread and Jam for Frances. Illus. by Lillian Hoban. Harper & Row, 1964. Frances eats bread and jam for all of her meals, saying she doesn't like anything else, until she gets tired of it and real- izes that she needs to try other foods.

Hoopes, Lyn Littlefield. The Unbeatable Bread. Illus. by Brad Sneed. Dial, 1996. It's snowy outside, but Uncle Jon is baking bread to hasten the spring. The results are magical, as the bread's aroma seeps into the tiniest corners of winter. Brilliantly colored oil paintings illustrate a rhymed text.

Johnson, Hannah Lyons. Let's Bake Bread. Photographs by Daniel Dorn. Lothrop, Lee & Shepard, 1973. A step-by-step process that is easy to follow shows two children baking bread. Black-and-white illustrations clarify the text.

Lindsey, Treska. When Batistine Made Bread. Macmillan, 1985. In addition to milking the goat to get her milk, picking ber- ries and making the jelly, and gathering eggs for her breakfast, six-year-old Batistine takes on her biggest challenge — making her own bread. She does this by cutting and threshing the wheat, taking it to the mill to be ground into flour, mixing the dough, and baking a loaf of bread.

Manushkin, Fran. The Matzah That Papa Brought Home.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 91

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Scholastic, 1995. Cumulative verse and colorful illustrations celebrate a family's traditions of Passover, based on the matzah that Papa brought.

Meyer, Carolyn. The Bread Book: All About Bread and How to Make It. Harcourt, 1971. The history of bread and customs associated with bread in different cultures are discussed in this text that will be a good resource for teachers. Recipes are included.

Mitgutsch, Ali. From Grain to Bread. ("Start-to-Finish" series). Carolrhoda, 1981. The step-by-step process of planting wheat seeds, harvest- ing the wheat, grinding the flour, and making bread are described in an easy-to-read text.

Myers, Edward. Forri the Baker. Ill. by Alexi Natchev. Dial, 1995. The people of Forri's village do not understand why he bakes such unusual breads, and Forri becomes an outcast. When the village is invaded, Forri comes up with a plan to save the town.

Patent, Dorothy Henshaw. Wheat — The Golden Harvest. Photographs by William Muñoz. Dodd, Mead, 1987. The planting, harvesting, and processing of wheat is dis- cussed in this informational book that stresses the importance of wheat in our lives.

Robbins, Ken. Make Me a Peanut Butter Sandwich (and a glass of milk). Scholastic, 1992. A simple text explores the process of making a peanut but- ter sandwich and a glass of milk, beginning with harvesting the peanuts and the wheat and milking the cows, to the finished products. Distinctive hand-tinted photographs supplement the text.

Thomson, Ruth. Making Bread. Photographs by Chris Fairclough. Franklin Watts, 1987. A photo-essay of a baker shows how bread is made through an informative text and color photographs. A flow chart of the process and a glossary are appended.

Turner, Dorothy. Bread. Illustrations by John Yates. Carolrohoda, 1989. An informational text supplemented by photographs and illustrations describes how bread is produced, prepared and eaten. A brief historical background and two recipes are included.

Wolff, Ferida. Seven Loaves of Bread. Illus. by Katie Keller.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 92 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Tambourine, 1993. Each morning, Milly makes 7 loaves of bread and gives 6 of them away: to the dog, the goat, the hen, the peddler, the rooster, and old Mrs. Bandy down the lane. Her sister Rose gets the last loaf, but Rose doesn't like to work harder than she has to. When Milly gets sick, Rose takes a few shortcuts in bread-baking, and disaster results.

Ziegler, Sandra. A Visit to the Bakery. Children's Press, 1987. A group of children on a field trip visit a bakery and see the process of baking bread. Full color photographs provide additional information.

Additional Resources

Bread: From Farm to Table, video. Eager Outdoor Video Productions, distributed by AIMS, 1994.

Cats — Fiction

Abercrombie, Barbara. Charlie Anderson. Illus. by Mark Graham. McElderry, 1990. A cat comes every night and stays with two little girls who name him Charlie and grow to love him. When he doesn't come one night, they set out looking for him and discover that Charlie has another life — a daytime family who calls him "Anderson." Thus, Charlie Anderson becomes a lucky cat who has two homes and two families to love him. Gor- geous paintings fill the pages.

Aliki. Tabby. HarperCollins, 1995. In this wordless book, Tabby the kitten has a new home, a warm bed, and a little girl to play with and love. Aliki's soft illustrations warmly depict Tabby's first year with her new family.

Allen, Pamela. My Cat Maisie. Viking, 1990. When a ginger cat shows up at Andrew's house, he is so excited about having a playmate that he is too rough with her and she leaves. When Lobo, the dog next door, does the same thing to him, Andrew realizes that he needs to be more gentle with his new pet. Cartoon-like illustrations ex- pressively depict Maisie's discomfort with Andrew.

Astley, Judy. When One Cat Woke Up. Dial, 1990. When one cat wakes up, she makes quite a mess through a series of mishaps in numerical order until she gets to ten. Cat lovers will enjoy counting the objects in this simple counting book.

Aylesworth, Jim. Mother Halverson's New Cat. Illus. by Toni

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 93

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Goffe. Atheneum, 1989. When Mother Halverson's cat dies, she worries about mice in her pantry and asks her husband to bring a new cat from the barn right away. He tries three different cats, but they are too irritable, too fat, and too noisy to be mousers. When he brings the last one — a shy, little tabby — she turns out to be just right for the job. Watercolor illustrations add humor to the story.

Babbitt, Natalie. Nellie, a Cat on Her Own. Farrar, Straus & Giroux, 1989. Nellie, a cat marionette, loves to dance, but believes that she can do so only when the clever old woman she lives with works her strings. Big Tom, a real cat who lives there too, takes her away one night to a gathering of cats on the top of a hill, and Nellie discovers that she can dance and be on her own after all. Delicate watercolors depict a charming Nellie.

Baker, Keith. Who Is the Beast? Harcourt, 1990. Large acrylic paintings camouflage a tiger on the prowl. An easy-to-read repetitive text reveals parts of the tiger as it encounters other "beasts" in the jungle.

Baker, Leslie. The Antique Store Cat. Little, Brown, 1992. Luminous watercolor paintings complement the adventures of Alice, a cat who escapes from her apartment and finds herself in an antique store. She encounters a talking parrot, manages to break a vase, and ultimately saves the store owner a great deal of money when he discovers that the broken vase is a fake. Hunger eventually takes her back home. Sequel to The Third-Story Cat.

Balian, Lorna. Amelia's Nine Lives. Abingdon, 1986. Nora loves everything about her cat Amelia and is heart- broken when she disappears. Because she is so upset, nine of her relatives and friends bring her an "Amelia." They look like Amelia, but they aren't her, so Nora is not con- soled. Amelia finally returns on her own...with four kittens! Cartoon-like illustrations add humor to the family's increas- ing dilemma.

Barber, Antonia. The Mousehole Cat. Illus. by Nicola Bayley. Macmillan, 1990. Mowzer, an old cat, and her "pet," the fisherman Tom, brave a terrible storm to fish so that the people of the vil- lage will not starve on Christmas. It was Mowzer's singing that managed to save them. Highly detailed paintings in rich colors highlight the text.

Brett, Jan. Comet's Nine Lives. Putnam, 1996.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 94 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. After Comet the cat loses the first of his nine lives in a garden on Nantucket, he decides that it's time to look for a home. He tries sev- eral different places on the island, but all of his attempts end badly. On his ninth life, he meets a lighthouse cat during a hurricane and finds a home at last. Brett's characteristically detailed illustrations are a feast for the eyes.

Brett, Jan. Annie and the Wild Animals. Houghton Mifflin, 1985. When winter is lasting too long and Annie's cat Taffy disap- pears, she tries to befriend several other forest animals, but for one reason or another, none of them work out. As spring arrives, so does Taffy, but she's not alone — she has three kittens with her. The detailed illustrations in the bor- ders of the pages provide the foreshadowing needed to reassure readers that everything is well with Taffy.

Calhoun, Mary. Cross-Country Cat. Illus. by Erick Ingraham. Morrow, 1979. Henry's unique ability to walk on his hind legs comes in handy when he is inadvertently left behind at a mountain cabin and must find his way back to his family in the deep snow. He masters cross-country skiing with the help of some small skis and poles and manages to intercept his family on the road. Highly detailed watercolor and pencil illustrations enhance the story.

Calhoun, Mary. Hot-Air Henry. Illus. by Erick Ingraham. Morrow, 1984. The adventuresome Henry solos in a hot-air balloon in this entry in the series. Just when he figures out how to bring the balloon down, his interest in a flock of birds takes him back up. An encounter with a goose causes a near-miss with some power lines, but Henry manages to bring the balloon down and rendezvous with the Man and the Kid. A Reading Rainbow feature book.

Calhoun, Mary. High-Wire Henry. Illus. by Erick Ingraham. Morrow, 1991. Jealous of his family's new puppy, Henry decides to try his hand — er, paws — at tightrope walking to impress them. His performance is not particularly successful, until the puppy is trapped on a ledge and Henry must use his high- wire skills to rescue the dog. Watercolor and pencil illustrations provide considerable detail to this sequel.

Calhoun, Mary. Henry the Sailor Cat. Illus. by Erick Ingraham. Morrow, 1994. In this sequel, Henry stows away on a sailboat as The Man teaches The Kid how to sail. His confidence as a sailor cat grows as he becomes accustomed to being on the boat. When The Man falls overboard, Henry becomes the hero by alerting The Kid and helping him locate his father. Richly detailed watercolors complement the text. Cameron, Alice. The Cat sat on the Mat. Illus. by Carol Jones. Houghton Mifflin, 1994.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 95

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Die-cut holes in the pages provide clues as to where a cat is going to sit next. Text is repetitive and invites prediction. All the places that the cat sits are summarized on a page at the end of the book.

Cherry, Lynne. Archie, Follow Me. Dutton, 1990. A little girl and her pet cat, Archie, do everything together. In the daytime, Archie follows her to the woods, where they quietly watch the animals. At night, she follows Archie to see the world through his eyes. Highly detailed watercolor with pen-and-ink highlights make the special relationship between the two of them seem very real.

Cleary, Beverly. Socks. Morrow, 1973. Socks enjoys his position as the center of a young couple's household. The arrival of another "pet" that cries and needs burping arouses strong feelings of jealousy and anxiety for Socks. How the two of them become pals makes for a hu- morous read-aloud chapter book in the Cleary tradition.

Clements, Andrew. Temple Cat. Illus. by Kate Kiesler. Clarion, 1996. A temple cat in ancient Egypt is worshipped as a god, and servants attend to him every moment. Such a life is not exciting for a cat, and he longs for the life he sees on the outside where children play and cats roam free. One night, he escapes and travels for three days to the sea where he finds a home with a fisherman and his children. Rich oil paintings add elegance to the text.

Cleveland-Peck, Patricia. City Cat, Country Cat. Illus. by Gilly Marklew. Morrow, 1992. Freckle is a country cat that enjoys his life on the farm with David. Charlie is a city cat that enjoys his house in the city with Sarah. Both cats lead their own lives and disappear for lengths of time. One day, Sarah follows Charlie and makes an amazing discovery — he and Freckle are the same cat! Soft watercolors illustrate the text.

Coats, Laura Jane. Goodyear the City Cat. Macmillan, 1987. Goodyear had a great life in an apartment with his owner, but he longed for adventure. When the opportunity arises, he escapes from the apartment and meets some people in the park, by a pond, and on the pier. His biggest adventure is a sailing trip on the bay with an old man. It's quite a day for Goodyear, and he's welcomed by many warm laps. But the best lap is at home. Delicate watercolors illustrate the text.

de Regniers, Beatrice Schenk. So Many Cats! Illus. by Ellen Weiss. Clarion, 1985. The story explains how a family that started with an Only

MRS. KATZ AND TUSH/BREAD IS FOR EATING 96 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Cat (she was also sad and lonely) ended up with a dozen cats, all of them very different from each other. Cartoon illustrations enliven the rhyming text. This book is a great tie-in to math activities.

Dunbar, Joyce. Four Fierce Kittens. Illus. by Jakki Wood. Scholastic, 1991. In search of a little adventure, four kittens try to frighten the other animals in the barnyard. They can't muster enough of a "meow" to make their plan work and end up being fright- ened themselves. Their bravado is restored when they manage to scare away a puppy. Large watercolor illustrations dominate the pages.

Gág, Wanda. Millions of Cats. Coward, McCann & Geoghegan, 1928. This children's literature classic finds a very old man and a very old woman searching "hundreds of cats, thousands of cats, millions and billions and trillions of cats" for the per- fect kitten.

Gantos, Jack. Rotten Ralph. Illus. by Nicole Rubel. Houghton Mifflin, 1976. Rotten Ralph, the cat whose characteristically bad behavior continually causes trouble for his owner Sarah, is the star of this series of books. The cartoon illustrations highlighting Ralph's antics help to make this cat a favorite of young readers. Series includes Worse Than Rotten Ralph, Rotten Ralph's Rotten Christmas, Rotten Ralph's Trick or Treat, Rotten Ralph's Show and Tell, Happy Birthday Rotten Ralph, and others.

Greene, Carol. The Old Ladies Who Liked Cats. Illus. by Loretta Krupinski. HarperCollins, 1991. Little did the mayor know when he decreed that the old ladies who let out their cats at night could no longer do so, that the ecological balance of the entire island on which they lived would be upset. The cats chased the mice into the forest, so they could not disturb the bees, that polli- nated the thick red clover, that was eaten by the cows, that gave sweet milk, that the sailors who protected the island drank. It wasn't until this chain was broken and invaders claimed the island, that the mayor realized that the old la- dies knew just what to do after all.

Hall, Donald. I Am the Dog. I Am the Cat. Illus. by Barry Moser. Dial, 1994. A dog and a cat take turns explaining all the wonderful qualities they have, respectively. Magnificent watercolor illustrations add life to the debate.

Harper, Isabelle. My Cats: Nick and Nora. Illus. by Barry Moser. Scholastic, 1995. Isabelle and her cousin Emmie always enjoy cats Nick and

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©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Nora, but they have especially big plans for the cats' birthday. Spe- cial clothes and party fun are in store for the accommodating felines. Lucious watercolor illustrations fill the pages and add to the fun.

Herriot, James. Moses the Kitten. Illus. by Peter Barrett. St. Martin's Press, 1984. The veterinarian relates one of his stories about a black kitten he found by the road. A farm family took the kitten and revived it, but the kitten chose his own animal family — a litter of pigs!

Hoban, Tana. One Little Kitten. Greenwillow, 1979. A simple rhyming text and black-and-white photographs follow the adventures of a curious kitten throughout its day.

Hogrogian, Nonny. The Cat Who Loved to Sing. Knopf, 1988. A cat that loves to sings meets many people and animals on his travels and makes a trade with each one. It is his last trade, however, that makes him happiest, because he trades for a mandolin. What could be more perfect for a cat that likes to sing? The cat's song is appended. Delicate watercolors help tell the story.

Ingman, Bruce. When Martha's Away. Houghton Mifflin, 1995. When Martha is away, she thinks her cat sleeps all day, but is she ever wrong! He reads the newspaper, lifts weights, paints portraits, watches cartoons, talks on the phone, and countless other things. This is a clever story for children who wonder what their pets do all day while they are at school.

Kellogg, Steven. A Rose for Pinkerton. Dial, 1981. When the family acquires Rose, the cat, as a companion for Pinkerton, a Great Dane, she quickly assumes the position of "top dog." Poor Pinkerton! He has an identity crisis him- self, thinking he's a cat, but he manages to become the hero of the day when he saves the cats at the pet show from a group of marauding poodles. Another installment in the Pinkerton series with hilarious illustrations.

Kent, Jack (Translated and Illustrated). The Fat Cat. Parent's Magazine Press, 1971. In this Danish folktale, a cat begins by eating an old woman and her pot of gruel and proceeds to eat everything else he meets along the way. The cat grows HUGE until a woodcut- ter cuts him open, freeing all he has eaten, and brings him back to his normal size. Cartoon-like illustrations provide the humor in this tale.

Ketteman, Helen. Grandma's Cat. Illus. by Marsha Lynn Winborn. Houghton Mifflin, 1996. Too much "love" is sometimes just too much, as a little girl

MRS. KATZ AND TUSH/BREAD IS FOR EATING 98 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. learns when her overly enthusiastic attention causes her grandma's cat to run and hide. She eventually learns the correct approach. The simple rhyming text and humorous illustrations will appeal to young readers.

Killilea, Marie. Newf. Illus. by Ian Schoenherr. Philomel, 1992. When a huge black dog washes up on shore from the ocean, he looks for shelter and finds, instead, a tiny white kitten. The two become magnificent friends, loyal and de- pendent upon each other. Beautiful paintings fill the pages.

Kinsey-Warnock, Natalie. Wilderness Cat. Illus. by Mark Graham. Cobblehill, 1992. Set in the late 1700s, a family is moving from Vermont to Canada and must leave their pet cat Moses behind. This devastates Serena who misses him very much. Times are hard in the Canadian wilderness and just when it appears the family may go hungry, Moses appears on their doorstep with a slain rabbit. Exquisite paintings complement the text.

Marcellino, Fred (Retold & Illustrated). Puss in Boots. Farrar, Straus & Giroux, 1990. This lavishly illustrated retelling of the old tale of the cat and his master, the miller's youngest son, merited a Caldecott Honor Book. A feast in art and design!

McMillan, Bruce. Kitten Can.... Lothrop, Lee & Shepard, 1984. Full-color photographs show many things a kitten can do (e.g., crouch, spring, stare, scratch, etc.) and teaches a lesson in verbs through the simple text.

Moore, Inga. Six-Dinner Sid. Simon & Schuster, 1991. Sid was a clever cat who lived in six houses so he could have six dinners and be petted by six different owners. Since the people never talked to each other, they did not know what he was up to until he developed a cough and was taken to the veterinarian six times. Caught in the act, Sid decided to move on to another street where he could have six dinners.

Nones, Eric Jon. Wendell. Farrar, Straus & Giroux, 1989. All sorts of mysterious things are happening in the house, and Wendell, the pet cat, is being blamed for them. What Wendell can see and his people cannot are the tiny crea- tures wreaking havoc about the place. When the people see a mouse, they call Wendell, who manages to persuade ALL the nuisances to move on. Colored pencil illustrations, rich with detail, dominate the pages.

Powell, Roxanne Dyer. Cat, Mouse and Moon. Illus. by Will Hillenbrand. Houghton Mifflin, 1994. At night, beneath the hazy light of the moon, a cat be-

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 99

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. comes a stealthy hunter. Just as he has his prey, a white-foot mouse, in his sights, the moon casts away its clouds, and the mouse escapes. More than a little annoyed, he gives up and heads for home. The sun is coming up, and he is just an ordinary day cat. Dark wa- tercolors add suspense to the story.

Purdy, Carol. Mrs. Merriwether's Musical Cat. Illus. by Petra Mathers. Putnam, 1994. Mrs. Merriwether's piano students are the misery of Peach Tree Lane every Tuesday. She doesn't seem to mind, but the neighbors do. One day, a stray cat shows up and changes the musical life of the budding pianists with the rhythmic swish of her tail. When the cat disappears, the music is worse than ever...until she reappears with a family of kittens who seem to have inherited their mother's sense of rhythm.

Rose, Agatha. Hide and Seek in the Yellow House. Illus. by Kate Spohn. Viking, 1992. In an easy-to-read, repetitive text, illustrated with large, colorful pastel illustrations, a mother cat searches the house for her kitten and eventually finds him right next to her.

Rylant, Cynthia. Henry and Mudge and the Happy Cat. Illus. by Suçie Stevenson. Bradbury, 1990. Henry's family takes in the shabbiest stray cat they have ever seen, and their big dog Mudge and the cat become fast friends. When the cat's owner appears to claim the cat, Mudge is beside himself with sadness. Extra hugs and a big box of bones helped to improve his spirits.

Rylant, Cynthia. Mr. Putter and Tabby Pick the Pears. Illus. by Arthur Howard. Harcourt Brace, 1995. Mr. Putter has a craving for pear jelly, and it's time to pick the pears. His legs don't seem to want to cooperate, how- ever. His cat Tabby understands that, having had uncooperative tail problems in the past. Nevertheless, they need to devise a plan for picking those pears!. Cartoon-like illustrations add to the fun of these two characters, who have appeared previously in Mr. Putter and Tabby Pour the Tea, Mr. Putter and Tabby Walk the Dog, and Mr. Putter and Tabby Bake the Cake.

Samuels, Barbara. Duncan & Dolores. Bradbury, 1986. Dolores goes overboard with attention to her new cat Duncan. As a result, Duncan stays away from her, prefer- ring the company of her sister Faye. When she decides to go about her usual activities and ignores Duncan, he finally comes around. Cartoon illustrations further the humor of the story. A Reading Rainbow feature book.

Sanderson, Ruth. Papa Gatto: An Italian Tale. Little, Brown, 1995. Papa Gatto, cat advisor to the prince, needs someone to care for his litter of motherless kittens when he attends his royal duties. He hires a beautiful but lazy girl who neglects

MRS. KATZ AND TUSH/BREAD IS FOR EATING 100 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. the house and the kittens. After he dismisses her, he hires her plain, but loving sister with satisfactory results.

Schertle, Alice. That Olive! Illus. by Cindy Wheeler. Lothrop, Lee & Shepard, 1986. Andy's cat Olive loves to hide from him, which forces Andy to look for her everywhere. When he makes a tuna sand- wich to lure her from hiding, he turns the tables on Olive and hides from her. Watercolor illustrations invite readers to search for Olive on the pages.

Schwartz, Alvin. Stories to Tell a Cat. Illus. by Catherine Huerta. HarperCollins, 1992. This collection of stories retold from folklore contain tales of mysterious, humorous, mythical, and just a little scary cats. Author's notes and a bibliography are included.

Sneed, Brad. Lucky Russell. Putnam, 1992. Tired of being dressed up in clothes by the farmer's daugh- ter, Russell the kitten sets out to find an important job for himself on the farm. To his dismay, all the jobs seem to be taken by the other animals. In the end, he finds that being the friend of the farmer's daughter is an important job after all. Charming watercolor illustrations enrich the text.

Stevens, Janet (Retold). How the Manx Cat Lost Its Tail. Harcourt Brace, 1990. In this retelling that explains why Manx cats have no tails, Noah had chosen a lovely orange cat from the Isle of Man to go on the ark. When the weather worsened, the Manx cat was nowhere to be found. Noah and his family called the cat until the water reached a dangerous level and they had to close the door. The Manx cat made it to the ark after all, but not soon enough to save his tail--he lost it as the door slammed shut. Expressive illustrations add humorous moments.

Sun, Chyng Feng. Cat and Cat-face. Illus. by Lesley Liu. Houghton Mifflin, 1996. Cat and Cat-face, a yellow pansy with purple markings (called "Cat-face" in Chinese), establish an unusual friend- ship when they learn to appreciate each other's differences and needs. Illustrations in soft hues add interest to this story about an unlikely pair.

Uchida, Yoshiko (Retold). The Two Foolish Cats. Illus. by Margot Zemach. McElderry, 1987. Long ago in Japan, two cats, one large and fierce and the other small and skinny, got along well and often hunted together. One day, they find two rice cakes, one big and

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 101

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. one small, and a terrible fight ensues as each thinks he deserves the bigger rice cake. They ask the wise old monkey to resolve the matter, and he does — by gradually eating both cakes in an attempt to get them to the same size.

Viorst, Judith. The Tenth Good Thing About Barney. Illus. by Erik Blegvad. Atheneum, 1971. When Barney the cat dies, a little boy's mother asks him to think of ten good things about Barney to say at his funeral. He can think of only nine things until he realizes that changes in Barney will help the flowers grow where he is buried.

Wahl, Jan. My Cat Ginger. Illus. by Naava. Tambourine, 1992. In a simple text illustrated with large acrylic paintings, a child describes all the wonderful qualities of his cat Ginger. He is puzzled, however, by Ginger's mysterious disappear- ances until he learns the reason — Ginger is father of a handsome litter of kittens.

Ward, Cindy. Cookie's Week. Illus. by Tomie dePaola. Putnam, 1988. Every day of the week, Cookie the cat gets into some sort of mischief with disastrous results. The repeated pattern text makes this book ideal for beginning readers.

Wild, Margaret. The Very Best of Friends. Illus. by Julie Vivas. Gulliver/Harcourt, 1989. James and his cat William are best friends, but James's wife Jessie is not really fond of cats. When James dies unex- pectedly, Jessie gives up on life. When Jessie rejects him, William becomes a wild cat until Jessie begins to realize she wants his friendship. Soft watercolors illustrate this touching story of loss and gain.

Williams, S. P. Ginger Goes on a Diet. Illus. by Marie Garafano. Houghton Mifflin, 1993. In this short chapter book, a foster child tries to adjust to her new home while Ginger the cat tries to adjust to her. When she tries to help Ginger lose weight, they both learn to trust — and love — again.

Wooding, Sharon. The Painter's Cat. Putnam, 1994. When Micio, the cat, stops getting the attention from Lorenzo, the painter, that he is accustomed to getting, he leaves home. Life among the street cats is not a happy one. When Micio finally goes home, he learns the reason for Lorenzo's lack of attention — he is working on a painting, for which Micio is a model of the cat. This fictional story is based on the work of Lorenzo Lotto, a Venetian painter. Beautiful illustrations.

Cats — Nonfiction

Alderton, David. Cats. Dorling Kindersley, 1992. An excellent resource on cats, packed with all sorts of in- MRS. KATZ AND TUSH/BREAD IS FOR EATING formation and illustrated with numerous full-color photographs. 102 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Arnold, Caroline. Cats In from the Wild. Photographs by Richard R. Hewett. Carolrhoda, 1993. The evolution of cats, wild and tame, is discussed through an informational text and full-color photographs. The cat's body, its behavior, and its relationships with people are included in the discussion. A fact-filled "Cat Species" chart and a glossary are appended.

Bare, Colleen Stanley. Toby the Tabby Kitten. Cobblehill, 1995. Toby is a special breed of cat — a Manx cat, a cat born without a tail. In text and full-color photographs, readers have the opportunity to watch the activities of Toby as he grows from kitten to adult cat.

Bonners, Susan. Hunter in the Snow, The Lynx. Little, Brown, 1994. Highly detailed pastel illustrations complement a story-like text that describes a year in the life of a female lynx. Her forest habitat, how she hunts for food, the mating and eventual care for her cubs are related in the text. An ap- pended page gives "vital statistics' of the lynx.

Cole, Joanna. My New Kitten. Photographs by Margaret Miller. Morrow, 1995. Cole traces the physical and behavioral characteristics of a kitten from the pregnancy of the mother cat through its delivery and up to the time it is ready to become some child's pet. Large, full-color photographs will appeal to young readers.

Cole, Joanna. A Cat's Body. Photographs by Jerome Wexler. Morrow, 1982. Black-and-white photographs, diagrams, and an informa- tive text explain how the ordinary housecat is equipped to be a hunter. Body features, such as its flexible skeleton, strong muscles, paws, and teeth are discussed, in addition to a cat's use of its senses and instincts.

Dalton, Sheila. Leopards. "Nature's Children" series. Grolier, 1990. The life of a leopard from its days as a cub, its appearance, its hunting habits, and its habitat are discussed in this infor- mational text supplemented with full-color photographs. A glossary is appended. Other big cats are included in this series.

Esbensen, Barbara Juster. The Cheetah. Illus. by Jean Cassels. Orchard, 1996. A lyrical text and elegant paintings provide accurate details about the characteristics, habitat, and behavior of this un- usual member of the cat family.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 103

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. George, Jean Craighead. The Moon of the Mountain Lions. "The Thirteen Moons" series. Illus. by Ron Parker. HarperCollins, 1991. In a lyrical prose style, the experiences of young mountain lion in its natural habitat in Washington state are described. Considerable information about the appearance and activi- ties of the lion is provided in the story-like format. An occasional painting illuminates the somewhat longer text.

Gibbons, Gail. Cats. Holiday House, 1996. A brief history of cats and basic information about domes- tic cats, their physical characteristics, and ways of communicating are included in this straight-forward text illustrated with brightly colored drawings.

Hewett, Joan. Tiger, Tiger, Growing Up.... Photographs by Richard Hewett. Clarion, 1993. Beautiful full-color photographs complement a lively text that records the first nine months of life for Tara, a Bengal tiger cub being raised at Marine World Africa USA in Califor- nia. Facts about the Bengal tiger in general and about the training of tigers at the park are included.

Kallen, Stuart A. Manx Cats. "Checkerboard Animal Library" series. Abdo & Daughters, 1996. Diagrams, full-color photographs, and an easy-to-read text present information about the cat which originates from the Isle of Man, off the coast of Great Britain, and is the only cat in the world without a tail. Other breeds of cats are dealt with in this series.

Milton, Joyce. Big Cats. Illus. by Silvia Duran. Grosset & Dunlap, 1994. This Level 2 book from the "All Aboard Reading" series describes the different physical and behavioral characteris- tics of several big cats, including leopard, tiger, lion, jaguar, cougar, and cheetah. The text also compares the big cats with pet cats.

Parnall, Peter. Cats from Away. Macmillan, 1989. Through exquisite detailed sketches and a lyrical text, Parnall describes the unique characteristics of nine cats who have come to his Maine farm over the years from "that mysterious place somewhere else."

Patterson, Francine. Koko's Kitten. Photographs by Ronald H. Cohn. Scholastic, 1985. This real-life account of Koko, the gorilla who learned to use sign language, tells of her affection for a kitten whom she grieved over when it died. This fascinating story is illus- trated with full-color photographs. Students interested in

MRS. KATZ AND TUSH/BREAD IS FOR EATING 104 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. learning more about Koko may want to read Koko's Story (1987).

Petersen, David. Mountain Lions. "A New True Book." Childrens Press, 1995. An easy-to-read informational text and full-color photo- graphs overview the North American mountain lion, including its appearance, how it preys upon other animals, where it lives, and how it raises its family. A glossary is appended.

Petersen-Fleming, Judy & Fleming, Bill. Kitten Care and Critters, Too! Photographs by Debra Reingold-Reiss. Tambourine, 1994. Text and full-color photographs alternate pages between the choosing, training, and care of a kitten with the care of wild animals in a zoo setting. Many comparisons between the way professional keepers take care of animals and the way people should care for their pets are made.

Ryden, Hope. Your Cat's Wild Cousins. Lodestar, 1991. Full-color photographs and an informative text compare 18 different types of wild cats in appearance and behavior with domestic cats. Each page contains a photo of both the wild cat and housecat involved in similar activities. Excellent resource!

Simon, Seymour. Big Cats. HarperCollins, 1991. A clearly written text, illustrated with large full-color photo- graphs, describes the physical characteristics, habits, and natural environment of several types of big cats. Excellent!

Stone, Lynn M. Wild Cats. "Predators" series. Rourke Publications, 1993. Full-color photographs and an easy-to-read text introduces bobcats, lynxes, cougars, and jaguars as predators. Their methods of hunting are discussed. Reasons for endanger- ment of these animals is included as well.

Wexo, John B. Little Cats. Creative Education, 1988. Some of the smaller members of the cat family, including the puma, cheetah, snow leopard, bobcat, and others, are discussed in a fact-filled text supplemented by full-color photographs and drawings. See also the companion vol- ume, Big Cats.

Winston, Peggy D. Wild Cats. National Geographic Society, 1981. Beautiful full-color photographs and an informational text describe similarities and differences among cats of the world. An appended chart shows photos of 33 wild cats grouped according to size.

Cats — Poetry

Chapman, Jean (Compiled). Cat Will Rhyme With Hat. Illus. by Peter Parnall. Scribner, 1986.

Farjeon, Eleanor. Cats Sleep Anywhere. Illus. by Anne MRS. KATZ AND TUSH/BREAD IS FOR EATING Mortimer. HarperCollins, 1996. Bibliography 105

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Fisher, Aileen. My Cat Has Eyes of Sapphire Blue. Illus. by Marie Angel. Crowell, 1973.

Hopkins, Lee Bennett (Selected). I Am the Cat. Illus. by Linda Rochester Richards. Harcourt Brace, 1981.

Kherdian, David. Country, Cat, City, Cat. Illus. by Nonny Hogrogian. Four Winds, 1978.

Larrick, Nancy (Compiled). Cats Are Cats. Illus. by Ed Young. Philomel, 1988.

Livingston, Myra Cohn (Selected). Cat Poems. Illus. by Trina Schart Hyman. Holiday House, 1987.

Yolen, Jane. Raining Cats and Dogs. Illus. by Janet Street. Harcourt Brace, 1993.

Additional Resources

"Cat." Eyewitness video series, distributed by Dorling Kindersley. Available for viewing on PBS.

"Eyewitness Virtual Reality: Cat." CD-ROM, distributed by Dorling Kindersley, 1995. (available in Windows and Macintosh versions)

World Wide Web site devoted to cats and cat-lovers. Address for "cat fanciers" is: http://www.fanciers.com/

Cultural Celebrations and Festivals

Kwanzaa

Brady, April A. Kwanzaa Karamu. Illus. by Barbara Knutson, Photographs by Robert L. & Diane Wolfe. Carolrhoda, 1995. Basic information about Kwanzaa is provided, but the ma- jority of the book is devoted to recipes and craft ideas for the Kwanzaa celebration. Glossary is appended.

Burden-Patmon, Denise. Imani's Gift at Kwanzaa. Illus. by Floyd Cooper. Simon & Schuster, 1993. In this fictional story, Imani is excited about her favorite day of Kwanzaa, and her grandmother talks with her about the meaning of the seven principles and the symbols of the celebration. Beautifully illustrated.

Chocolate, Deborah M. Newton. My First Kwanzaa Book. Illus. by Cal Massey. Just Us Books, 1992. A basic introduction to Kwanzaa for young readers. An "Afterword" contains a brief history, a discussion of the seven principles of Kwanzaa, and a glossary of terms.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 106 Bibliography Freeman, Dorothy Rhodes & MacMillan, Dianne M. Kwanzaa.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Enslow, 1992. A brief history, an overview of the activities for each of the seven days of Kwanzaa, and a discussion of the symbols are illustrated with drawings and full-color photographs to aid understanding. Glossary is appended.

Goss, Linda & Clay. It's Kwanzaa Time! Illus. by 7 well-known illustrators of children's books. Putnam, 1995. Background information on Kwanzaa, recipes, clothing, games, and songs are included in this book along with 7 stories to share, one for each day of Kwanzaa and each representing a principle of Kwanzaa. Excellent resource!

Hoyt-Goldsmith, Diane. Celebrating Kwanzaa. Photographs by Lawrence Migdale. Holiday House, 1993. This photo-essay provides background information on Kwanzaa and describes how a Chicago family prepares for and participates in all of the Kwanzaa activities.

Hintz, Martin & Hintz, Kate. Kwanzaa: Why We Celebrate the Way We Do. Capstone Press, 1996. The history, symbols, and principles of Kwanzaa are pre- sented in an easy-to-understand style in the nonfiction book. Full-color photographs illustrate the text.

Medearis, Angela Shelf. The Seven Days of Kwanzaa. Scholastic, 1994. The seven principles of Kwanzaa, recipes, craft ideas, and celebration activities are included in this informational book that would be a useful resource for teachers. Biographical selections called "Celebration Stories" about seven famous African Americans are also included.

Pinkney, Andrea Davis. Seven Candles for Kwanzaa. Illus. by Brian Pinkney. Dial, 1993. An introduction to the celebration of Kwanzaa in a format for young readers. The seven principles and the prepara- tion for the activities is included in the information. Elegant scratchboard illustrations enliven the presentation.

Porter, A. P. Kwanzaa. Illus. by Janice Lee Porter. Carolrhoda, 1991. The origins and practices of Kwanzaa are discussed and related to the past and present lives of African Americans. Seven principles of Kwanzaa and a list of items needed to celebrate Kwanzaa are appended.

Riehecky, Janet. Kwanzaa. Illus. by Lydia Halverson. Children's Press, 1993. An easy-to-read text explains the significance of Kwanzaa and how to celebrate it. Activity pages are appended.

Ross, Kathy. Crafts for Kwanzaa. Illus. by Sharon Lane Holm. Millbrook 1994.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 107

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Text presents directions for making 20 simple craft projects that young children can make from everyday materials.

Saint James, Synthia. The Gifts of Kwanzaa. Albert Whitman, 1994. A simple text, accented by bold paintings in rich colors, explains the significance of the seven principles of Kwanzaa.

Walter, Mildred Pitts. Kwanzaa: a Family Affair. Lothrop, Lee & Shepard, 1995. The principles, symbols, and rituals of Kwanzaa are ex- plained in this informational resource which will be primarily useful for teachers. Directions for crafts and gifts, as well as recipes, are included.

Washington, Donna L. The Story of Kwanzaa. Illus. by Stephen Taylor. HarperCollins, 1996. The seven principles of Kwanzaa are discussed in relation to present-day achievements of African Americans. Directions for craft activities are recipes are included.

Additional Resources

"Kwanzaa," video. "Holidays for Children" series. Schlessinger Video Productions, 1994.

"Kwanzaa Music," compact disc. Cambridge, MA: Rounder Music, 1994. Chinese New Year

Behrens, June. Gung Hay Fat Choy. Children's Press, 1982. Text and full-color photographs explain the significance of Chinese New Year and describe the celebration by Chinese Americans.

Brown, Tricia. Chinese New Year. Photographs by Fran Ortiz. Henry Holt, 1987. This photo essay, illustrated with black-and-white photo- graphs, describes the preparation for and festivities of a Chinese New Year celebration in San Francisco's Chinatown.

Chin, Steven A. Dragon Parade. Illus. by Mou-Sien Tseng. Steck-Vaughn, 1993. Norman Ah Sing has just arrived in the Land of the Gold Mountain in the 1850s. He is so happy to be in America that he plans a Chinese New Year celebration with his other friends in Chinatown, and they invite many other people from San Francisco to join them.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 108 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Chinn, Karen. Sam and the Lucky Money. Illus. by Cornelius Van Wright & Ying-Hwa Hu. Lee & Low, 1995. It's Chinese New Year and Sam has his traditional gift of money and for the first time, he may decide how he wishes to spend it. When he realizes that he doesn't have enough to buy some of the things he wants, his joy turns to disap- pointment. His good feelings return when he gives his lucky money to a homeless man. Vivid watercolor illustrations fill the pages.

Jackson, Marjorie. Dragon Feet. Illus. by Mark Mitchell. Richard C. Owen Publishers, 1996. Designed for beginning readers, the simple text and water- color illustrations introduce readers to some of the customs associated with Chinese New Year.

Sing, Rachel. Chinese New Year's Dragon. Illus. by Shao Wei Liu. Simon & Schuster, 1994. In a fictional story, a young Chinese American girl and her family go through the preparations for the Chinese New Year celebration. (Note: The dragon that brings rain should be depicted as green or black, but not yellow as shown in the illustration. The yellow dragon is the imperial dragon.)

Wallace, Ian. Chin Chiang and the Dragon's Dance. Atheneum, 1984. From the time he was a small boy, Chin Chiang has dreamed of dancing the dragon's dance. It is finally the first day of the Year of the Dragon, and he is to dance with his grandfather that night. The problem is--he is terrified that he cannot dance well enough to make his grandfather proud. When he hides out in the public library, he makes a new friend who can help him solve his problem. Watercolor paintings bring the celebration alive.

Waters, Kate & Slovenz-Low, Madeline. Lion Dancer: Ernie Wan's Chinese New Year. Photographs by Martha Cooper. Scholastic, 1990. Magnificent full-color photographs complement this photo essay of a New York family's preparations for Chinese New Year, in which their son, Ernie, will perform his first Lion Dance. Yen, Clara (Retold). Why Rat Comes First: A Story of the Chinese Zodiac. Illus. by Hideo C. Yoshida. Children's Book Press, 1991. In this folktale from China, the Jade King invites all the ani- mals of the earth to his heavenly kingdom for a feast, but only 12 come. He decides to name a year of the Chinese calendar cycle for each one of them, but an argument de-

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 109

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. velops between Rat and Ox about which one should come first. To settle the matter, the King takes Rat and Ox to a playground, where the children choose Rat (oversized, so that he is equal to Ox) to be first.

Additional Resource

"Chinese New Year," video. "Holidays for Children" series. Schlessinger Video Productions, 1994. Latino — Day of the Dead

Ancona, George. Pablo Remembers: the Fiesta of the Day of the Dead. Lothrop, Lee & Shepard, 1993. On October 30, people in Mexico are preparing for the 3- day festival known as the Day of the Dead, a time to celebrate one's ancestors. This photo essay of Pablo and his family shows their participation in these elaborate preparations. For Pablo, this fiesta has become especially meaningful, as he plans to honor his abuelita, his grandmother, who passed away two years previously.

Hoyt-Goldsmith, Diane. Day of the Dead. Photographs by Lawrence Migdale. Holiday House, 1994. The history, customs, and rituals associated with the Day of the Dead ceremonies are explained in an informational text illustrated with full-color photographs. The celebration is seen through the eyes of Mexican-American twins living in California, whose family honors the tradition of remember- ing special people who are no longer with them.

Krull, Kathleen. Maria Molina and the Days of the Dead. Illus. by Enrique O. Sánchez. Macmillan, 1994. In this fictional story, illustrated with acrylic gouache paint- ings, Maria and her family prepare for and participate in the festival of the Day of the Dead. In addition to other family members who have gone, Maria's family is remembering her baby brother Pablo who died when he was just a few months old. An informational note is appended.

Levy, Janice. The Spirit of Tío Fernando. Illus. by Morella Fuenmayor. Albert Whitman, 1995. Through their participation in the festivities for the Day of the Dead, Nando and his family remember their favorite uncle. A bilingual text (English and Spanish) tells this fic- tional story. Latino — Las Posadas and other Christmas Holidays

Anaya, Rudolfo. The Farolitos of Christmas. Illus. by Edward Gonzales. Hyperion, 1995. In this story set in New Mexico during World War II, Luz is worried that her father will not be home from the war for

MRS. KATZ AND TUSH/BREAD IS FOR EATING 110 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Christmas. She is also upset that her abuelo (grandfather) is ill and cannot prepare the luminarias (lighted piñon logs) to shine in front of the house so that the traditional procession of the pastores (shep- herds on their way to see Jesus) will stop at their home. Luz solves the problem by creating farolitos to light the way.

Ciavonne, Jean. Carlos, Light the Farolito. Illus. by Donna Clair. Clarion, 1995. It's Christmas Eve, and Carlos is excited about the re-enact- ment of the Nativity, Las Posadas, that will take place at his home that night. His parents and grandfather have not come home yet, however, and Carlos is worried that they will not make it in time. As the evening goes on, it is Carlos himself who must assume the role of his grandfather in the traditional ceremony and invite the guests in. This fictional story provides much information about the traditions asso- ciated with Las Posadas.

dePaola, Tomie (Retold). The Legend of the Poinsettia. Putnam, 1994. When Lucida's mother becomes ill, she is unable to help Lucida finish the blanket they had begun weaving as a gift to carry in the Christmas Eve procession to place at the nativity at the church. So that she does not go empty- handed, Lucida takes an armful of weeds, which miraculously become topped with brilliant red flowers.

Soto, Gary. Too Many Tamales. Illus. by Ed Martinez. Putnam, 1993. Maria tries on her mother's diamond ring while she is help- ing her make tamales for the family Christmas celebration. Panic ensues, however, when she discovers the ring is missing. She believes the ring is lost in a batch of tamales, so she and her cousins eat all the tamales trying to find it. They are not successful. Maria confesses to her mother and finds that her mother was wearing it all along. Beautiful paintings illustrate the story.

Zapater, Beatriz McConnie. Three Kings' Day. Illus. by Nayda Collazo Llorens. Simon & Schuster, 1992. It is January 5, the eve of Three Kings' Day, and Melinda is looking forward to the food, the traditions, and the visit during the night of the Three Kings bearing gifts. Native American — Powwow

Ancona, George. Powwow. Harcourt Brace, 1993. Full-color photographs help to clarify the information in this photo essay about powwows — the celebrations that reaf- firm the shared traditions of Native Americans. This book features the Crow Fair in Montana, the largest powwow in North America.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 111

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Braine, Susan. Drumbeat...Heartbeat: A Celebration of the Powwow. Lerner, 1995. The dancing, drumming, foods, crafts, and cultural tradi- tions of the powwow among the Northern Plains Indians are presented in this informational text, illustrated with full- color photographs.

Coombs, Linda. Powwow. Illus. by Carson Waterman. Simon & Schuster, 1992. Fictional story of a girl's first time dancing the "Fancy Shawl Dance" at a powwow.

Crum, Robert. Eagle Drum: on the powwow trail with a young grass dancer. Four Winds, 1994. The customs, stories, and traditions of the Native American powwow are presented in this photo essay that follows the preparation of nine-year-old Louis Pierre to perform the grass dance for the first time. Full-color photographs illumi- nate the text.

Additional Resources — Audio Recordings

"Powwow Songs." New World Records.

"Pow-wow Songs." Blackstone Singers. Canyon Records.

"Gathering of Nations Pow-wow 1991." (recorded live) Sound of Americas Records.

"Drumming the Heartbeat." Brooke Medicine Eagle. Harmony Network. Hanukkah

Adler, David A. One Yellow Daffodil. Illus. by Lloyd Bloom. Gulliver/Harcourt, 1995. A lonely florist, who is generous with his flowers to every- one, is invited to a Hanukkah celebration by two children who frequent his shop. He no longer celebrates Hanukkah, but he recalls his boyhood in Poland before he and his fam- ily were taken to a concentration camp. He finds the menorah that belonged to his family and shares it with the family of the two children. Beautiful acrylic paintings en- hance the story.

Aleichem, Sholem. Hanukah Money. Illus. by Uri Shulevitz. Greenwillow, 1978. Hanukah is here. Mother is preparing the special foods, and the relatives visit. Best of all, the male relatives give money to the children. In this fictional story, two young boys won- der how much Hanukah money they will receive.

Drucker, Malka. Grandma's Latkes. Illus. by Eve Chwast. Harcourt Brace, 1992.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 112 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. While Molly helps her grandma make latkes, Grandma explains why Hanukkah is celebrated. Woodcuts on rice paper that have been watercolored illustrate the story in a unique way. A recipe for latkes is appended.

Ehrlich, Amy. The Story of Hanukkah. Illus. by Ori Sherman. Dial, 1989. Vivid gouache paintings illustrate this story of why Hanuk- kah is celebrated.

Hoyt-Goldsmith, Diane. Celebrating Hanukkah. Photographs by Lawrence Migdale. Holiday House, 1996. In this photo-essay, Leora explains the history of Hanuk- kah, the special preparations her family makes for the holiday, and the foods, games, and prayers that are part of the celebration. Glos- sary is appended.

Jaffe, Nina. In the Month of Kislev. Illus. by Louise August. Viking, 1992. Feivel, a wealthy lumber merchant, takes a poor peddler, Mendel, and his family to court because Mendel's children have been smelling the latkes that are prepared at Feivel's house. He demands that the rabbi rule a payment is due for the smell of the latkes. The rabbi then collects all the Ha- nukkah gelt (coins) the people in the village have, puts it in a bag, and shakes it. As a result, for the scent of his latkes, Feivel has been compensated with the sound of gelt. Wood- cuts painted with oils complement the story.

Kimmel, Eric. The Magic Dreidels: A Hanukkah Story. Illus. by Katya Krenina. Holiday House, 1996. When Jacob drops his new dreidel into a well, he discovers that a goblin lives there. The goblin gives him magic dreidels to replace his lost one. They spin out latkes and Hanukkah gelt. When his wily neighbor tricks Jacob out of the dreidels, the goblin steps in to help.

Kimmel, Eric. Hershel and Hanukkah Goblins. Illus. by Trina Schart Hyman. Holiday House, 1989. When some villagers tell Hershel that they cannot celebrate Hanukkah because goblins haunt the synagogue at the top of the hill, Hershel decides to try to help. To break the power of the goblins, he must spend eight nights in the synagogue and light the Hanukkah candles each night, except for the last, when the king of the goblins must light them himself. Hershel manages to outwit the goblins and tricks the king into lighting the Hanukkah candles. A Caldecott Honor Book.

Kimmel, Eric. The Chanukkah Tree. Illus. by Giora Carmi. Holiday House, 1988. A peddler has one Christmas tree left to sell and tricks the people of Chelm into buying it and decorating it as a "Chanukkah tree." They decorate the tree with latkes, dreidels, and candles, and on the top, they put the door to the synagogue because it has a star on it. When a traveler passing through makes fun of their tree, the people are MRS. KATZ AND TUSH/BREAD IS FOR EATING dismayed, but the next morning, they awake to the sound Bibliography 113

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. of birds. In the boughs of the tree, the birds had found shelter, warmth, and food.

Kimmel, Eric. The Chanukkah Guest. Illus. by Giora Carmi. Holiday House, 1990. Bubba Brayna doesn't see or hear as well as she used to, but she still makes the best potato latkes in the village. On the first night of Chanukkah, an old bear wanders into her house and eats all of her latkes when she mistakes him for the rabbi.

Kuskin, Karla. A Great Miracle Happened There: A Chanukah Story. Illus. by Robert Andrew Parker. HarperCollins, 1993. Henry is invited to the home of his Jewish friend to partici- pate in the first night of Chanukah. After the candles are lit, he hears the story of why Chanukah is celebrated. Soft watercolors illustrate the story.

Levine, Arthur A. All the Lights in the Night. Illus. by James E. Ransome. Tambourine, 1991. It is almost Hanukkah, but a mother and father send their two boys away from Russia, where it is no longer safe, to join their brother in Palestine. Their journey to freedom is hard and dangerous, but they keep their spirits up by tell- ing each other the story of Hanukkah and by lighting an old lamp that has only one night's worth of oil in it. In the end, it is the lamp that ensures their safe passage. Exquisite oil paintings add drama to the text.

Manushkin, Fran. Latkes and Applesauce. Illus. by Robin Spowart. Scholastic, 1990. The Menashe family is looking forward to their traditional Hanukkah foods, but a blizzard has covered all the potatoes and apples, so there will be no latkes and applesauce this year. They have little to eat as the storm continues, but they share what they have with a starving kitten and dog. In return, the dog digs up potatoes and the cat finds apples in the tree. Is it a miracle?

Modesitt, Jeanne (Compiled). Song of Chanukah. Illus. by Robin Spowart. Little Brown, 1992. Words and music for 14 Chanukah songs, both folk and contemporary, are collected in this picture book. Each se- lection is prefaced by a note of explanation.

Rosen, Michael. Elijah's Angel. Illus. by Aminah Brenda Lynn Robinson. Harcourt Brace, 1992. Michael, a Jewish boy, and Elijah, an African American barber and woodcarver, are friends. When Elijah gives him a carved angel for Christmas, Michael fears bringing it into his Jewish home, but his parents persuade him that the angel is a gift of friendship. Michael reciprocates by giving Elijah a menorah. Vivid illustrations from house paint on cloth enrich this story that comes from the experience of

MRS. KATZ AND TUSH/BREAD IS FOR EATING 114 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. both the author and the illustrator.

Schnur, Steven. The Tie Man's Miracle. Illus. by Stephen T. Johnson. Morrow, 1995. Seth is impatient on the last night of Chanukah when old Mr. Hoffman, the tie peddler, takes up so much of his par- ents' time with his ties. When they invite him to stay for lighting the candles, he tells them the story of losing his family because of the Holocaust. He also tells them of a miracle when all the candles burn out at the same time and carry someone's wishes to God. Seth makes a wish that night for the tie man to have his family back, and he is sure that all nine candles went out at the same time. He never sees the tie man again. Beautifully detailed watercolors en- hance this story.

Schotter, Roni. Hanukkah! Illus. by Marylin Hafner. Joy Street Little, Brown, 1990. In an easy-to-read fictional text, the meaning and traditions of Hanukkah are explained through the celebration of one family.

Weiss, Nicki. The First Night of Hanukkah. Grosset & Dunlap, 1992. In this Level 2 book from the "All Aboard Reading" series, a little girl learns how Hanukkah began, as her family pre- pares to celebrate the holiday. General Titles & Other Celebrations

Ancona, George. Fiesta U.S.A. Lodestar, 1995. An overview of four Latino celebrations — Day of the Dead, Las Posadas, Three Kings' Day, and New Years Los Matachines — are provided in this photo essay, illustrated with full-color photographs.

Ghazi, Suhaib Hamid. Ramadan. Illus. by Omar Rayyan. Holiday House, 1996. Much information is given about the Muslim celebration of Ramadan in this story about Hakeem and his family.

Goldin, Barbara Diamond. Cakes and Miracles: A Purim Tale. Illus. by Erika Weihs. Viking, 1991. Blind Hershel helps his mother prepare the pastries she plans to sell during Purim by making some of the dough into cookies cut in a variety of shapes. She marvels at his ability to make the shapes he cannot see. The cookies are successful, as they sell every one. Goring, Ruth. Holidays and Celebrations. "Latino Life" series. Rourke, 1995. Full-color and black-and-white photographs supplement an informational text about Latino celebrations. Day of the Dead, Las Posadas, and Three Kings Day are included. Most useful as a teacher reference.

Lankford, Mary D. Christmas Around the World. Illus. by Karen Dugan. Morrow, 1995. MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 115

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. An overview of Christmas celebrations in 12 countries around the world is presented. Descriptions for making crafts, a facts page, a pronunciation guide, and a collection of Christmas sayings are appended. (Las Posadas is one of the celebrations that is described.)

Livingston, Myra Cohn. Festivals. Illus. by Leonard Everett Fisher. Holiday House, 1996. Poems celebrating fourteen festivals from around the world, including Chinese New Year, Kwanzaa, The Day of the Dead, Las Posadas, Ramadan, and Têt Nguyen-Dan.

Livingston, Myra Cohn (Selected). Poems for Jewish Holidays. Illus. by Lloyd Bloom. Holiday House, 1986. A collection of sixteen poems celebrating Jewish holidays.

MacMillan, Dianne. Têt: Vietnamese New Year. Enslow, 1994. Drawings and photographs supplement the information given about the traditions associated with the Vietnamese New Year.

Matthews, Mary. Magid Fasts for Ramadan. Illus. by E. B. Lewis. Clarion, 1996. During the month of Ramadan, Muslims eat and drink nothing from sunrise to sunset every day. Eight-year-old Magid wants to fast also, even though his family members do not think he is old enough. He begins to fast, secretly, and finds that it is very hard to go without food and water all day. It is also very hard to keep his fasting a secret. In the end, he finds the solution in gradually learning to fast. An author's informational note and glossary with a pronun- ciation guide are appended.

Polacco, Patricia. Uncle Vova's Tree. Philomel, 1989. A family of aunts, uncles, cousins, and grandparents gather at Uncle Vova's house to celebrate Epiphany in the Russian tradition. There is always lots of wonderful food and the annual decorating of the evergreen in the yard with treats for the birds and animals. The indoor tree was even more magical, thanks for Uncle Vova. The following year, after Uncle Vova had passed away, the celebration was not the same. The children remembered that they had not deco- rated the outdoor tree, but when they went outside, the animals were there anyway and the birds were dropping berries on the tree. Beautiful watercolors warm this story.

Tran, Kim-Lan. Têt: The New Year. Illus. by Mai Vo-Dinh. Simon & Schuster, 1993. Huy Ly's teacher, Ms. Kim, invites the children in her En- glish class to her apartment to celebrate the Vietnamese New Year. Huy is not excited about it because his father does not wish to celebrate the New Year in America. Ms. Kim decides to invite Huy's father too, and they all enjoy the new beginning and the New Year.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 116 Bibliography

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Viesti, Joe & Hall, Diane. Celebrate in Southeast Asia. Photographs by Joe Viesti. Lothrop, Lee & Shepard, 1996. Customs and traditions associated with several celebrations in different countries are described in an informational text, illustrated with photographs. Part of a series, including Cel- ebrate in South Asia.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Bibliography 117

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Cat puppet. Have the students make a folded paper cat puppet to use when retelling some of their favorite stories about cats. Photocopy the pattern on page 73 at the end of this section on construction paper in "cat colors" — gray, white, and black. (Each page makes two cats.) Students need to cut around the outline of the puppet and save the paper scraps. They can use the scraps to make paws and a tail, which are glued onto the body. They draw facial features and any body markings they wish with crayons or markers. When the cat is finished, have students fold the puppet horizontally in the middle so that the cat's face is looking at them. They then fold the bottom of the puppet up so that the edge meets the middle fold line. Next, they fold the top of the puppet down so that the tips of the ears meet the middle fold line. They "work" the puppet by grasping the bottom fold with their thumb underneath and the rest of their fingers on top and moving their hand open and closed.

Singing. Invite older friends or family members of students into the classroom to sing some songs they enjoyed when they were younger. These might be songs they sang in school or songs that were popular. Discuss: Which of these songs are familiar to students and which ones do school children still sing? It might be helpful to have a few familiar songs to sug- gest in order to get the activity started (e.g., "Clementine," "Home on the Range," "Hush Little Baby," "I've Been Working on the Railroad," "Oh Susanna," "Down in the Valley," "Take Me Out to the Ball Game," "Do Your Ears Hang Low?," and many others of this type.) Story dramatization. Have students role play the work of all the people involved in bringing bread to the table from the Bread Is for Eating book. Tie this to the Careers activity on page 38 of the Social Sciences section.

Singing the song from the story. Learn the song "El pan es para comer" in Spanish as well as English. The music and words in both languages are in the back of the Bread Is for Eating book.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 68 The Arts

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Arts Activities (Continued)

Creative movement to music. Several pieces of classical music have cat themes or are musical tributes to cats. Have students listen to different selections of music and think about the kinds of cat movements that the pieces suggest. In an area where they have room for creative exploration, have students pantomime movements inspired by the music. Discuss these movements in relation to the words describing cats that stu- dents brainstormed in the Language Arts activity on page 8. The following classical selections are possibilities: "Cat Duet" from L'Enfant et les sortilèges (Ravel); The Cat and the Mouse (Copland); the cat excerpt from Peter and the Wolf (Prokofiev), in which the cat is portrayed by the clarinet; "The Introduction and Royal March of the Lions" from Carnival of the Animals (Saint-Saëns); La Fugue Du Chat (Scarlatti), which was supposedly created by his cat walking over the piano keys; Waltz in F, Op. 34, No. 3 (Chopin), also inspired by a cat, according to stories; the dance of Puss-in-Boots and the White Cat from Act III of The Sleeping Beauty (Tchaikovsky); and Borage (Hazell). A compendium record- ing, "Classical Cats" (London Records, 1982), might also be available from the public library.

Making "rainbow sandwiches". These sandwiches are made by painting slices of bread. Slices of white bread, milk, food coloring in four different colors, a toaster, paintbrushes (used only for food), and plastic cups are needed. Put a small amount of milk in each cup and add a few drops of food col- oring to the milk. Have students paint the bread with their milk colors in any kind of design they wish. Paint only one side of the bread. (The bread should not be soaked with milk.) When the painting is finished, put the bread in the toaster on a "light" setting to "dry." Eat rainbow bread plain or put sand- wich fillings on the unpainted side. Students might also use cookie cutters to cut out bread shapes and then paint them. Encourage them to think of ways to use all the bread so there is no waste.

Dough art. Using the basic white bread dough recipe below, make cat-shaped bread for a snack. This recipe makes enough for one loaf-size cat. Ingredients: 1 package active dry yeast 3 cups all-purpose white flour 1 tsp. salt 2 Tbsp. vegetable oil 1 1/2 cups warm water Directions: Put the flour, yeast, and salt in a large mixing bowl. Add the vegetable oil and water. Mix all the ingredients together into a firm dough. If the dough is too sticky, add a little flour. If it is too dry, add some water. Put the dough on a floured table. Punch the dough and make it into a ball. Knead the dough for 5-7 minutes until it is smooth and elastic. Place the dough in a MRS. KATZ AND TUSH/BREAD IS FOR EATING lightly greased bowl and turn the dough around so that all the The Arts 69

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. surfaces are coated. Place a towel or piece of plastic wrap over the bowl and put it in a warm place. When the dough has doubled in size (30 minutes or more), punch the dough down to remove air bubbles. Place the dough on a lightly floured table, cover it with a towel, and let it rest for 5 minutes or more. (This will make the dough easier to shape.) Shaping the cat: Divide the dough in half, and set one portion aside, cov- ered with a towel. From half the dough, form a circle about 5 inches in diameter and about 2 inches thick. Place this circle on a lightly greased baking sheet to form the cat's body. From the remaining portion, remove about 1/3 of the dough and set it aside, covered. Shape the rest of the dough into a circle about 3 inches in diameter and about 2 inches thick. Place this circle on the baking sheet as the cat's head. Take the remaining dough and divide it in half, setting half of it aside,covered. Divide the half being used into 3 portions, one slightly smaller than the other two. Shape the smallest portion into a triangle that is about 1 inch on all three sides and about 1/2 inch thick. This is the cat's nose. Place it on the face, gently pressing the outer edge of the triangle to seal it. Shape the other two portions into ears, that are triangles about 1 1/2 inches on all three sides and about 3/4 inch thick. Flatten the bottom edges and tuck them under the head, gen- tly pressing the edges to seal the ears in place. Roll the remaining dough into a "snake" about 1 inch thick, flatten one end of the snake, and tuck it under the cat's body as the tail. Gently press the edge to seal it. Insert raisins for eyes. Cut short pieces of string licorice for whiskers. Cover and let rise for about 15 minutes. (It should NOT double.) Using a knife, cut the shape of the cat's mouth, about 1/4 inch deep, below the nose. Bake at 375° for about 20 minutes or until golden brown. If some areas of the cat appear to be browning more quickly than others, cover them with aluminum foil. Cool before eat- ing.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 70 The Arts

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Singing to celebrate bread. An original song, "A Celebra- tion of Breads," is sung on the Bread is For Eating Reading Rainbow video along with a photo montage of breads around the world (immediately following the book reviews by chil- dren). Put the words to the song on a chart and sing along with the video. The song will be particularly meaningful after students have researched breads of the world.

A Celebration of Breads Many different people from many different lands, Making bread together from New York to Pakistan, All around the world from France to Mexico, We're breaking bread together everywhere we go. Making bread Baking bread Making bread Breaking bread Cook it in an oven, fry it in a pan, Bake it on a rock, make it any way you can, All around the world from mountains high to deserts low, We're baking bread together everywhere we go. Making bread Baking bread Making bread Breaking bread Many different people Making bread Baking bread Making bread Breaking bread Making bread Baking bread

The Bread Song lyrics by Steve Horelick and Janet Weir © 1996. SCH Music, Inc. (ASCAP)

MRS. KATZ AND TUSH/BREAD IS FOR EATING The Arts 71

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #10 Reproducible Cat Puppet

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 73 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

What plants need to grow. Review with students the ele- ments that plants need to grow in order to become healthy plants.

Note to teacher: Studying the effects of yeast. In the classroom, make a Yeast is a microscopic plant — a fungus loaf of basic white bread (See recipe on page 137 in the Ap- — that is inactive in its dry state. Water and pendix) and a batch of unleavened bread (See recipe on page sugar, at the right temperatures (about 110°), 137 in the Appendix). Explain the action of the yeast in the cause yeast to become active. When yeast white bread dough. Ask students to predict what will happen is provided with water and sugar, it feeds on to the dough of the unleavened bread. Ask students why they the sugar and digests it. In the process, the think it is necessary to knead the dough that contains the yeast gives off carbon dioxide. The carbon yeast. As the bread is baking, ask students to predict what the dioxide bubbles through the dough creating two types of bread will look like when they are done. After the air pockets filled with the gas. These air pock- breads are cooled, compare and contrast the flavor, texture, ets cause the dough to rise. Kneading the and lightness. bread allows for the spread of the air pockets throughout the dough. When the bread is • Reading Rainbow program tie-in: Little Nino's Pizzeria. baked, the hot oven destroys the yeast. LeVar makes pizza dough and discusses the action of yeast in the dough.

Family involvement — life cycles. Include families in creat- ing a "real-life" experience with life cycles involving aging. Have families gather photographs of family members over time, i.e., grandparents as children and at different stages of their lives, parents as children and as they grew older, and the children in the family now. Instruct them to arrange the pic- tures in an order (there will be some overlap in the chronology) and discuss with their children ways that what is pictured in the photos is different from each other, yet alike in some ways too. Provide the reproducible sheet on page 63 at the end of this section for them to record the activity. Have students return the recording sheets to school and share their findings with the class. (Not all families may have photo- graphs. Encourage them to talk about specific recollections from the time when they were young.)

Researching cats. Brainstorm a list of members of the cat family. Working with partners, have students research these cats according to questions they have decided upon. For ex- ample, they might wonder about the size of the cat, where it lives, what it eats, and what it looks like. They might also want to include different breeds of housecats in their research, and they might have some questions about cats in general, such as "Why do cats purr?" and "What is special about a cat's eyes?" Have them organize their findings in a "Cat"-alog. A reproducible catalog page may be found on page 65 at the end of this section. Give students an opportunity to share their findings and then bind the catalog together for placement in the classroom library. (Some excellent sources of information about many varieties of cats are recommended in the Anno- tated Bibliography.)

• Reading Rainbow program tie-in: Duncan and Dolores. In an outstanding segment, LeVar visits the tigers at Marine World Africa USA in Vallejo, California.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 58 Science and Health

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Science and Health Activities (Continued)

Learning about Manx cats. Mrs. Katz's cat, Tush, had no tail, though no explanation was given in the story as to why she didn't. Have students investigate the only breed of cat that is tailless, the Manx cat. (See the Annotated Bibliography for a nonfiction reference on Manx cats, by Stuart Kallen, and a pourquoi story explaining why Manx cats do not have tails, by Janet Stevens). After students have gathered information, discuss whether they think Tush is a Manx cat.

Cat expert as a resource person. Invite someone who raises or shows cats into the classroom to talk about cats' unique characteristics and special needs.

Veterinarian as a resource person. Invite a veterinarian into the classroom to talk about ways to keep a cat healthy and how to be a responsible pet owner.

Comparing and contrasting paws and hands. Make a chart that has two columns. At the top of one column, make a picture of a cat's paw. At the top of the other column, make a picture of human hand. Title the chart, "What can they do?" Have students use the information from their research about cats to think of items to write under the cat's paw picture. Have them look closely at their own hands and think about what a hand can do, in order to list items under the human hand. After several ideas have been recorded, discuss which can do more — a cat's paw or a human hand.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Science and Health 59

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #7 Reproducible Tasting Party Recording Sheet ALL KINDS OF BREAD Use your senses! What did you observe?

Kind of bread ______

Color Shape Would you like to eat this bread again?

Yes No

Outside Inside

Kind of bread ______

Color Shape Would you like to eat this bread again?

Yes No

Outside Inside

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 61 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #8 Reproducible Family — Life Cycles

LIFE CYCLES

How have people in your family changed over time? Gather some family photographs of grandparents, parents, and the children — from the time they were young until present day. Arrange them, as much as possible, in order. In what ways do people in your family look differ- ent now from the way they used to look? Do any children look like an older family member when he or she was young? Below, write some of the things you noticed, by looking at the pictures, about your family. If you do not have pictures, ask family members what they remember about how they looked.

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 63 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #9 Reproducible "Cat"-alog Page

"Cat"-alog Page

Kind of cat ______

Where does it live?

What does it eat?

How big is it?

What color is it?

Interesting fact:

Picture

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 65 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Family traditions and celebrations. Discuss the concept of "traditions" with the students. Invite them to share some of their family traditions associated with birthdays, holidays, and other special occasions. Involve families by having students ask their parents and grandparents about traditions that have been passed down through generations. Provide opportuni- ties for students to share their findings and compare similarities and differences.

Food traditions. Bread is often traditionally associated with festivals and celebrations of holidays and other events for many world cultures. Other foods are typically linked to cel- ebrations depending on the culture. Brainstorm a list of celebrations in which members of the class participate. En- courage them to go beyond holidays to include other events at which families and friends gather and eat as part of the tradition, such as weddings, graduations, christenings, funer- als, birthdays, anniversaries, etc. Chart foods that are typically eaten at these events and at holiday celebrations. Family and cultural differences will emerge. Compare and contrast stu- dents' responses across the different celebrations.

shabbat challah chicken soup birthdays applesauce weddings

cake cake ice cream mints candy nuts kool aid punch sandwiches

Gaining historical perspective. Utilize the shared experi- ences of older adults and artifacts from the past to help students gain a sense of history and changes in lifestyles over time. As students interact with their nursing/retirement home friends, elderly neighbors and friends, and older family mem- bers, have them collect information about life in the past. The following categories of information might serve as a beginning point for this historical research: food preparation and grocery stores, modes of transportation, household appliances, cloth- ing, toys and games, and leisure time activities. Old newspaper items might be photocopied and included in the research. Set up small boxes, one for each category, in the classroom for students to place their notes, pictures, and other information. Once the information is collected, have students work in small cooperative groups to organize each of the topics for presentation to the class. Some of the adults contacted by the students may be willing to share artifacts from the past as part of these presentations.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 36 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Social Sciences Activities (Continued)

Understanding neighborhoods. Brainstorm a list of differ- ent types of neighborhoods, e.g., small town, rural area, large urban, suburban, etc. Discuss what makes up a neighbor- hood in general and specific features of the neighborhoods they listed. After viewing the Mrs. Katz and Tush Reading Rainbow program, have students compare and contrast their neighborhoods with that of LeVar's "bubee," Shari.

Appreciating one's own neighborhood. In the Mrs. Katz and Tush video, LeVar mentions many qualities about the urban neighborhood that he really likes. Ask students to think of an attribute of their immediate neighborhood that makes it special. Have each student draw a picture of this special qual- ity and complete the sentence frame, "______makes my neighborhood special." Allow students to share their pictures with the class and bind them into a book for the classroom library.

Mapping neighborhood shops. Take a walking tour of the street nearest the school that has a variety of shops and other places of business. Designate some students as notetakers (they will need to take notebooks with them) and others as information gatherers. Have students collect information, such as the name of the store or business, who works there, and what they sell or do. When they return to school, have stu- dents make a large wall map of the street they visited.

Making a flow chart about bread. Have students research the process of making bread — from wheat seed to table. Have them make a mural that shows a flow chart of the pro- cess. Books that might be helpful in their research include: From Grain to Bread by Ali Mitgutsch (Carolrhoda, 1981), Make Me a Peanut Butter Sandwich (and a glass of milk) by Ken Robbins (Scholastic, 1992), and Bread by Dorothy Turner (Carolrhoda, 1989).

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 37

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Understanding careers. Several careers associated with bringing bread to people are mentioned in the Bread Is for Eating book, including farmer, harvester, worker (who hauls products), miller, storekeeper, cook, and baker. What each of these workers does is also explained in the context of the story. Make two sets of cards for a pocket chart: one set con- tains the names of the careers, and the other set describes each job. Place the description cards on the pocket chart and distribute the career cards to students. Review the sequence of the story by having students place the tasks of the workers in order and matching the careers to the jobs. This activity also provides an opportunity to discuss what might be unfa- miliar concepts for some, such as "till the soil."

A field trip to a bakery. Visit a bakery where bread is made so that students have the opportunity to see machines, processes, ovens, and skills needed to make bread in large quantities. Another field trip possibility is an ethnic restaurant where specialty breads are made and served.

World map study. As students become familiar with the names of different types of breads (see activity on page 10 in Language Arts and Literature section), have them make small word labels for the breads and place them in the country of origin on a large map of the world. Keep the map on display because as the bread glossary grows with new information, so will the number of names on the map.

International bread festival. As a culminating activity for the students' study of breads of the world, have them identify four or five breads that they feel are the most unusual or that they are the most curious about. Have small groups choose a bread and enlist parent assistance (or perhaps some elderly friends from other classroom projects may be willing to help) for each group to prepare their bread choice. As a class, host an international bread festival. Invite families in to sample the breads and review the projects students completed.

World cultures — New Year's Day. Have students research when countries of the world celebrate the coming of the new year. Note the information on a ongoing chart and tie it into MRS. KATZ AND TUSH/BREAD IS FOR EATING the Calendar activity in the Mathematics section on page 32. 38 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. World Cultures — Holidays and Celebrations

The remainder of this section of the guide is devoted to festivals and celebrations from around the world. Three of these celebrations, that occur at different times in the school year, are described in sufficient detail with suggestions for classroom activities that would enable students to participate in some aspects of the holiday. These three celebrations are: Kwanzaa (which takes place immediately after the Christmas holiday), Chinese New Year (which is celebrated in late Janu- ary or early February), and the Day of the Dead (which takes place on Halloween). Several other holidays are also briefly described along with some suggestions for discussion and activities. These include: Têt Nguyen-Den, Diwali, Las Posadas, Ramadan, powwows, and Hanukkah. It is useful to know that although all of these holidays have traditional cus- toms, there may be variations according to location and among families in the ways they celebrate. The discussion of these special days in this guide does not reflect the only means of celebrating; it is instead a blending of many ways. Books, both fiction and nonfiction, that will enhance the un- derstanding of students concerning all of these celebrations are included in the Annotated Bibliography.

World Wide Web calendar site. Students might enjoy visit- ing the "Multi-Cultural Calendar" on the World Wide Web. On this site, young people around the world describe unique ways they celebrate their country's holidays and festivals. The Multi-Cultural Calendar may be found at: http://www.kidlink.org/KIDPROJ/MCC/ Kwanzaa

Kwanzaa was created in 1966 by an African American named Maulana Karenga (Mah-oo-LAN-nah Kar-REN-gah). It is not a religious holiday. Instead, Kwanzaa is intended to reaf- firm African culture and to serve as an expression of pride in African heritage. The word "Kwanzaa" comes from a Kiswahili phrase that means "first fruits," and the holiday is patterned after harvest festivals that still take place in Africa. (Kiswahili is a language that is spoken widely in Africa.) Kwanzaa is cel- ebrated for seven days, from December 26 to January 1. There are seven principles of Kwanzaa, one for each day, that are called the Nguzo Saba (en-GOO-zoh SAH-bah). There are also seven symbols of Kwanzaa, and the word "Kwanzaa" itself is spelled with seven letters. The seven principles of Kwanzaa are as follows (a special classroom poster containing descriptions of these principles is included with this curriculum package): - Umoja (oo-MOH-jah), unity. This principle reminds people to work to keep the family, community, and nation together in order to build a better world.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 39

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. - Kujichagulia (koo-jee-chah-goo-LEE-ah), self- determination. Those who celebrate Kwanzaa use this day to define themselves as a people and to identify with their culture. This principle encourages decision-making and thinking for oneself. - Ujima (oo-JEE-mah), collective work and responsibility. This day celebrates working together to build a stronger community and helping each other to solve problems. - Ujamaa (oo-jah-MAH-ah), cooperative economics. This principle of Kwanzaa encourages people to set up their own businesses and buy from each other in order to build a stronger community. -Nia (NEE-ah), purpose. On this day of Kwanzaa, people reflect on their goals and what they wish to accomplish in life. An important understanding for this day is that even a small action can make a difference. - Kuumba (koo-OOM-bah), creativity. This principle of Kwanzaa encourages people to use their talents and do the best they can at whatever they do, but to try to think of better ways of doing things too. This day celebrates the contributions of African Americans. - Imani (ee-MAH-nee), faith. This principle reminds people believe in themselves, their parents, and their teachers and to feel that they are important. In doing so, they believe that they can build a better life for all African Americans. At the beginning of each day of Kwanzaa, one person greets the others by saying, "Habari gani?" (hah-BAH-ree GAH-nee). This means "What is the news?" and the others respond with the word for the principle of the day. As people prepare to celebrate Kwanzaa, they gather the seven symbols to display in their homes: - mkeka (em-KAY-kah) — the mat on which all the other symbols are placed. - kinara (kee-NAH- rah) — the candle holder which holds the seven candles. - mishumaa saba (mee-shu-MAH SAH-bah) — the seven candles of Kwanzaa: one black, three red, and three green. The black candle is placed in the center of the kinara, with the red candles to the left and the green candles to the right. On each day of Kwanzaa, a new candle is lighted. The black candle is lighted on the first day of Kwanzaa; the red candle next to it is lighted on the second day; the green candle next to the black is lighted on the third day, and so on, switching back and forth between red and green. The order of lighting is symbolic, as red represents struggles people often face, and green reminds people of hope in the future. - kikombe cha umoja (kee-KOM-bay CHA oo-MOH-jah) — the unity cup. Everyone drinks from this cup to symbolize staying together - mazao (mah-ZAH-oh) — the fruits and vegetables of the harvest. They are symbols of the hard work of the people. - muhindi (moo-HIN-dee) — ears of dry corn, one for each child living in the household. MRS. KATZ AND TUSH/BREAD IS FOR EATING 40 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Social Sciences Activities (Continued)

- zawadi (zah-WAH-dee) — the Kwanzaa gifts that parents give their children. Gifts are often handmade. They are given as rewards to the children for keeping the promises they have made throughout the year. Children may give Kwanzaa gifts too.

Family and friends are invited to attend the karamu (kah- RAH-moo), the feast, on December 31, the sixth day of Kwanzaa. There is much delicious food and singing, dancing, and storytelling. The gift-giving is often saved until the sixth day. On the last day of Kwanzaa, the unity cup is passed for the last time, to the shouts of "Harambee!" (hah-rahm-BEH), which means "Let's pull together!"

Discussion and Activities

Use the poster. Display the poster of the seven principles of Kwanzaa and a paper bendera, the African American flag. Locate Africa on a map of the world.

Display a kinara. Make a kinara with the seven candles to display. This could be made from paper and laminated so that a paper light for one candle could be attached each day, or it could be made for the flannel board and a felt candle light could be added each day.

Discuss the principles of Kwanzaa. Begin each day by having the students offer the traditional greeting, "Habari gani?", and discuss the principle of the day. Invite students to relate the meaning of the principle to their own lives by shar- ing personal experiences.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 41

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Make mkekas. Have students make a mkeka. They will need one sheet each of red, black, and green 9 x 12-inch construction paper, scissors, and glue. Directions: Fold the black construction paper in half lengthwise and cut strips about 1 inch apart across the paper, starting at the fold to about 1 inch from the edge. Lay the black paper flat. Cut 1- inch wide strips from the red and green paper and weave them in alternating colors through the black paper. Push the red and green strips next to each other, so the woven strips are tight. When the black paper is full, glue the ends of the red and green strips to hold them in place.

Creating patterns. Using long strips of adding machine tape and markers or paints, have students create patterns in the Kwanzaa colors of black, red, and green. Make the class- room festive for the Kwanzaa celebration with the patterned strips. They might be placed as borders for doorways, win- dows, or bulletin boards. They might also be used as edges for tables or desks.

Making zawadi. Have students make zawadi, homemade Kwanzaa gifts, to exchange with each other. These might be books that they have written and illustrated, pictures they have drawn that they might make a frame for in Kwanzaa colors, puppets, games, jewelry, and other items. For ex- ample, a simple necklace or bracelet can be made with pasta (types of pasta with large openings, such as rigatoni, work best), buttons or beads, and yarn. Directions: Cut a piece of yarn the desired length. Choose a centerpiece for the neck- lace or bracelet — it might be a bead or a decorative button (with the threading holes on the back) — and thread it to the center of the yarn. Paint the pasta in red, green, and black pieces. When it dries, make a pattern of the pasta,working from the centerpiece, on each side.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 42 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Discussion and Activities (Continued)

Enjoying literature. Share a story that exemplifies African or African American culture every day of the seven days of Kwanzaa. These might be African folktales, African American tales, or biographical selections. Verna Aardema and Ashley Bryan have many excellent retellings of African folktales. Virginia Hamilton's collections, The People Could Fly (Knopf,1985) and Her Stories (Scholastic, 1995) are rich in African American folklore. Biographies of Sojourner Truth, Martin Luther King, Harriet Tubman, Rosa Parks, Frederick Douglass, and many others would be appropriate for sharing. The inspirational book by Robert Coles, The Story of Ruby Bridges (Scholastic, 1995), would also be an excellent selec- tion to read during Kwanzaa. It's Kwanzaa Time! by Linda and Clay Goss (see Annotated Bibliography) contains seven stories that can be shared during Kwanzaa.

Celebrate with a karamu. Have a karamu festival on the sixth day of Kwanzaa. Have students use the mkeka they made. Serve fruit and vegetable snacks (mazao). These snacks might be made from a combination of red, green, and black foods. Have students brainstorm fruits and vegetables of these colors, and then select some that most children will eat. For example, you might serve apple slices or strawberries, black cherries or raisins, and green grapes or lettuce. An added treat might be banana bread (which the students could prepare) or cinq centimes, cookies from Senegal. These cookies are made by spreading peanut butter on sugar cook- ies (these could be purchased) and sprinkling chopped peanuts on top. Play music ("Kwanzaa Music," published by Rounder Music, 1994, is available on compact disc), sing (It's Kwanzaa Time! contains music and lyrics for three songs, including the familiar "This Little Light of Mine."), and tell stories. Chinese New Year

One of the most colorful and joyous of all Chinese festivals is the Lunar New Year. It falls somewhere between January 21 and February 19, depending on the date that the new moon appears. The new moon marks the first day of the first lunar month and, as such, is the first day of the new year. (The lengths of the months on a lunar calendar are determined by the cycles of the moon.) The festival of the Lunar New Year usually lasts as long as 15 days. A great deal of anticipation and excitement leads up to the festival. Families pay debts, buy new clothes, and prepare food. The New Year festival is also a time for families to get together. Special features of the New Year celebration are as follows: - Good fortune smiles on a clean house, but all cleaning must be done by New Year's Eve. No sweeping is done on New Year's Day, so that good fortune is not swept away. Also, dust is swept inward, rather than toward the outside, so that good luck and wealth are not swept out of the house. MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 43

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. - It is traditional to give money wrapped in a red packet, called hongbao (HOHNG-bow), to children during the New Year celebration. This is considered "lucky money." The amount in a red packet should be an even number because odd numbers are considered unlucky. - Red is an important color in the celebration because, to the Chinese, it signifies joy and luck. Red banners and red lanterns are everywhere. People hang a red good-luck ban- ner, woven with red thread and decorated with colorful tassels, over their front doors to make them safe from evil. Red flowers and decorations adorn houses, and food may be served in red containers. - Certain types of flowers are needed to bring fortune in the new year. Flowers are offered to gods and ancestors on New Year's Eve and left on the altars for the duration of the festival. The symbols attached to the flowers make them significant: pineapple flower — good fortune; orchid — love; peony — spring; lotus — holiness and summer; chrysanthemum — autumn; plum blossom — honest friend and winter. Even arti- ficial flowers are considered to bring good fortune. - Firecrackers have traditionally welcomed in the new year. They symbolize prosperity and good luck and ward off evil. They also make a lot of noise! - Greetings, in the form of good wishes, are offered for Chinese New Year, instead of resolutions. The traditional greeting is Gong Xi Fa Cai, which translates literally as "Con- gratulations. May your wealth increase." An Americanized pronunciation of this greeting is "Gung Hey Fat Choy" mean- ing "Happy New Year." Greetings with good wishes appear on banners in homes and on greeting cards. - A circular brown cake made from rice flour and sugar, called nian gao (NEE-en GOW) is the cake of the New Year. This cake symbolizes friendship and a better life. - The sharing of oranges as New Year gifts is traditional. If offered in pairs or even numbers, oranges are said to bring sweetness and wealth. - The Lion Dance is traditional to Chinese New Year's cel- ebrations. One person dances under a lavishly decorated papier-mâché lion's head and another dances beneath the hindquarters to the accompaniment of drums and gongs. The lion is in constant motion, crouching and leaping. - The dragon usually does not appear until the Lantern Festival, the last day of the New Year. Many people are needed to carry the dragon, which may be as long as 20 or 30 feet. It is constructed of bamboo rods and satiny cloth. The partici- pants manipulate the dragon with poles that are placed at intervals, giving it a sweeping, winding motion through the streets. People carry decorative lanterns in different shapes and sizes during the Lantern Festival.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 44 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Discussion and Activities

Prepare the classroom. Display the red banner expressing "Happy New Year" in Chinese characters (included in this cur- riculum package). Locate China on a map of the world. Borrow brooms and have students sweep the floor in the Chi- nese tradition. Practice greeting each other by saying "Gung hey fat choy!"

Interpreting the Chinese lunar calendar. Using the Chi- nese lunar calendar and chart included in this curriculum package, have students locate the years in which they were born and then find the characteristics of people born in that animal sign. Since several of the students will fall under the same signs, discuss the personality and behavioral attributes in terms of their own experiences.

Tai Chi demonstration. Invite a martial arts expert into the classroom to explain and demonstrate tai chi. (Tai chi is mar- tial art that is not practical for self-defense. It is a physical conditioning exercise, comprised of slow, graceful, elegant gestures, that improves body flexibility.) Tai chi is often per- formed in unison by groups as part of Chinese American celebrations of the New Year.

Dragon paintings. Have students do watercolor or tem- pera paintings of dragons on large sheets of paper.

Playing a dragon game. In a large space (gymnasium or playground), play a dragon game. Have the students form a line. Each player places her/his hands on the shoulders of the player in front. The first person in line is the dragon's head, and the last person is the tail. To start play, the person who is the tail shouts, "Run, dragon, run!" The person who is the head leads the line with everyone else holding on. The dragon runs, twisting and turning and trying to catch the person who is the tail. As the dragon chases its tail, players must be careful not to let the line of players (the dragon's body) break. If the body breaks, play stops while the person who is the head moves to the end of the line to become the tail, and the next person in line becomes the new head. If the person who is the head catches the tail, everyone cheers that player, who moves to the end of the line to become the tail, and the next person in line becomes the new head.

Eating with chopsticks. Bring in some oranges as a gift to the students (See explanation of this tradition on page 44 of this section.) Cut the orange slices into bite-sized pieces and give each student a small bowl of pieces. Show students how to hold chopsticks, and have them try to eat their pieces of orange with them.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 45

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Making a lantern. Have students make a lantern to display in the classroom on the last day of Chinese New Year. Materi- als needed: 9 x 12-inch sheets of construction paper in assorted colors, scissors, glue, markers or crayons, and as- sorted scrap paper, yarn, fabric trims, etc. Directions: Have students fold a sheet of construction paper in half lengthwise and cut strips about 1 inch apart across the paper, starting from the fold and going to about one inch from the edge. Open the paper and match up the 9-inch sides together to form a cylinder. Staple these sides in place. Attach a paper handle to the top. Decorate the lanterns in a variety of ways, using the scrap materials. The decorations might be flowers, designs, or animals. (Some animals are symbolic in Chinese culture: tiger — courage and bravery; bat — good fortune; fish — wealth; butterfly — love; frog — wealth and protection; crane — long life.) To make their work a little easier, students might want to create their decorations before stapling the lantern together.

Making a lion mask. Have students make masks for a lion dance. They will need grocery sacks, construction paper scraps, assorted materials for trims and decorations, scissors, glue, and markers, crayons, or paints. Cut away about the top 3 inches of the grocery sack. Then cut slits about 3/4 inches wide and 4 inches long down from the top of the sack to serve as part of the lion's mane. Turn the sacks upside down and try them out on students' heads. The sacks should rest on their shoulders. As students are working on adding fea- tures to their masks with color, scraps, and trims, individually determine where eye holes should be and cut them out. The lion's mane that rests on the students' shoulders as well as the mane for the top and sides of the masks can be made by curl- ing the strips of paper around a pencil.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 46 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Discussion and Activities (Continued)

Making a paper plate dragon. Have students make a large dragon for the classroom. Each student will need two paper plates and markers, crayons, or paints. Also have available an assortment of scrap paper, fabric trims, glitter, yarn, crepe paper, and similar materials. To make a section of the dragon, students need to color or paint a design on both of their paper plates on the bottoms (not the eating surfaces) of the plates. When the designs are dry, staple the two plates together with the uncolored surfaces on the inside. To attach the paper plates to each other, paper punch two small holes along the edge of the plate, directly across from each other. (Before punching the holes, decide which plate will be the tail and punch only one hole.) Fasten the plates together with a brass metal fastener. (Make sure that the fastener has a larger "head" than your hole.) These fasteners will enable the body sections of the dragon to turn, making the dragon appear to move. For the dragon's head, cut two circles about 12 inches in diameter from oversized paper. Brainstorm ideas for what the dragon's head should look like, and have a group of vol- unteers make a face on one circle and the back of its head on the other circle. Staple the two circles together around the edge, leaving an opening in the bottom. Stuff the head with a little recycled tissue wrapping paper or newspaper. (The head should be only slightly puffy, so very little stuffing will be needed.) After stuffing, staple the opening closed. Punch a hole along the edge and fasten the head to the dragon's body with a brass fastener. After the dragon is assembled, have students decide what additional decorations it needs from the scraps and trims and glue them in place. If possible, hang the dragon in the classroom, suspended from the ceiling in the center of the room or in a corner, and watch it dance.

• Reading Rainbow program tie-in: Liang and the Magic Paintbrush. LeVar participates in a lion dance in New York's Chinatown.

After students have viewed the program, have them experi- ment with some of the movements the dancers made in the program. Push back the tables, and have them don their masks and dance along with LeVar.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 47

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Day of the Dead (Día de los Muertos) Note to teacher: Parents may be somewhat uncomfortable (DEE-ah day los MWAIR-tos) with the images associated with the celebra- tion of the Day of the Dead. Before sharing The celebration of the Day of the Dead arises from a blend literature and doing activities related to this of Aztec beliefs about death and traditional Catholic beliefs holiday, it is important to inform parents about brought to Latin America by the Spanish conquistadors. It is a the cultural differences between American centuries-old holiday that is celebrated throughout Mexico views of these images as something fright- and Central America. The holiday lasts from October 31 to ening and Mexican beliefs that these are November 2. The people believe that, during this time, the joyful symbols that honor their deceased spirits of their departed relatives visit the earth to share a feast loved ones. with the living. The Day of the Dead is primarily a family celebration, but public festivities, often in the form of masquerades and parades, are part of the holiday, as well. Customs vary from location to location, but the cele- brations usually include visits to cemeteries to clean and decorate the graves of dead loved ones. The grave is often covered with marigolds, the "flower of the dead," and families may picnic at the grave site. At night, the cemetery glows with candles and smoky incense that relatives have placed on decorated tombstones. The atmosphere is festive, rather than sad and frightening. In the markets, people buy handmade sugar skulls, called calaveras, and toy skeletons depicting all kinds of human activity. Colorful, decorated masks, which may be worn by people in parades during the festival, are displayed in the mar- kets. People can also buy a special decorated bread, pan de los muertos, that is necessary for a family's celebration. This anise-flavored (a flavor similar to licorice) bread is oval-shaped to represent the souls of the dead, or it may be shaped like animals or people. It is decorated with sugar frosting faces or lumps of dough to represent the bones of the dead. Pan de los muertos is made only at this time of year. If a family has its own bread oven, the making of the bread is done by men, either the head of the family or a close relative. All of these items are not intended to be gruesome; instead, they are con- sidered joyful. In their homes, families create an ofrenda, an altar, on which they place a photograph, candles, incense, and some favorite objects of the deceased relative they are honoring. Traditional Mexican foods, such as tamales and mole (MOH- lay) are also prepared. Family members share happy memories of their departed loved ones. When the celebration is over, the people are at peace, knowing they have made the spirits of the dead feel loved and remembered.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 48 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Discussion and Activities

Comparing holiday traditions. The Day of the Dead takes place on the same night as Halloween, though the roots of these two holidays are quite different. Have students research the origins of Halloween and compare the reasons for these two celebrations. Ask them to identify symbols that these holi- days have in common, and discuss the differences in the significance of these symbols.

Making a mural. Using photographs and drawings from books about the Day of the Dead (See Annotated Bibliogra- phy), have students make a mural of a Mexican marketplace immediately prior to this celebration. Brainstorm items that should be included in the market before students begin to draw pictures that can be glued onto the background.

Making masks. There are a number of ways that students can make decorative masks in the manner of the masks worn in Day of the Dead celebrations. Painting papier-mâché masks with symbols of the festival is one possibility. Another type of mask can be made from a gallon-size plastic milk jug. To make this mask, cut the pour spout off the jug and cut the jug in half. Have students consider both halves before deciding which to decorate. (The side with the handle might make an interesting mask with the handle as the nose.) Cut eyeholes in the mask. Have students paint their masks in the artistic tradi- tion of Day of the Dead masks. (Use books from the Annotated Bibliography as references.) Rather than wear the masks, have students hold them in place as they parade around the room. (A useful source for teachers on mask- making is Masks by Lyndie Wright (Franklin Watts, 1990.)

Making pan de los muertos. Relate the Day of the Dead festival to the study of international breads by making pan de los muertos, using the recipe on the following page.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 49

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Ingredients: 1 package yeast 1/4 cup warm water 3 cups all-purpose flour 2 Tbsp. sugar 1/2 tsp. salt 2 eggs 1/4 cup milk 1/4 cup vegetable oil Directions: In a large bowl, mix the yeast with warm water until it is dissolved and let it rest for 5 minutes. While it is resting, mix the milk, vegetable oil, sugar, and salt. Add the milk mixture to the yeast and stir. Add the eggs and stir again. Blend in the flour until the dough forms a ball. On a floured table, knead the dough until it is smooth. Put the dough in a large bowl and cover it with a cloth. Let the dough rise in a warm place for about 1 1/2 hours. Prepare a topping of 1/4 cup brown sugar, 1 Tbsp. flour, 1 tsp. cinnamon, 1 Tbsp. melted butter, and 1/2 tsp. anise seed. (Note: a few drops of anise extract may be added to the dough before all the ingredients are blended if you prefer, instead of using the seeds in the top- ping.) Knead the dough again briefly on the floured surface. Divide the dough into small amounts and make oval shapes. (The dough can also be molded into shapes of animals or faces.) Place the dough on greased baking sheets, cover it with a cloth, and let it rise for about 30 minutes. Sprinkle the topping on the dough and bake for 35 minutes in a 350° oven. Serve warm. Other Holidays and Festivals Têt Nguyen-Den

Generally referred to as Têt, this holiday is the Vietnamese New Year and starts at the second new moon after the begin- ning of winter, which places it in late January or early February. The phrase means "new day" and is the most important celebration of the year for Vietnamese people. Many preparations are made for Têt — new clothes, special foods, cleaning and decorating of homes, and purchase of fireworks and certain plants and flowers. It is important to get the new year off to a good start, so people concentrate on spending time with family, paying respects to ancestors, and removing debt. On the afternoon before Têt, a ceremony takes place at which a sacrifice is offered to deceased rela- tives, who are invited to come back for a few days to celebrate with the family. Families may break off buds from new plants and pray before the altar at the pagoda, hoping for prosperity in the new year. When they leave the pagoda, another new bud is picked and placed on top of a column at their home upon returning, to symbolize good luck. At midnight, the new year is welcomed with firecrackers, drums, and gongs.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 50 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Since what happens on the first day of Têt may influence the entire year, everyone tries to be cheerful, polite, and opti- mistic. They try not to break anything or become angry. Families dress up in new clothes. Special dishes of food are placed on the family altar for the ancestors who are back home for Têt. Children are given lucky red envelopes contain- ing money. There is great importance attached to the first visitor from outside the home on the New Year. He is believed to influence the happiness or well-being of the family for the rest of the year. One of the most characteristic customs of Têt is buying a flowering branch of a peach tree and placing it in a vase for the duration of the celebration. The celebration of Têt may last about a week, but the Viet- namese believe that their ancestors depart on the fourth day. Great precautions are made to keep evil spirits away from the home. Lime powder may be scattered around the house, and a bow and arrow may be drawn with lime in front of the threshold. A high bamboo pole is erected in front of the home during Têt. Items, such as red paper, wind chimes, and a wo- ven bamboo mat, are placed at the top of the pole to ward off evil spirits. This pole is taken down on the seventh day. One of the most important aspects of Têt is family together- ness. Everyone makes great effort to be with relatives during this holiday time.

Discussion and Activities

Discuss with students some American traditions associ- ated with welcoming the New Year, e.g., New Year's Eve parties, singing "Auld Lang Syne," making noise (with bells, horns, etc.), spending time with family and friends, making resolutions for changing an aspect of their lives in the New Year, and others.

Discuss with students how their own families welcome in the New Year, e.g., celebrations, cooking certain foods, etc.

Locate Vietnam on a map of the world.

Vietnam was under the rule of China for centuries; there- fore, many of the New Year activities in Vietnam are similar to those in China. As students learn more about Chinese New Year customs, have them compare the similarities. Make a Venn diagram to show the differences between Têt and Chi- nese New Year, as well as ways in which they are very much alike.

Invite a person who emigrated from Vietnam to the United States into the classroom to talk about the customs of Tet. Have them talk about any ways in which celebrating Têt in the U.S. is different from the festival in Vietnam.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 51

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Diwali (also known as Dewali, Divali, and Deepavali)

Diwali is a week-long festival that usually takes place in early November or late October in the dark half of the Hindu lunar month. The holiday is considered a "Festival of Lights" and is celebrated differently in different parts of Asia, generally as the start of the New Year. In India, every Hindu home is white-washed and cleaned before Diwali. People put lights everywhere — in their houses and gardens, on rooftops, outer walls, and gates. Markets, streets, and all public places are lit with small lamps. The lights are set to welcome Lakshmi, the goddess of wealth. Fireworks are displayed in front of almost every house to ward off evil spirits. In other areas, the lights celebrate the coronation of a fabled ruler, fend off the ruler of the underworld, or com- memorate the death of a leader. Nearly 500 million people celebrate a version of Diwali by exchanging gifts, displaying lights, and enjoying festive meals.

Discussion and Activities

Locate Asia on a map of the world and point out different countries in Asia.

Discuss with students ways in which lights are a part of celebrations and holidays in their lives (e.g., strings of lights outside a house and on a Christmas tree, lighting candles for Kwanzaa and Hanukkah, putting a light in a jack-o-lantern, lighting candles on a birthday cake, etc.). Also discuss how a light is often left on outside a home to welcome a visitor. Las Posadas

This nine-day Christmas celebration in Mexico begins on December 16 and features a reenactment of Mary and Joseph's search for shelter (posada). Adults and children carry candles and statues of the holy family from house to house, seeking shelter by chanting songs. They are turned away from the first eight doors, but at the ninth house, they are welcomed in and a fiesta of songs, food, dancing, and games takes place. A highlight of las posadas for children is the breaking of a piñata filled with candy and small gifts. (A piñata is a papier-mâché or clay figure that hangs from the ceiling. The children try to hit it with a stick when they are blindfolded. It is hung so that it can be raised or lowered to make it more difficult for the children to hit.) Adding to the enjoyment of the festivities are the eating of buñuelos, thin round pastries covered with cinnamon and sugar; the brilliant color of poinsettias as decoration; and the lighting of a farol, a lantern of glass and tin, that hangs at the doorway of every home.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 52 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Discussion and Activities

Locate Mexico on a map of the world.

Discuss with students the kinds of activities they do with their families on the days before Christmas.

Students might enjoy making a piñata out of papier- mâché and then celebrating by breaking it. Ramadan and Eid al-Fitr (ra-ma-DAHN) and (EED al-FITr)

The month of Ramadan begins with the sighting of a new moon and takes place according the Islamic calendar. The Islamic calendar is a lunar calendar that is not based on the earth's rotation around the sun and is unrelated to the pro- gression of the seasons that occur on a Western calendar. Therefore, Ramadan, the ninth month of the Islamic calendar, may fall in winter one year and in summer the next. Ramadan is considered the holiest time of the Islamic year by people of the Muslim faith. Large populations of Muslims live in Arab countries of the Middle East and in northern Africa and the United States. Except for young children, the sick, and the very old, Mus- lims fast during Ramadan; i.e., they do not eat or drink between sunrise and sunset. It is also a time of increased reli- gious devotion. Children typically get new clothes for Ramadan, and favorite foods are prepared for the two meals that are eaten during the hours of darkness. Ramadan ends when the new moon is sighted again. Eid al-Fitr takes place to mark the breaking of the fast. There is much feasting, gift giving, and visiting of families at this time of celebration.

Discussion and Activities

Locate the Middle Eastern regions on a map of the world.

Discuss with students why children would not be in- cluded in fasting.

Discuss how the daily activities of people might be differ- ent because of fasting.

Invite students to relate experiences they have had, or members of their families have had, with giving up certain foods for different occasions.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 53

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Powwows

A powwow is a social get-together and celebration of Na- tive American culture. It is a reunion of family and friends and a way for Indian people to keep their traditions alive. Pow- wows take place all over the United States and Canada, generally in the summer, and anyone who wishes to attend is invited, including non-Indians. The oldest powwow in the United States takes place on the Omaha Reservation in north- eastern Nebraska during the first full moon of August. The largest powwow is Crow Fair, held in Crow Agency, Montana, on the third weekend in July. Different types of activities take place at powwows and may include camping out and rodeos. Jewelry and craft vendors display their wares, and food vendors sell traditional and con- temporary foods. The primary feature of a powwow, however, is the dancing. Four main types of dancing may be seen at powwows (though all four may not necessarily be displayed at all powwows): Traditional, Fancy, Grass, and Jingle-dress. The dancers' clothing reflects traditional designs and patterns as well as contemporary designs and materials. In present day, powwows generally have contests for dancers, and winners receive cash prizes. Drums provide the pulse for the dancing. A group of singers sing as they beat a rhythm in unison on a large drum. The singers must know songs for the different kinds of dances. This group of singers is called a drum. Some dances are for men only, and others are for women. Children may also participate in the dancing. Another important feature of a powwow is the giveaway. A giveaway pays tribute to someone for a variety of reasons. Instead of giving gifts to that person, however, the person's family gives things to other people. This giving away of items shows the family's pride in the person being honored.

Discussion and Activities

Listening to music. As a group, listen to some powwow music. (See Annotated Bibliography for suggestions of audio recordings.) Have students listen for the way the voices of the singers match the beating of the drum. Then have them use rhythm instruments, sticks and blocks of wood, or even pen- cils tapping a book to reproduce the beating of the drum as they listen.

Creative movement. In a large space, have students move their feet and bodies according to the way the music makes them feel. Explain that their movements are a response to the rhythms of the drum and the singing, rather than a traditional dance.

Demonstration dance. Invite a local resource person who has danced at a powwow to come into the classroom and give a demonstration. (A Native American Center in the area may be able to recommend a person.)

Cooking fry bread. Make Indian fry bread in the class- MRS. KATZ AND TUSH/BREAD IS FOR EATING 54 Social Sciences room. (See recipe in the Appendix on page 141.)

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Sharing literature. See the Annotated Bibliography for suggestions of books that will help students develop a greater understanding of powwow activities and the traditions behind them.

• Reading Rainbow program tie-in: The Gift of the Sacred Dog. This episode takes viewers to the Crow Fair in Crow Agency, Montana, where they can see traditional dancing and costumes. Hanukkah

For more than 2000 years, Jewish people have celebrated Hanukkah. The word "Hanukkah" means "dedication," and the holiday symbolizes religious freedom, light, and the right to be different. The celebration of Hanukkah lasts for eight days and takes place in December. The origins of Hanukkah go back to the time when a king named Antiochus ruled Judea (now Israel) and tried to force Jewish people to worship the many gods of the Greeks. His soldiers destroyed their temple so they would not worship their own God. A small band of Jewish people led by Judah Maccabee, fought the king's army and eventually won. They took back their temple and restored the symbols of their reli- gion. When they set up the menorah, they could find only enough oil to light it for one night. Instead the light burned for eight days. Thus, this light was considered a miracle and came to symbolize the meaning of Hanukkah. Every year, Jewish people all over the world celebrate Ha- nukkah by lighting a menorah in their homes and in synagogues. Each night, for eight nights, one more candle is lit, until the eighth night, when a fully lit menorah is displayed. (A ninth candle, a shamash, is used to light the others and is part of the menorah.) Traditionally, Hanukkah is also a time of storytelling and singing, of visiting with family and friends, and of eating special foods, such as latkes (potato pancakes), which are prepared in oil to commemorate the oil of the menorah long ago. Hanukkah is also a time for gift-giving. Children often receive gelt, Hanukkah money, in the form of a few coins and play the dreidel game.

Discussion and Activities

Sharing literature. See the Annotated Bibliography for suggestions of both fiction and nonfiction that will help in- crease students' understanding of Hanukkah.

Resource person. Invite a guest who celebrates Hanukkah into the classroom to talk to the students about holiday cus- toms she or he enjoys.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Social Sciences 55

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Cooking. Make latkes with the students, using the follow- ing recipe: Ingredients: 4 large potatoes 1 small onion, finely chopped 2 eggs 1/3 cup matzoh meal 1 tsp. salt a dash of pepper oil for frying Directions: Grate the potatoes and place in a bowl with the onion. Mix in the eggs, matzoh meal, salt and pepper. Over medium heat, drop large spoonfuls of the mixture into hot oil and fry on both sides until golden brown. Serve with applesauce.

Playing the dreidel game. A dreidel is a spinning top with four sides. On each side is the first letter of one of four He- brew words, Nes Gadol Haya Sham, which mean " A great miracle happened here." To play the game, players put nuts, raisins, candy, or Hanukkah gelt in the center of the floor. Each player spins the dreidel. If it lands on N, or nun, the player does nothing. If it lands on G, or gimel, the player takes everything in the center. If it lands on H, or hay, the player takes half of what is in the center (plus one, if there is an odd number). If it lands on SH, or shin, the player puts two objects in the pot. When only one object or none is left in the pot, each player adds one. When one player has everything, he or she wins.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 56 Social Sciences

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Baking. There are several suggestions for baking bread in this curriculum guide. (See bread recipes beginning on page 137 in the Appendix.) In all baking activities, focus on mea- surement terms and the importance of exact quantities. Point out details such as baking time and temperature.

Baking and measurement. Prepare the basic white bread dough from the recipe on page 137 in the Appendix or use a favorite bread recipe of your own. Divide the dough among the students so that each one has a lump of dough about the size of a large walnut. Have each student place her/his dough in a clear glass container (a large test tube works well) and mark the location of the dough. Cover the glasses and place them in a warm spot so the dough can rise. Have students check the level of the dough at 1/2 hour and make a mark on the glass and again at 1 hour and make a mark. Measure the distance between the marks. Have students compare contain- ers to see if all the dough expanded the same amount. Use this dough for individual rolls by arranging the lumps on a baking sheet and baking them.

Baking and weight. When baking a loaf of bread, weigh the dough in the bowl before setting it to rise. Ask students to predict if they think the bread will be heavier or lighter after the dough rises. After the dough has risen the full amount, weigh the dough in the bowl again to verify predictions. After the dough is prepared for baking, ask students to predict if the baked bread will be heavier or lighter than the unbaked dough. This time, weigh the bread in the baking pan before and after baking. Discuss conclusions, based on what stu- dents have learned about the action of yeast.

Money values — having a bake sale. Have students decide on one or two bakery items to make in quantities. Soft pret- zels, muffins, cookies, or dinner rolls are possibilities. Plan a one-time-only bake sale. You may be able to obtain some of the ingredients from parent donations. If possible, arrange a field trip to the grocery store to purchase the remaining sup- plies. Request parent volunteers (perhaps some of students' elderly friends from other class projects may be willing to help also) to assist with the baking. As a class, decide on pricing of the items (depending on the amount spent for supplies plus a small profit), advertising the bake sale, and how the profits will be used (something for the classroom, such as books or games; for a field trip; for the school, such as a tree for the school yard; a donation to a charitable fund, or other ideas). A good time for scheduling the sale is during the school's lunch time, from the time the first class goes to lunch until the last class finishes. Have small groups of students take turns working the sale. They will need to make a tally of items sold, take money, and calculate change. (Have a calculator and adult volunteer handy for assistance.) It is a good idea to have all the baked items pre-wrapped before the sale begins. At the end of the sale, as a class, make a decision about what will become of unsold items and do the money calculations.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 30 Mathematics

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Mathematics Acitivities (Continued)

Money values — "Let's go to the bakery!" Set up a pocket chart with pictures of different types of breads mounted on cards. (Use cutouts from magazines and product packaging or color and laminate the outlines of different breads from the reproducibles on pages 131-135 in the Ap- pendix.) Make two more sets of cards. One set has a price on each card, which is the cost of the bread item. The other set of cards are the money cards, which have pictures of coins on them (or coin rubber stamp imprints of different coin values). Set up the pocket chart with bread cards and corresponding price cards. Put the money cards in a coin purse nearby. To do this activity, a student draws a money card from the purse to find out how much she/he can spend at the bakery. Then the student makes selections from the bakery cards accord- ingly and explains the purchases to the class. For example, a student may have a dime money card and might choose two bagels or one English muffin.

Making a timeline — Mrs. Katz and Tush. Revisit the Mrs. Katz and Tush book and put the events of Mrs. Katz's life on a timeline. Students may wish to estimate time in years into the past (back to when Mrs. Katz met her husband) and into the future (to the time Larnel is an adult with children of his own) in order to make their timeline complete.

Ordinal numbers. Using the Language Arts activity in which students sequence the story events in Bread Is for Eat- ing (See description on page 10), review ordinal numbers by attaching labels of "first," "second," "third," and so on, to the story events.

Working with a calendar. As students research the time for New Years Day celebrations in different cultures (See Chinese New Year in the Social Sciences section beginning on page 43), compile this information in the appropriate months and dates on the classroom calendar. As students learn about other holidays, celebrations, and festivals, add this information to the calendar, as well. Have students look for clusters of activity. For example, which months have the greatest number of celebrations? What types of celebrations are related to cer- tain seasons of the year? How many days is the longest celebration? Do some celebrations occur in different months each year and what accounts for the change? MRS. KATZ AND TUSH/BREAD IS FOR EATING Mathematics 31

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Family involvement — making a calendar. Enlist families in the project of making a calendar of family celebrations and special occasions. Give each child six copies of the reproduc- ible calendar on page 33 at the end of this section. (Copy the pages two-sided in the following manner: January, front - December, back; February, front - November, back; March, front - October, back; April, front - September, back; May, front - August, back; June, front - July, back. By copying in this way, when students get to June, they merely need to turn the calendar over and go back the other way. At the end of the year in December, they see that January follows again.) Staple, bind with a plastic spiral, or fasten the pages together with two metal rings. Have students add the names of the months and decorate the borders. They may wish to draw portraits of family members in the borders or symbols of celebrations for that month. Have families, working with their children, enter celebrations, holidays, special events unique to their family, and the like, to the calendar. The children should take the major responsibility for creating the calendar, though the whole family may offer suggestions as to what to write and how to illustrate it. Encourage families to use this calendar for keeping track of future events.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 32 Mathematics

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Repro #8 Reproducible Calendar Fri. Sat. Tue. Wed. Sun. Mon. Thur. MRS. KATZ AND TUSH/BREAD IS FOR EATING Mathematics 33

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 33 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Making a Big Book. Discuss with students their relation- ship with an older friend who is not their grandparent or another relative. On an oversized sheet of paper, have them complete the sentence frame, “I like to ______with my special friend,” and draw a picture of that activity. As- semble the pictures into a Big Book for sharing and placement in the classroom library.

Using literature as a model for writing. Author Patricia Polacco’s books are excellent models for students in telling their own stories and sharing memories. They show that sometimes a small memory or event makes a good story. A beginning point might be having students write a story about a memory associated with an older person.

Conducting an interview. Have students interview a grand- parent, elderly relative, or older family friend. Use the reproducible form on page 17 at the end of this section of the guide, or brainstorm with students the questions they would like to ask in the interview. Have students return the interview forms to school for additional activities.

Writing a biography. Using the data from their interviews, have students write a biography of their subject. Before begin- ning, discuss biography as a type of literature and the kinds of information they expect to find in a biography. Although Mrs. Katz is a fictional character, use details from the book and construct a class-written biography of her life as a model.

Writing posters. The story of Mrs. Katz and Tush suggests different purposes for communication on posters. Have stu- dents make these posters: - “Lost Cat” - advertising free kittens Before the students begin, discuss the purpose of each poster (help wanted/informational and sales/persuasive) and the essential content needed to meet the purpose.

Making a list. Invite students to share their experiences with staying overnight at their grandparents’ house or at the home of another older relative. Using the reproducible suit- case on page 19 at the end of this section, have students list the items they would take for a visit of one or more nights. Provide an opportunity for them to share their lists with the class.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 6 Language Arts & Literature

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Language Arts and Literature Activities (Continued)

Playing a listening game. Play a game that involves con- necting a chain of ideas and listening to the responses of others in the class. To play, students take their turn, working their way around a circle, by completing the sentence, “I’m planning a trip to my grandma’s (or grandpa’s) house, and I’m taking ______. The game can be played in different ways: by having each student name something that begins with a different letter of the alphabet in order; by having stu- dents name items beginning with the same letter; or a more challenging version — by naming items randomly and having each student repeat all items named previously before adding another item to the list. Students might make use of some ideas from their lists of travel items from the activity above.

Writing a story. Discuss the expression “the good old days” and why people often think the past is better than the present. Have students think of some good times in their lives and write a story they will tell their grandchildren about “the good old days” in second (or other) grade. Have them sign their stories “Grandma Emily” or “Grandpa Sam” and share them with the class.

Writing letters to pen pals. Arrange for students to be a pen pal to residents of a nursing or retirement home. Pre- arrange this activity with the administrator of the facility so that a sufficient number of volunteers is available for each student to have a pen pal. (Perhaps someone is willing to take dicta- tion from a resident who is unable to write.) Before the first exchange of letters, visit the older pen pals to explain the pur- pose of the activity and what they might expect in the children’s letters. For example, a demonstration of temporary (invented) spelling might be helpful. Also, stressing the impor- tance of printing words clearly and of keeping their letters short in length, and explaining that the tendency of young children not to answer all the questions they are asked in let- ters is typical, are valuable pieces of information to share with the pen pals. Select a site where pickup and delivery of letters is easily accomplished so that postage is not needed. It may be necessary to provide stationery for the pen pals. Ask for donations from parents, or have children make stationery.

Vocabulary study. Brainstorm words that describe a cat. Encourage students to think about behaviors of cats in addi- tion to the way they look and feel. Write the words on an enlarged cutout of a cat and display the chart in the class- room so that students may add to it and use the words in stories and poems they write. (The reproducible "Cat Outline" on page 119 in the Appendix may be enlarged for this pur- pose.)

MRS. KATZ AND TUSH/BREAD IS FOR EATING Language Arts & Literature 7

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Understanding figurative language. Several common ex- pressions and terms involve the use of the word “cat,” including the following: - cat got your tongue? - she’s/he’s the cat’s meow - she’s/he’s the cat’s pajamas - let the cat out of the bag - it’s raining cats and dogs - a cat has nine lives - being “catty” - taking a catnap - nervous as a cat - catburglar - catwalk - cat-o-nine tails Discuss the meanings of these terms by having students connect them to personal experiences. Older students may wish to research the origins of these expressions. Semantic map for “cat.” A semantic map allows students to develop their vocabulary skills by connecting words and ideas on a concept. Have students use the reproducible on page 21 at the end of this section of the guide to create a semantic map for “cat.” ‘Cat’-egory word sort. Write the words from the lists be- low on cards (approximately 1 1/2 inches x 2 1/2 inches in size) and laminate them. Store the cards in a clean school lunch cardboard milk carton. Make the ‘cat’-ch-all sacks (see picture below) using paper lunch bags and the tiger and cat face cutouts from the reproducibles on pages 23 and 25 at the end of this section of the guide. Have students, working individually or with a partner, sort the words into the two cat- egories, placing the words associated with wild cats in one sack and the words associated with tame cats in the other sack. Make the cards self-checking by putting a different sym- bol for each category on the backs of the cards. wild cat words tame cat words tiger kitten cub tabby jaguar calico puma Siamese cougar catnip lion mouse cheetah kitty litter panther ball of yarn leopard purr roar meow jungle Garfield

MRS. KATZ AND TUSH/BREAD IS FOR EATING 8 Language Arts & Literature

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Language Arts and Literature Activities (Continued)

“Who’s That Cat?” game. Cats are popular characters in children’s literature. Some of these cats appear in series of books. Display a collection of books about cats during the course of this integrated theme unit. (Recommended books are included in the Annotated Bibliography.) Read several of these books aloud to students and encourage them to read the books for pleasure so they can get to know cats in litera- ture. Invite students to celebrate their new friendships with literary cats by playing “Who’s That Cat?” found in your cur- riculum package. In this game, students match cats with clues about them from stories. Game cards and a gameboard are included in this curriculum package. Directions for playing and an answer key can be found on pages 147 and 149 of the Appendix.

Recommending books about cats. Make a list of the books about cats that you read aloud to the students. Invite students to make a thumbprint cat (see activity on page 67 in Arts section) next to the title if they would recommend it to a friend to read. Add other titles to the list that students read for pleasure and have them add thumbprints if they recommend the books. At the end of the integrated curriculum unit, place the listing, “Room ___ Recommends These Purr-fect Cat Books,” in the school library media center so others can get some ideas for good books about cats to read.

The Great Debate: Which makes a better pet — a cat or a dog? Have students work in small cooperative groups to ad- dress this question. Give each group one of the sentence starters, “A cat makes a better pet because...” or “A dog makes a better pet because....” Make sure the same number of groups respond to each sentence. Students brainstorm their reasons and list them on a chart. Each group presents its “argument” to the entire class. Have “secret” ballots and a ballot box available for voting. When all students have cast their ballots, tie into math by tallying the votes. (A ballot may be found on page 27 at the end of this section of the guide.)

MRS. KATZ AND TUSH/BREAD IS FOR EATING Language Arts & Literature 9

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Sequencing story events. In Bread Is for Eating, the se- quence of events from the seed in the ground to eating the bread is very clearly presented. Give each student a piece of construction paper cut into a 3 x 18-inch strip. (One sheet of regular 12 x 18 drawing paper will be enough for 4 children.) Have students measure 3 inches from one end of the strip of paper and make a mark. Demonstrate how to accordion fold the strip beginning with a fold at the 3-inch mark. They should then have 6 boxes of fairly equal size. Have students draw pictures of six important story events in order and label them. As a group, you may decide to make the seed in the ground the first picture. Allow time for students to share their pictures and discuss how everyone did not choose the same events to illustrate, but that all the events are part of the story.

Making a glossary. As a class, make a glossary of words for different kinds of breads. Before beginning, look at some examples of glossaries and discuss the types of information that usually appears in one and how a glossary is organized. (Many nonfiction books for children contain a glossary. Check the annotations of the books listed in the Bibliography for mention of a glossary.) Start by brainstorming a list of breads. Write each type of bread on an index card and attach the cards to a piece of chart paper divided into three columns. Have students work with a partner to research a type of bread and formulate a glossary definition, that they will write on another index card. Before assembling all the information, as a class, alphabetize the bread cards from the original list. Have the pairs of students attach their definition cards in the second column on the chart and either glue a cutout picture or draw a picture of their bread in the third column. Leave space on the glossary chart for additional breads as students learn about other types. Types of bread that may be included in the glossary: cornbread, pita, bagel, croissant, English muffin, French bread, tortilla, challah, scone, rye, pumpernickel, bis- cuit, matzoh, damper, fry bread, chappatis, pretzel, baguette, whole wheat, sourdough, lavash, pappadam, injera, piki (from the Reading Rainbow program), and others. (See the informa- tion sheet on Bread on page 121 in the Appendix.)

MRS. KATZ AND TUSH/BREAD IS FOR EATING 10 Language Arts & Literature

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Language Arts and Literature Activities (Continued)

Understanding figurative language. Discuss the meaning of the phrase describing bread as the “staff of life” and the phrase, “to break bread.” Connect these meanings to the concept in the Bread Is for Eating Reading Rainbow video that bread has an importance to cultures that is greater than its role as a food.

Imaginative writing. As students become more familiar with different types of bread (i.e., the colors, shapes, sizes), encourage creativity by inviting them to write stories about how certain types of bread came to be. For example, how and why bagels, croissants, scones, or other breads, exist as they do, are possibilities for writing. Students might use bread- shaped paper (see outline on page 123 in Appendix) or the reproducible bread writing paper (on page 129 in the Appen- dix) for their stories. Students might also do some imaginative writing about cats, such as why different breeds look the way they do or why cats purr, or write poems about cats. (An out- line for cat-shaped paper and reproducible cat writing paper appear on pages 125 and 127 in the Appendix).

Extending the concept of bread. Enlarge the bread out- line on page 123 in the Appendix to use as a recording chart. Title the chart, “Bread is for Eating,” and invite students to think of ways that bread is eaten. Their responses will reflect their prior experiences and may include: toast it, in a sand- wich, with gravy on it, make French toast, in bread pudding, dip it in sauces, crumble it and mix it in foods, make stuffing/ dressing, make croutons, shape it into a bowl and put salad in it, feed stale bread to the birds, and others.

Spanish language. There are many Spanish words in Bread Is for Eating in addition to the lyrics of the song. Start a class Spanish-English dictionary with some of these words. Add other words that are commonly used, such as greetings, number and color words, animals, people, buildings, furni- ture, and the like. Have students think of additional words they would like to learn in Spanish. Words for objects in the classroom could be written in Spanish on cards and attached to the objects. Frequently utilize opportunities to practice Spanish words.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Language Arts & Literature 11

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Work of an Author and Illustrator

Patricia Polacco was born in Michigan to parents of Russian and Ukranian descent on her mother’s side and Irish on her father’s. She moved to California as a young child when her parents divorced, but spent summers on the farm in Michigan. She describes herself as coming from a storytelling family. Her fondest memories are what her babushka (her Ukranian grandmother) called “firetalking,” sitting around a stove or open fire, eating apples and popping corn, while the older folks told their wonderful stories about the past. School was not easy for Patricia, especially reading, be- cause of a learning disability. She overcame that difficulty, however, and now has a Ph.D. in art history. She did not start writing and illustrating children’s books until she was 41 years old. She is the mother of a grown son and daughter and lives in Oakland, California, with her husband Enzo, who is a chef, and their cats. Her style of art is very distinctive and easily recognizable across all her books. She states that she has loved drawing as far back as she can remember. When she does illustrations for a book, she draws everything in pencil first. She lays in the color with markers, acrylic paint, oil paint, pastels, and inks. She sometimes uses photographs of real people that have been cut out and pasted into her illustrations. Patricia often asks people she knows to pose for her. Her family and her memories have inspired the writing of nearly all of her books:

The Keeping Quilt (1988) is the story of how her mother’s family came to be in America. Patricia now has that quilt, and it is still used for special occasions. Rechenka’s Eggs (1988) features the beautiful Ukranian eggs, called pysanky, which her babushka taught her to make. Mrs. Katz and Tush (1992) was inspired by the favorite pet cat of Patricia and Enzo, Tush. Chicken Sunday (1992) is a story from her neighborhood in Oakland, where Stewart Washington has been her best friend since she was a child. Meteor! (1987) shares an event that happened to her mother when she was a girl — a meteor landed in her front yard in Michigan. Appelemando’s Dreams (1991)are the way she describes her own stories, floating above her head with images that come quickly. My Rotten Red-Headed Older Brother (1994) relates child- hood experiences of Patricia and her brother Richard. My Ol’ Man (1995) shares warm recollections of summers Patricia and Richard spent with their father in Michigan.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 12 Language Arts & Literature

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Other books by Patricia Polacco include: Boat Ride with Lillian Two Blossom (1989), Uncle Vova’s Tree (1989), Thun- der Cake (1990), Just Plain Fancy (1990), Babushka’s Doll (1990), Some Birthday (1991), Picnic at Mudsock Meadow (1992), The Bee Tree (1993), Babushka Baba Yaga (1993), Pink and Say (1994), Babushka’s Mother Goose (1995), Aunt Chip and the Great Triple Creek Dam Affair (1996) and I Can Hear the Sun (1996). Her autobiography, Firetalking (1994), is available from the “Meet the Author” series, published by Richard C. Owen, Publishers. See also Patricia Polacco: Dream Keeper (1996), a video produced by Searchlight Films and distributed through G. P. Putnam’s, in which she demon- strates her process of making a book.

• Reading Rainbow program tie-ins: Patricia Polacco has had two other feature books in addition to Mrs. Katz and Tush — Appelemando’s Dreams and Rechenka’s Eggs. In Rechenka’s Eggs, viewers have the opportunity to meet Patricia, as she shows them how to make pysanky eggs and tells them a bit about her life.

Phillis Gershator is the author of several picture books, including The Iroko Man (Orchard, 1994), Rata-Pata-Scata- Fata (Little, Brown, 1994), Tukama Tootles the Flute (Orchard, 1994), Honi’s Circle of Trees (Jewish Publication Society, 1994), Sambalena Show-Off and the Iron Pot (Macmillan, 1995), and Sweet, Sweet Fig Banana (Whitman, 1996). She has worked as a children’s librarian with the Brooklyn Public Library and the St. Thomas Department of Education in the U.S. Virgin Islands. She now lives on St. Thomas with her hus- band David. Many of her books have Caribbean settings. David Gershator is a songwriter, translator, and poet. In the creation of Bread is for Eating, he wrote the words and music for “El pan es para comer,” based on a Spanish song with the phrase no tires el pan, which is another way of saying “clean your plate.” His wife Phillis then wrote a story of the way a seed becomes food to go along with the song. Bread Is for Eating is the first picture book for children illus- trated by Emma Shaw-Smith. She was born and lived much of her life in Ireland, where her interest in traditional cultures began. She has illustrated books about Jamaica, Egypt, and China, and a series of Inuit songs. She now lives in Memphis, Tennessee. The illustrations for Bread Is for Eating were created using inks on Strathmore bristol board in a style reminiscent of Gua- temalan folk art.

MRS. KATZ AND TUSH/BREAD IS FOR EATING Language Arts & Literature 13

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Using the READING RAINBOW Review Books

The three review books in the Mrs. Katz and Tush program and the three books reviewed in Bread Is for Eating can serve as a springboard for additional activities.

Abuela by Arthur Dorros, illustrated by Elisa Kleven, is a fantasy flight above New York City by Rosalba and her abuela (grandmother). They fly over the park, the harbor, city build- ings, the airport, even the Statue of Liberty. The rich detail of the watercolor illustrations depicts the vibrant nature of the city below in a bird’s-eye view. The text is liberally sprinkled with Spanish words and phrases from Abuela’s native land. The sheer joy of this grandmother-granddaughter adventure is evident in both the story and pictures. Read the book aloud and have students predict the mean- ings of the Spanish words and phrases based on the context of the sentences in the story. Use the glossary of these words in the back of the book to assist with the making of the Span- ish-English dictionary suggested as an activity in the Language Arts and Literature section. Invite students to examine the illustrations closely. Discuss their observations about life in a large city. How does New York City compare to the city in which they live or to cities they have visited. Have students who have visited New York share their experiences. Ask if they recognize any famous landmarks in the illustrations. It is likely that the Statue of Lib- erty will be familiar. Discuss what students know about this landmark. Compare the different perspectives represented in the illustrations, including viewing the scene at eye level, look- ing up, and looking down from a bird’s-eye view. The text mentions several words used commonly in English that are actually Spanish words, such as bananas, rodeo, pa- tio, and burro. Older students might enjoy locating the origins of words from other languages that have been “adopted” into English.

Wilfrid Gordon McDonald Partridge by Mem Fox, illus- trated by Julie Vivas, tells of the special friendship between a small boy and Miss Nancy Alison Delacourt Cooper, a 96- year-old resident of the “old people’s home” next door. When Wilfrid Gordon hears his parents say that Miss Nancy has lost her memory, he sets out to find what a “memory” is, so that he can help her find hers again. All of the residents of the home tell him something different about a memory, and Wilfrid Gordon assembles an odd collection of objects to fit their definitions. In the end, his assortment brings back some long lost memories for Miss Nancy. Before reading this book to students, pose the question that Wilfrid Gordon asked, “What is a memory?” Record their ideas on the board, and invite them to share a memory asso- ciated with their response.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 14 Language Arts & Literature

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Propose to families the idea of assembling a memory box as a family project. Provide them with the definitions of “memory” from all of Wilfrid Gordon’s older friends: some- thing warm, something from long ago, something that makes you cry, something that makes you laugh, and something as precious as gold. Suggest that almost any type of container will work, that they date the collection and note what each family member contributed, and that they put the “box” in a special place to be opened at a later date. Keep a shoebox in the classroom as a memory box. Invite students to write a special memory (when they think of one) shared by the whole class on a piece of paper and put it into the box. Stress that these are very special memories, that they can have many definitions, and that they can be put in the box at any time. Open the box at the end of the school year and share the memories.

In Kwanzaa by Deborah M. Newton Chocolate, illustrated by Melodye Rosales, the seven principles of Kwanzaa; the foods, dress, and activities of a family’s Kwanzaa celebration; and the historical significance of the symbols of Kwanzaa, are discussed. Greater detail about the celebration of Kwanzaa and activi- ties for students may be found at the end of the Social Sciences section of this curriculum guide, beginning on page 39.

Walter the Baker, by Eric Carle, is a master baker whose sweet rolls are a favorite of the Duke and Duchess. When he substitutes water for milk in the dough one morning, the Duke threatens banishment unless Walter can make a tasty roll through which the sun can shine three times. After many trials, Walter accidentally invents just the roll...and the Duke names it “pretzel.” Put a long piece of bulletin board paper along a wall. Have students use Eric Carle’s collage technique and make Walter’s Bake Shop. They will need to decide what types of breads and other baked goods they want in the shop and how to display them. Have them label the items, make signs advertising cer- tain goods, and also make a sign for the shop. Make soft pretzels. (A recipe may be found in the Appen- dix.) Have students experiment with different shapes for their pretzels. Give students a challenge similar to the one Walter was given — invent a new bread. Have students write their inven- tions on the bread outline on page 123 in the Appendix. If their invented bread is in a shape different from a slice of bread, they will need to illustrate it as well. Bind the pages into a book, entitled “Breads from the Bakers of Room ____.”

MRS. KATZ AND TUSH/BREAD IS FOR EATING Language Arts & Literature 15

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. The Tortilla Factory by Gary Paulsen, illustrated by Ruth Wright Paulsen, explores the cycle of making a tortilla from the black earth where the workers plant the yellow corn seeds, through the growing, harvesting, and grinding of the flour, to the making and eating of the tortillas by the people who work the earth. The oil on linen paintings add a texture to the illustrations not unlike the earth itself. The story pattern for this book is a circle. Have students work with a large circular piece of paper divided into 10 sec- tions and illustrate the events of the story in order. Have a set of 10 cards that label the events prepared ahead of time: - The black earth sleeps - Brown hands work the black earth - Hands plant the yellow seeds - The seeds become plants - The corn dries in the sun - The flour from the corn goes to the tortilla factory - People at the factory make the dough - Tortillas go in a truck - People make food with the tortillas - The workers from the fields eat the tortillas Discuss the story and have students place the sentence cards around the circle. They then draw the accompanying illustrations. If possible, visit a Mexican restaurant and watch how they make use of tortillas in preparing foods. Investigate resources within the classroom, school, or community to find someone who makes tortillas, and invite that person in to do a demon- stration.

Bread Bread Bread by Ann Morris explores bread around the world — how it looks, how it is eaten, how it is made, and why it is a healthy food — in an easy-to-read text and full-color photographs by Ken Heyman. An appended index identifies the location of each of the photographs and offers a note of explanation. The book can serve as one of the students’ reference sources about bread in this integrated unit. After they have viewed the Reading Rainbow program, have students look for some of the breads in this book that they saw on the video. Use the photographs as a comparison and contrast between ways that bread is sold and eaten in the United States and in other countries of the world.

MRS. KATZ AND TUSH/BREAD IS FOR EATING 16 Language Arts & Literature

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN. Repro #2 Reproducible Interview Form

MRS. KATZ AND TUSH/BREAD IS FOR EATING Language Arts & Literature 17

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 17 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #3 Reproducible Suitcase

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 19 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #4 Reproducible Make a Cat Map

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 21 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #5 Reproducible Tiger Face — "Cat"-egory Sort

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 23 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #6 Reproducible Cat Face — "Cat"-egory Sort

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 25 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Repro #7 Reproducible Cat - Dog Ballot

©1996 GPN/University of Nebraska-Lincoln. All rights reserved. Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use 27 (notice or copyright and source must appear on all copies of pages). In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN.

Acknowledgments

Curriculum Package MRS. KATZ AND TUSH BREAD IS FOR EATING

Writer Karla Hawkins Wendelin, Ph.D.

Instructional Development Ann Michaelis

Project Director Nan Schweiger

Editor Dick Spence

Special Thanks to: Erin Urso Tom Henderson Communication Design, Lincoln, NE The Way Home Music and Books, Lincoln, NE

© 1996 GPN/University of Nebraska-Lincoln (This curriculum package may not be reproduced in any manner without prior written permission from GPN.)

GPN P.O. Box 80669 Lincoln, NE 68501-0669 (800) 228-4630

Reading Rainbow is a registered trademark of GPN/WNED-TV

Reading Rainbow Project Director/Executive Producer Twila C. Liggett, Ph.D.

Reading Rainbow Associate Project Director/Executive Producer Anthony Buttino

The Bread Song lyrics by Steve Horelick and Janet Weir © 1996. SCH Music, Inc. (ASCAP)

©1996 GPN/University of Nebraska-Lincoln All rights reserved Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages)' In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN' MRS KATZ AND TUSH BREAD IS FOR EATING Curriculum Package

Getting Started

Before beginning the Mrs. Katz and Tush/Bread Is for Eat- ing unit, plan ahead with the following activities:

Collect children’s literature from the school library media center and the public library for classrooom display. See the Annotated Bibliography at the end of this curriculum guide for suggestions on literature about intergenerational relationships, breads and bread making, cats, and cultural celebrations and festivals.

Arrange field trips or guest speakers associated with the unit.

Inquire about music and artifacts that can be used or demonstrated in conjunction with the study of cultural cel- ebrations. Local community centers, such as an Hispanic Center or a Native American Coalition, might be able to pro- vide materials and guest speakers.

Find out about cultural celebrations and festivals in your area so that information about these activities can be dissemi- nated to parents.

Set up a baking area in the classroom, stocked with equipment such as measuring cups and spoons, mixing bowls, baking pans, potholders, a cooling rack, various kitchen utensils, and supplies requested in the Parent Letter.

Send home the Parent Letter on the next page, inform- ing parents about the unit and asking for contributions of supplies and materials. Use the space at the bottom of the letter to personalize it according to your specific needs.

MRS KATZ AND TUSH/BREAD IS FOR EATING Getting Started 1

©1996 GPN/University of Nebraska-Lincoln All rights reserved Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages)' In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN'

Repro #1 Reproducible Parent Letter

Dear Families:

In our classroom, we are beginning a new unit of study centered around two books, Mrs. Katz and Tush and Bread Is for Eating, and the Reading Rainbow programs of the same names. As part of this unit, we will be exploring relationships between young people and the elderly, including family members and friends. We will also be finding information about cats, wild and tame, and studying the importance of bread as a food staple in cul- tures around the world. Another important part of this unit — one that we will visit again and again for the entire school year — is learning about the traditions associated with cel- ebrations, holidays, and festivals from different cultures. We will be reading many books and using a variety of materials as we study these topics.

We do need your help! Here’s how:

• In order to improve our understanding of aging and develop our relationships with the elderly, we hope to invite many older family members and friends into our classroom to join us in some activities. If you can volunteer or recommend someone who might come in, please let us know. • Please tell us about any cat experts or bread bakers who might share their expertise with us. • We are interested in any traditions of cultural celebrations or festivals in which your family participates, especially activities related to music, dance, clothing, foods, and ceremonies. • We are collecting the following materials: kitchen utensils, such as measuring spoons and cups (non-breakable, please), plastic bowls, baking pans, potholders, hot pads, mixing spoons and spatulas, a cooling rack, and foods for baking (see list at the bottom of this letter for specific items that are needed).

We also have some family projects in this unit that will help us with our language arts, math, and social studies. Watch for news about them later!

Thank you for your contributions! Feel free to drop in any time. The “extra hands” are always welcome on our many projects, and we also want you to help us celebrate our learning!

Sincerely,

Here are some items we need:

©1996 GPN/University of Nebraska-Lincoln All rights reserved Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages)' In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a 3 retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN' ©1996 GPN/University of Nebraska-Lincoln All rights reserved Teachers who have purchased this READING RAINBOW Curriculum Package are granted permission to reproduce from this book pages for their own classroom use (notice or copyright and source must appear on all copies of pages)' In all other cases, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of GPN'