Story Mapping with Success by Joanne Moore ISBN 0-9733876-0-2 ISBN 978-0-9950892-2-8 (Renamed Story Mapping SMARTS in Language Arts )

Story Mapping with SSuccessuccess

by JoAnne Moore

© August 12th, 2003 by author JoAnne Moore. All rights reserved. Published by Books for Re- sults, Inc. first in Calgary, Alberta and later in Turner Valley, Alberta. Permission is granted to the purchaser to reproduce this book in sufficient quantities to meet a single teacher’s own classroom needs. Reproduction of this book for more than one classroom teacher, an entire school or school system is strictly prohibited.

Clip art credits: Corel Systems Corp. 1991, version 3.0, Softkey International Inc. and its licen- sors, Microsoft Publisher 97, Books for Results, Inc.

© JoAnne Moore, revised January 2021 www.books4results.com These story maps are laminated so that story ideas can be brainstormed on them by the teacher with an overhead pen and wiped off when finished. The graphics are attached with self-sticking Velcro after the poster has been laminated. This allows the teacher to change the graphics with ease in order to demonstrate many story ideas for children during carpet time. The stuck poster uses a pocket to show the character or object that gets stuck. The graphics shown on the pocket could be replaced with writing to show the attempts made at freeing the character/object. The copycat poster shows two characters meeting and one copying the other’s behaviour. When the copying ends in either disaster or success, the copycat stops causing the characters to split up again. The contest story shows two characters meeting, posing a contest, having one, and the winner emerging at the bottom.

© JoAnne Moore, revised January 2021 www.books4results.com Circle stories start and end in the same place and require a subplot (usually stuck, copycat or contest). Switch stories have two objects, characters, positions etc. swapped and changed back at the end. They also require a subplot. Transformation stories can be physical changes or character changes and they also require a subplot.

Story settings are built with sensory imagery as the author describes what is seen, heard, felt, smelled, or tasted to transport the reader to a setting. The sensory imagery verb vocabulary used in books can be collected into the idea bank to help children build effective settings.

Authors also use sensory imagery to show encounters between characters. What a character sees, hears, feels, or smells is used to create an interesting meeting. Suspense is a scary encounter and it too, is created using sensory imagery. The way two characters meet is a critical part of most stories and can also be collected from books and added to the idea banks.

Showing

Authors use the “showing” technique to build the emotions and motives of the characters. Emotions are the feelings of characters which are not overtly stated in a book. Instead, the author takes face parts plus verbs, body parts plus verbs, speech that is spoken or thought, and the character’s actions to depict the emotion. If a character were angry the author might write something like this: Frank’s eyes flashed as he pounded his fists on the table. “Get out of my office!” he thundered. Motives drives the character’s actions and the plot structure. The basic motive of every character is what they do or do not want. They are built through speech that is spoken or the thoughts of the character, or told by the omniscient narrator.

Part I Stuck Stories Story Mapping and Story Writing 1 Stuck Idea Bank 3 Teacher Models and Student Exercises 6 Stuck Story List and Idea Bank 24 Modelling with the Stuck Poster 29 Stuck Story Poster 43

Part II Copycat Stories 54 Copycat Idea Bank 56 Teacher Models and Student Exercises 58 Copycat Story List and Idea Bank 73 Modelling with the Copycat Poster 77 Copycat Story Poster 96

Part III Contest Stories 107 Contest Idea Bank 113 Teacher Models and Student Exercises 109 Contest Story List and Idea Bank 130 Modelling with the Contest Poster 137 Contest Story Map Poster 148

Part IV Circle Stories and Story Outlines 161 Circle Idea Bank 164 Teacher Models and Student Exercises 166 Circle Story List and Idea Bank 176 Modelling with the Circle Poster 182 Keys for Planning Circle Story Subplots 192 Circle Story Poster 207

Part V The No Fail Picture Prompt Exam Outline 213 Teaching Steps 215 Sample Picture Prompts 219 Test Pictures and Sample Outlines 230

© JoAnne Moore, revised January 2021 www.books4results.com Part VI Switch Stories 239 Modelling with the Switch Poster 244 Switch Story List 245 Switch Idea Bank 247 Keys for Planning Switch Story Subplots 251 Teacher Models and Student Exercises 270 Switch Story Map Poster

Part VII Character Transformation Stories 276 Keys for Planning Transformation Story Subplots 279 Physical Transformation Stories 280 Transformation Idea Bank 281 Modelling with the Transformation Poster 283 Transformation Story List 284 Transformation Story Map Poster 297

Part VIII Character Motives Made Simple 302

Part IX Engaging Encounters Between Characters 308

Part X Long Range Plans for Narrative Writing 321

Part XI Story Language: Verbs, Showing, Sensory Imagery 331 Sensory Imagery and Showing Posters 338

Part XII Story Problem Vocabulary Dictionaries 353 Sequencing the Problem 354 Dictionary of Action Words to Help Describe Disaster 355 Dictionary of Action Words for Possible Stuck Problems 358 Dictionary of Action Words for Possible Contest Problems 359 Dictionary for Possible Acts of God and Magic 360 Tips for Researching and Writing Independently 361

Part XIII Graphics Index 366 Australian Graphics 367 Dinosaur Graphics 370 Fairy Tale Graphics 374 Farm Graphics 382

© JoAnne Moore, revised January 2021 www.books4results.com Forest Graphics 391 Hutterite Graphics 398 Insect Graphics 402 Jungle Graphics 407 Miscellaneous Graphics 411 First Nations’ Graphics 419 Ocean Graphics 424 People Graphics 429 Pet Graphics 438 Predator Graphics 442 Sports Graphics 447

One of the biggest hurdles for children to overcome in story writing is having good ideas and an awareness of how to develop and resolve the story problem. The purpose of this book is to help children develop an inner library of ideas and the ability to plan successful story problems and resolutions through story mapping. It does not involve the story writing process, although it certainly leads there. This is accomplished through the teacher guiding the class in researching picture books and chapters from novels. The research is then collected into idea banks and plot pattern categories.

The idea bank categories are: The plot pattern categories are: 1. encounters between characters 1. stuck 2. essential dialogue 2. copycat 3. tricks 3. contest 4. disasters 4. circle 5. acts of god 5. switch 6. force 6. physical or character transformation 7. skill 8. courage 9. lucky breaks 10. help 11. hard work 12. truth that is discovered or revealed

When these idea banks and plot pattern categories are combined with picture graphics of new characters they stimulate imagination so that it is much easier to create an original story map.

This book explains the “how to”. The teacher and students read a book, then verbally identify the plot pattern, and collect a specific idea, or object from the story to use in creating a new story map. (When ideas are collected, interesting variations on the concepts may also be triggered. These variations should also be recorded in your idea banks and they can sometimes prove more useful than the original idea.) This gathering process is followed by the teacher modelling the story map on the overhead or with a poster. It will correspond with the book’s plot pattern. The teacher will then choose new characters, and use the specific idea or object to create an original story map. Each child is then given a copy of the story plot pattern map. Next, he chooses his own character from a base of characters provided by the teacher. Finally, each child plans his own story map using the idea banks the teacher just built with the class from the book. Planning stories in this fashion should occur as often as time permits (once a week if possible) in order to develop the inner library of how story problems are built and resolved.

In conclusion, the goal of this book is to help children plan many stories. Planning opportunities (when guided and modelled by the teacher) provide children with lots of practice learning how to research from books, identify different plot structures, and apply the research into new settings using different characters without having to write an entire story. It is an excellent addition to your current reading program, because it ties the reading and writing process directly together in a very high level thinking activity. I hope you have fun looking at books in a whole new light, gathering ideas with your class, and generating amazing story problems from your research!

Note: The teacher can model new story maps on an overhead transparency or on a poster. When using laminated story map posters, graphics can be attached with self-sticking Velcro pieces. The teacher can use an overhead pen to write ideas on the poster and wipe them off when finished. The other option is to have the small graphics made into transparencies, cut them up into individual character pieces, and place them on the story map transparencies. The teacher can then use an overhead pen to record ideas on the story map transparency. These can be wiped off at the end of the lesson and used again later.

Story Mapping and Story Writing

In every classroom there are usually two to three intuitive story writers. No matter what story subject they are asked to write about their stories are alive and the plots work. The other twenty-two children’s stories are not so successful. The bulk of the children make developmental changes in the mechanics and spelling process through the grades, but little progress in terms of style and plot development. Going from teaching grade six to grade one in a single year allowed me to see the lack of story concept development even more. The little ones would write two or three sentence stories and then in capital letters put “THE END” at the bottom whether their story had been completed or not. It was common in the older grades to see children that wrote reams of pages which made no sense or had two page descriptions of settings and characters’ appearances, but no plot or resolution. Some children wrote their entire story in meaningless dialogue. Finally, when stories were modelled for the children some would copy my examples in their entirety. What did these recurring problems mean? Upon reflection, it made sense to me that this is what children did when they did not understand the concepts of plot, resolution and style. Due to the fact that story writing has mostly been facilitated rather than taught it is not surprising that only the intuitive writers showed concept development in plot, resolution and style. We do not teach music by playing a child ten Mozart pieces and then seating him at the piano, giving him a note to start on, and telling him to compose a song in one hour that sounds like Mozart. Reading a child ten stories and then telling him to write a story doesn’t work very well either. My goal became to find a process which would allow me to teach the concepts of setting, character, plot and resolution while simultaneously teaching style. Authors quotes became a source of valuable information for me in searching for keys to teach children how to write stories successfully. Judy Blume (author of Tales of a Fourth Grade Nothing ), Jon Scieszka (author of The Frog Prince Continued ), and Molly Bang (author of The Paper Crane ) all spoke of learning to write from imitation. Molly Bang also talked about finding patterns to imitate from folk tales written around the world. These comments fascinated me. From Judy Blume and Jon Scieszka I learned the importance of learning and teaching through imitation. This means that copying is okay! Children that copy are learning story concepts through imitation. From Molly Bang, I learned that patterning is crucial for developing a solid grasp of plot and resolution. Molly writes beautiful folk tales from patterns she discovered in the literature. The only patterns I had been taught in university were rhyming, alphabet, number, and days of the week. Molly’s comment caused me to begin reading picture books for the purpose of discovering plot patterns. Over time seven recurring plot patterns emerged from the literature. This book is about how to develop a grasp of these patterns in students. Very simply there are seven plot and resolution patterns to teach students from books. The patterns are found in the simplest books and the most complex novels. The seven plot and resolution patterns are: copycat, contest, stuck, circle, switch and transformation (physical and character). Four of these are stand alone patterns (story problems) and three incorporate the use of at least one other plot pattern. Copycat, contest, stuck and physical transformation are stand alone story problems. They can be combined with each other or contained inside the other three patterns. Switch, circle, and character transformation stories generally show how a story will begin and end, but lack the story problem in the middle. For example: a time travel circle story may begin and end in an attic, but what happens to the character in the middle of the story?

A second plot, known as a subplot, must be chosen. This will usually be stuck, contest, copycat or a combination thereof. A Wrinkle in Time by Madeline L’Engle would be an example of a time travel circle story. It contains the subplots of contest and stuck combined. The young girl and her little brother are brought through time to rescue their father who is being held hostage. Even The Best Nest by P.D. Eastman, a simple picture book, contains two plot structures. It is a journey circle story with a contest subplot (the contest to find a better home). By reading and discussing these basic plot structures, children can link books/television/movies together by identifying patterns. They can also begin to create idea banks from which to base their own stories on. If this is followed by teacher modelling, and directed practice in story mapping a particular pattern (or a combination of patterns) using class created idea banks, the ability to create a successful story problem and resolution grows significantly. A child who plans many stories in the course of a year will build a great deal of experience with story problem and resolution. To teach story problem patterns, begin by reading the class ten picture book examples (or a single chapter from a novel) of one plot pattern. Keep in mind that very few picture books contain only one plot structure. Most combine more than two structures. Complex picture books and novels are excellent for gathering ideas from, but simple picture books are best for writing from. The first goal is to collect ideas and create an idea bank from the shared books. Next, brainstorm other ideas on the same theme that might be included. These would be things which the children have read about or seen in a movie before, as well as things that are imagined, or variations on the theme which might be triggered when reading the books. Add all of these ideas to the idea bank and create a story map.

Summary of Steps:

1. Read the class a picture book example of the plot pattern you are studying. 2. Gather concepts/ideas from the book and add them to your Idea Bank. 3. Choose character graphics. 4. Create a story map for the children using one or more new character graphics. Base your story map on the concept borrowed from the book read to the children. 5. Have children create their own story map using one or more of the new character graphics you provide them. They will also base their story problem on the same concept/idea you modelled and collected from the author. Do not have children write the story. The point of these story planning sessions is to build the concepts of story problem and resolution. 6. Repeat this process of: reading books, collecting ideas, modelling a story map, and students creating own story map. 7. If students show a strong grasp of the plot structure go on to writing a story which uses the pattern.

Title of Book: What got stuck and how: How it was freed: Use in a New Story 1. Mrs. Toggle’s 1. Mrs. Toggle’s shoe got 1. The shoe was freed when 1. Shoe - Any person, Beautiful Blue Shoe stuck in a tree when she tried the janitor got a ladder, fairy tale character by Robyn Pulver to kick a soccer ball and it climbed it, and reached her Rescue: ladder ISBN 0-590-05701-4 flew off her foot. shoe. 2. Tiddalick, the Frog 2. Tiddalick was thirsty and 2. The animals decided to 2a. Water - Any per- Who Caused a Flood drank all the water there was make Tiddalick laugh. When son or animal by R. Roennfeldt during the dry season in New eel danced and got stuck in a Rescue: laughter ISBN 0-14-050349-8 Zealand. The other animals knot Tiddalick laughed and b. Knot -A string, had no water left to drink and the water spilled out. rope, snake wanted it back. Rescue: untie 3. The Whispering 3. A little rabbit did not cover 3. The little rabbit made the 3. Something stuck in Rabbit by Margaret his mouth when he yawned noise of a bumble bee sipping the throat of any per- Wise Brown and a bumble bee flew into nectar and finally woke the son or animal. How *Golden book only his throat and fell asleep. bee up. It flew away. about your nose or ISBN 0-307-00138-5 tummy? 4. Island of the Blue 4. A young girl is left alone 4. A ship comes and rescues 4. Left alone on an is- Dolphins by Scott on an island with her brother her. land. How about at O’Dell (Ch. 1-4) when her people leave. home, shopping, at a ISBN 0-440-43988-4 park? 5. The Silver Chair 5. A prince falls under the 5. Rescued when truth is 5. Something en- by C.S. Lewis enchantment of a witch. made known and the magic chanted by magic. ISBN 0-14-03-0240-9 smoke put out. Any person, fairy tale character, Native culture, African culture etc. 6. King Midas and the 6. Bacchus grants King Midas 6. Bacchus takes away King 6. Golden Touch- any Golden Touch his wish of turning everything Midas’ golden touch after he person a Greek Myth into gold. Upon turning his has learned his lesson. How about the ISBN 0-394-90054-5 daughter into gold, he discov- chocolate touch? ers the greediness of his wish. What else? 7. Snowed in at Poke- 7. The children of Pokeweed 7. The snow melts and the 7. The weather makes weed School by John school get snowed in and children go home to have you stuck at: school, Bianchi have to spend a night at their breakfasts and then re- in a cave, at home, in ISBN 0-921285-05-1 school. turn to school. a mall, in a restaurant. 8. Sleeping Beauty 8. Aurora is cursed to prick 8. After the hundred years 8. Stuck in sleep. Grimms The Can- her finger on a spindle on her passes a prince enters the cas- What else? dlewick Book of Fairy sixteenth birthday and sleep tle, kisses Aurora and awak- e.g. Stuck in a day Tales for a hundred years, because ens her. (Movie: Groundhog Day) ISBN 0-7636-0281-7 one of the fairies was not in- e.g.Stuck in time vited to her christening. (novel: A Wrinkle in Time) e.g. Stuck young (novel: Tuck Ever- lasting)

3© by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Title of Book: What got stuck and how: How it was freed: Use in a New Story

4© by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Choose one picture book from the ten examples to use first as a story mapping example. Model how to change the setting and choose different characters. Using the new setting and characters, model how to story map a new story with ideas borrowed from the author’s plot and resolution. One of the easiest example would be changing the big, bad wolf and the three little pigs from a forest/plains setting to the big bad, snake and the three little frogs in a pond setting. This process of imitating an existing plot and resolution is used to teach a child plot and resolution. Now, give the children character graphics and have them create their own individual story maps based on the idea which was taken from the book (the same idea you modelled using different characters). After four or five experiences of watching their teacher read books, collect ideas, and model a plot structure through story mapping and then doing it themselves, children become more able to story map their own stories successfully. This process prepares the children to write a pattern story project or work on their own story based on one of the story maps created in the earlier lessons. The children should have created four or five story maps individually prior to writing their own story. The pages in this section illustrate the story map modelling process. Let us begin with stuck stories. A stuck story occurs when a character or an object becomes physically stuck (e.g. a shoe caught in a tree which you can’t get down or a princess stuck in a sleep which she can’t be awakened from). The reasons which cause a character to become stuck are as follows: a trick is played (e.g. the antagonist takes something which belongs to the protagonist and won’t give it back), a disaster or accident happens to the main character causing him or an object of his to become stuck (e.g. tripping), or an act of god occurs causing the main character or an object of his to become stuck. An act of god is defined as a weather disaster (getting caught in a blizzard) or magic wielded by the antagonist on the protagonist (fairy zap- ping a dwarf into a frog). Finally, force can be used by another character. An example of the use of force might be kidnapping another character or taking something that belongs to a weaker character. For the purpose of story mapping we will use the following three point plot structure. First, begin by establishing what got stuck and what caused it to get stuck (trick, disaster, act of god). Secondly, plan two unsuccessful attempts at freeing the character/object. Thirdly, resolve the problem by freeing the character/object. A character/object is freed when: someone helps, someone plays a trick, luck, hard work, or by an act of god (weather or magic). In a story where one character is being held hostage, the rescuer will face two or more obstacles prior to the rescue. The obstacles the rescuer faces will be one or a combination of: tricks, disasters, acts of god, or the use of force (physical or political). The story bank will show you how to create new stories using the same ideas with different characters and settings.

Please Note: If you experience difficulty locating any of the picture books or novels listed in this book, try the following web sites: www.amazon.com or www.bookfinder.com or www.alibris.com.

5© by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Each assignment in this section requires the teacher to work with the whole class by: a. Reading the suggested book and collecting ideas together. b. Model a story map by creating a transparency of the students’ story map and writing the teacher example on it. c. Brainstorm with students prior to having them plan their own story map. For example: in the shoe stuck story, look at the given character graphics and brainstorm (with your students) for each one where his/her shoe might get stuck. d. After brainstorming around the concept taken from the shared book, have students choose their own characters from those given and plan their own stuck story using the brainstorming.

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Setting:

Protagonist:

Motive: Character wants..

Object (if needed):

Protagonist or Object gets Stuck because there is a: *Trick *Disaster (accident) *Act of God (weather or magic) *Force used by another character Two Unsuccessful Ways to Free Protagonist/Object: 1.

Freed because: *Trick *Luck *Someone helps *Act of god *Hard work

7© by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Stuck Story 1. Mrs. Toggle’s Using the Idea Bank on Page 3 and Character Graphics Beautiful Blue Shoe by Robyn Pulver Shoe - Any person, fairy tale character Rescue: ladder

Brainstorm Sample: Shoe could get stuck: *in a castle draw- bridge door *in a moat *in a pot of stew *down a mine shaft *between two rocks *in a cave *in a gopher hole *in a bush *in a trap In stuck stories, things get stuck when a disaster (accident happens), trick, or an act of god (weather or magic) happens to a character or force is used by another character. They get freed/rescued when someone helps, someone plays a trick, an act of god (weather or magic), luck, or hard work.

1. Shoe Stuck Story using a new character and setting:

Choose: Disaster Trick Act of God Use of Force

Disaster: A giant wants to go for an early morning walk. As he is walking along he trips over a dwarf’s house and gets his shoe caught in the door- way. *The giant wiggles his foot and shakes the house, but nothing happens. The dwarf is awakened and gets very upset. *The giant tries to jump. The foundation of the house lifts slightly, but the shoe remains caught. Now the dwarf is angry. *The dwarf grabs his axe and chops the end of the giant’s boot. The giant leaps backward in pain and is free of the house while the dwarf pats his handy axe and chuckles to himself.

Have each student choose their own character from those shown above, and plan their own shoe stuck story. Remember, in stuck stories, things get stuck when a disaster (accident happens), trick, or an act of god (weather or magic) happens to a character. They get freed/rescued when someone helps, someone plays a trick, an act of god (weather or magic), luck, or hard work.

8© by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Setting: Protagonist: Motive:Character wants...

Object (if needed):

Protagonist or Object gets Stuck because there is a: *Trick *Disaster (accident) *Act of God (weather or magic) *Use of Force by another character Two Unsuccessful Ways to Free Protagonist/Object: 1.

Freed because: *Trick *Luck *Someone helps *Act of god *Hard work

9© by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Stuck Story 2a. Tiddalick, the Using the Idea Bank on Page 3 and Character Graphics Frog Who Caused a Flood by R. Roennfeldt Water - Any person or animal Rescue: laughter b. Knot -A string, rope, snake Rescue: untie

Brainstorm: Character took water to make his own: *moat *private lake *fill up a well In stuck stories, things get stuck when a disaster (accident hap- *hot tub pens), trick, or an act of god (weather or magic) happens to a *skating rink character or force is used by another character. . They get freed/ *magic recipe rescued when someone helps, someone plays a trick, an act of *build an ice castle god (weather or magic), luck, or hard work. *bath 2. Water Stuck Story using a new character and setting: Choose: Disaster Trick Act of God Use of Force Trick: A dragon wants all the water in the forest for a swimming pool to cool off in. He takes a large bucket, scoops, and flies all the water in the rivers and lakes to a moat around his cave in the mountain.

*The animals want their water back and try to scoop it into their own buckets and take it back, but the dragon keeps blowing fire at them and evaporating the water.

*Next, the animals try to scare the dragon by making creepy noises at night, but he isn’t frightened and starts snoring.

*The animals dig a trench from the moat to the lakes and rivers. They invite the knight to distract the dragon while they finish digging it. The water pours back to where it belongs.

Have each student choose their own character from those shown above, and plan their own water stuck story. Remember, in stuck stories, things get stuck when a disaster (accident happens), trick, or an act of god (weather or magic) happens to a character. They get freed/rescued when

10 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Setting: Protagonist: Motive: Character wants..

Object (if needed):

Protagonist or Object gets Stuck because there is a: *Trick *Disaster (accident) *Act of God (weather or magic) *Use of Force by another character Two Unsuccessful Ways to Free Protagonist/Object: 1.

Freed because: *Trick *Luck *Someone helps *Act of god *Hard work

11 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Stuck Story 3. The Whispering Using the Idea Bank on Page 3 and Character Graphics Rabbit by Margaret Wise Brown *Golden book only Something stuck in the throat of any person or animal. How about your nose or tummy?

Brainstorm: Character got the following stuck: *seeds *flower *pine cone *nut In stuck stories, things get stuck when a disaster (accident hap- *fruit pens), trick, or an act of god (weather or magic) happens to a *garbage character or force is used by another character. They get freed/ *bug rescued when someone helps, someone plays a trick, an act of god (weather or magic), luck, or hard work.

3. Nose, Throat, Tummy Stuck Story using a new character and setting: Choose: Disaster Trick Act of God Use of Force Disaster: A baby elephant wants to sniff a flower. As he is sniffing a flower with his trunk and accidentally sucks it off the brank and it gets stuck in his nose! *His father shakes him upside down, but it doesn’t come out.

*His mother squirts water up his nose with her trunk, but the flower doesn’t come out!

*Along comes Mother Monkey, and tells baby elephant that if he will simply blow air through his trunk, the flower will pop out. He tries, and out pops the blossom!

Have each student choose their own character from those shown above, and plan their own nose, throat, tummy stuck story. Remember, in stuck stories, things get stuck when a disaster (accident happens), trick, or an act of god (weather or magic) happens to a character. They get freed/rescued when someone helps, someone plays a trick, an act of god (weather or magic), luck, or hard work.

12 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Setting: Protagonist: Motive: Character wants...

Object (if needed):

Protagonist or Object gets Stuck because there is a: *Trick *Disaster (accident) *Act of God (weather or magic) * Use of Force by another character Two Unsuccessful Ways to Free Protagonist/Object: 1.

Freed because: *Trick *Luck *Someone helps *Act of god *Hard work

13 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Stuck Story 4. Island of the Blue Using the Idea Bank on Page 3 and Character Graphics Dolphins by Scott O’Dell (Ch. 1-4)Left alone on an island. How about at home, shopping, at a park?

Character got left alone at: *home *museum *park *skating rink *school *shopping mall *amusement park In stuck stories, things get stuck when a disaster (accident happens), trick, *bowling alley or an act of god (weather or magic) happens to a character or force is used *movie theatre by another character. They get freed/rescued when someone helps, someone plays a trick, an act of god (weather or magic), luck, or hard work.

4. Left Alone at an Amusement Park Stuck Story using a new character and setting: Choose: Disaster Trick Act of God Use of Force Act of God: Carl is at Calaway Park (an amusement park with rides) with his family. A sudden thunderstorm frightens him and he wants to be safe. He runs for shelter and gets separated from his family. *He looks inside the Haunted House, and gets frightened by a shrieking voice. His family isn’t there!

*He takes a ride on the merry-go-round, but they aren’t there!

*He rides the ferris wheel and when he gets to the top, he discovers they are having ice cream by the ice cream stand. When he gets off discovers that they had run to the ice cream stand when the storm hit. Carl gets his own ice cream cone!

Have each student choose their own character from those shown above, and plan their own left alone stuck story. Remember, in stuck stories, things get stuck when a disaster (accident happens), trick, or an act of god (weather or magic) happens to a character. They get freed/rescued when someone helps, someone plays a trick, an act of god (weather or magic), luck, or hard work.

14 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Setting:

Protagonist: Motive: Character wants...

Object (if needed):

Protagonist or Object gets left alone because there is a: *Trick *Disaster (accident) *Act of God (weather or magic) *Use of Force by another character Two Unsuccessful Ways to find your way______: 1.

Freed because: *Trick *Luck *Someone helps *Act of god *Hard work

15 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Stuck Story 7. Snowed in at Poke- Using the Idea Bank on Page 3 and Character Graphics weed School by John Bianchi The weather makes you stuck at: school, in a cave, at home, in a mall, in a restaurant.

Character was stuck because of: *snow *ice *tornado In stuck stories, things get stuck when a disaster (accident happens), trick, *thunderstorm or an act of god (weather or magic) happens to a character or force is used *fire by another character. They get freed/rescued when someone helps, some- *rain one plays a trick, an act of god (weather or magic), luck, or hard work. *predator *mud 7. Weather Stuck Story using a new character and setting:

Choose: Disaster Trick Act of God Force

Act of God: Nibbles, the beaver, woke up one morning and wanted to swim out of his dam. He discovered that the entrance to his dam was iced over and he couldn’t get out. *First, he slapped the ice as hard as he can, but nothing happens.

*Next, he tried calling for help, but no one comes. He sat down to wait.

*The next day, the sun shone brightly and melted the ice so that Nibbles was free to come and go as he pleased. He was delighted!

Have each student choose their own character from those shown above, and plan their own weather stuck story. Remember, in stuck stories, things get stuck when a disaster (accident happens), trick, or an act of god (weather or magic) happens to a character. They get freed/rescued when someone helps, someone plays a trick, an act of god (weather or magic), luck, or hard work.

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Setting: Protagonist: Motive: Character wants...

Object (if needed):

Protagonist or Object gets Stuck because there is a: *Trick *Disaster (accident) *Act of God (weather or magic) *Use of Force by another character Two Unsuccessful Ways Protagonist tries to get free: 1.

Freed because: *Trick *Luck *Someone helps *Act of god *Hard work

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© JoAnne Moore, revised January 2021 www.books4results.com Stuck stories occur when something get stuck on purpose or accidentally. Things that can get stuck include: people, animals, objects, view- points. Types of stuck stories include: fairytales (evil magic makes a character stuck as an animal/in sleep, in a tower), science fiction (space ship breaks down in space or on an unknown planet) latching on stories (The Golden Goose), kidnapping, and everyday life experiences (tongue stuck on the fence). Stuck stories usually resolve themselves when the item/person/animal is released. A stuck story is a stand alone plot or it may be used in combination with other plots. It is commonly combined with contest stories. For example: science fiction and fairy tales like to combine the elements of a contest (good Vs. evil) with a stuck plot. Stuck Stories to Share with your Class Prior to Writing Title: Author ISBN The Frog Prince The Candlewick Book of Fairy Tales Retold by Sarah Hayes 0-47636-0281-7 Sleeping Beauty The Candlewick Book of Fairy Tales Retold by Sarah Hayes 0-47636-0281-7 Rapunzel The Candlewick Book of Fairy Tales Retold by Sarah Hayes 0-47636-0281-7 Beauty and the Beast The Candlewick Book of Fairy Tales Retold by Sarah Hayes 0-47636-0281-7 The Six Swans The Candlewick Book of Fairy Tales Retold by Sarah Hayes 0-47636-0281-7 Tacky in Trouble Helen Lester 0-439-16425-7 Mrs. Toggle’s Beautiful Blue Shoe Robin Pulver 0-590-05701-4 Mrs. Toggle’s Zipper Robin Pulver 0-02-775451-0 Doctor De Soto William Steig 0-374-41810-1 Ordinary Amos and the Amazing Fish Eugenie & Henry Fernandes 0-590-51737-6 Andrew’s Loose Tooth Robert Munsch 0-590-12435-8 Uncle Farley’s False Teeth Alice Walsh 1-55037-542-3 Grandma and the Pirates Phoebe Gilman 0-590-74840-8 Tiddalick The Frog Who Caused A Flood Robert Roennfeldt 0-14-050349-8 Winnie the Pooh Getting Stuck in Rabbit’s Hole A. Milne 0-8317-9470-4 The Turnip Harriet Ziefert 0-14-038082-5 The Whispering Rabbit Margaret Wise Brown 0-307-00138-5 The Sword in the Stone Grace Maccarone 0-590-45527-3 Many Moons James Thurber 0152518738 King Midas and the Golden Touch Greek Myth/Charlotte Craft 0688131654 The Chocolate Touch Patrick Skene Catling 0440412897 Chocolatina Erik Kraft 0439635926 The 500 Hats of Bartholomew Cubbins Dr. Seuss 039484484X Bartholomew and the Oobleck Dr. Seuss 0394800753

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© JoAnne Moore, revised January 2021 www.books4results.com Title: Author ISBN Ch. 1 Blazer Drive Sigmund Brouwer ASIN: 0849939836ISBN 0-8499-3983-6 Journey to Planet of the Blawps Nancy Krulik ASIN: 0590189417ISBN 0-590-18941-7 The Marvelous Inventions of Alvin Fernald Clifford B. Hicks 0-14-130038-8 The Silver Chair C.S. Lewis 0-590-25480-4 Island of the Blue Dolphins Scott O’Dell 0-440-43988-4 The Voyage of the Dawn Treader Ch. 6,7,8,9,10,12,13 C.S. Lewis 0-590-25479-0 The Lord of the Rings Part Three The Return of the King Book 6 Ch. 1 J.R. Tolkien Tuck Everlasting Natalie Babbitt 0-374-48012-5 Princess Frownsalot John Bianchi 1-894323-25-4 Snowed in at Pokeweed Public School John Bianchi 0-921285-05-1 The Boy Who Stuck Out His Tongue Edith Tarbescu 1-84148-067-3 You Are Special Max Lucado 0-439-06365-5 Berlioz the Bear Jan Brett 0-590-12057-3 The Shark God (contest subplot) Rafe Martin 0590395009 Tub-Boo-Boo Margie Palatini B00009ZKX3 Falling for Rapunzel (contest subplot) Leah Wilcox 0399237941 Pig Gets Stuck H. Amery 0746004699 Not like That, Like This Tony Bradman ASIN 0195207122 One Duck Stuck (board book) Phyllis Root 07636110412 My Truck is Stuck Kevin Lewis & Daniel Kirk 078680534X Whale is Stuck Karen Hayles, Charles Fuge 0671865870 The Day the Lifting Bridge Stuck Jennifer Beck Harris ASIN 0027935957 Elliot Gets Stuck Andrea Beck 1553370147 All Stuck Up Linday Hayward 0679902163 The Hat copycat subplot Jan Brett 0-590-12057-3 Babar Visits Another Planet Laurent de Brunhoff 0-8109-4244-5 The Old Lady Who Swallowed a Fly Simms Taback 0-670-86939-2 Bedhead Margie Palatini 0-689-82397-5 George’s Marvelous Medicine Roald Dahl 0-14-130111-2 Bad Case Of Stripes David Shannon 0590929976

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© JoAnne Moore, revised January 2021 www.books4results.com Title: Author ISBN Big Al and Shrimpy Andrew Clements 0689842473 The Lady & the Lion: A Brothers Grimm Tale (contest) Jacqueline K. Ogburn 0803726511 Beegu Alexis Deacon 0374306672 The Hunterman and the Crocodile: A West African Folktale (contest mixxed with stuck)Baba Wague Diakite 0590898280 Sleeping Ugly Jane Yolen 0698115600 Ibis: A True Whale Story John Himmelman 0590428497 Now Let Me Fly Dolores Johnson 0689809662 The Enormous Potato Aubrey Davis 1550743864 The Emperor and the Kite Jane Yolen 0698116445 The Toy Brother William Steig 0062059270 Smiley Shark Ruth Galloway 1589250281 Fidgety Fish Ruth Galloway 1589253779

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© JoAnne Moore, revised January 2021 www.books4results.com Stuck Idea Bank Character/Object Stuck because of: Act of God weather (tornado, lightning, hurricane, etc.) magic Disaster Accident happens Something you did to yourself Trick To deceive or cheat Force Physical Strength or magic used by another Stuck Words: caught, hooked, snagged, tangled, hung, suspended, jammed, clogged, plugged, latched, wedged, blocked, crammed, trapped, caged, bound, snared, ambushed, captured, snatched, grabbed, seized, plucked, wrenched, kidnapped, turned into, transformed, changed Stuck as/by/in: animal gold statue chocolate stone salt ice island tiny gigantic fat tall young old in sleep tower tree kidnapped cave trunk chest storm invisible dark sewer pipe whale cave time elevator throat nose clothes tongue cage jail planet in space tunnel fish bowl pirate ship zipper button tooth facial expression dirt to others tongue hole hair

Unsuccessful Attempts to Free Character/Object: grabbed, pulled, yanked, pried, forced, shook, rattled, jiggled, wiggled, stretched, commanded, ordered, pleaded, begged, bargained

Freed by: Help, Trick, Hard Work, or Act of God (magic or weather) strength, the weather changing, magic, tool, found way out, by accident, by waiting for the right time, laughter, change of mind, rescued, by fulfilling a condition, by succeeding in a quest/mission, change of season, trick, effect wearing off, a correct guess

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The purpose of the stuck poster is to teach students some ways the stuck plot and resolution can work. The first way focuses on what happens when and why a character gets physically stuck. The first attempt at freeing him fails, the second attempt makes things worse, and the third attempt succeeds. The second way focuses on what happens when a character’s object gets physically stuck accidentally or because someone took the object. The first and second attempts at retrieving the object fail, and the third attempt succeeds. Modelling possibilities for these two plot and resolution frames helps students to separate the concept from the context. It also shows that the genre only gives the child the setting and character choices while the patterns provide the story problems and resolutions. As shown in this section, you can write a stuck story in any genre using the stuck story problem and resolution. These examples are meant to teach you how to use the posters and to demonstrate for your students how to create many stories from one simple basic frame by changing the genre, setting, and characters. Followed by the examples are student exercises. If no character is provided, give the children a page of clip art graphics to choose a character(s) from.

NOTE: The pocket in the stuck poster is used to show how/where the character/object is stuck. Unsuccessful attempts to free the character/object are listed on the pocket. When laminating the poster, glue only the edges of the sides of the pocket down. DO NOT GLUE THE TOP OF THE POCKET. After laminating, slit the top of the pocket so that characters/objects can be placed inside the pocket to show they are stuck.

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Lesson One: Lesson Four: The elf squirts liquid hand soap down the sides of the chimney and at last Setting: North Pole Santa slides to the bottom. For the Character: Santa Claus rest of the night, he has to squirt Motive: Santa wants to deliver his pre- each chimney with soap sents for Christmas Eve. He flies off on his before entering it. sleigh full of toys into the setting sun and heads for the first house on his list. Describe his facial expressions, body language, speech and actions.

Lesson Two: When Santa enters the chimney of the first house, he gets stuck halfway down the chimney. He is too fat, because he has eaten too many Christ- mas goodies! The reindeer lower him a rope and try to pull him out, but they fail.

Lesson Three: The reindeer fly home and bring back an elf to help Santa. The elf climbs down the chimney and tries to push Santa down by jumping on his head. Santa howls, but doesn’t budge.

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Lesson One: Lesson Four: Setting: North Pole ______freed because Character: Santa Claus *trick ______stuck because of: Act of God: *luck Trick: Disaster: *someone helps Use of Force: Choose: Character or Object: *act of god (weather or magic) ______stuck as/by/in______Motive: *hard work

Lesson Two: 1st unsuccessful attempt to free______.

Lesson Three: 2nd unsuccessful attempt to free______.

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Lesson One: Lesson Four: Superguy flies back to his apartment and is sitting on the balcony when Lisa Line arrives. She takes one look at him and begins to cry. Su- Setting: New York perguy smiles, and says “Don’t worry, I can still Character: Superguy fly!” Later that evening as the light of the first Motive: Superguy rescues a woman star bounced off his cape an amazing thing happened. Superguy began to grow. He grew from the top of a burning building. He is and grew until he was back to his proper size dying of thirst and so he enters a restau- again. “I guess Lox’s rant, orders a pop, and downs the whole drug wore off!” he cried can. Instantly he shrinks to the size of the joyfully. glass.

Lesson Two: Superguy looks up to see the evil face of Lox Lithor laughing and howling, “It worked!” Then he rubbed his knuckles together until they popped. Superguy tries to leap off the table when Lox slams the glass over his head trapping him inside. Superguy tries to escape by shooting through the glass, but he bounces off harmlessly.

Lesson Three: A citizen in the restaurant notifies the police on his cell phone. The door to the restaurant bursts open and Lox flees. The police chase after him and the citizen lifts the glass and frees Superguy who darts out the door and away into the open sky.

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Lesson One: Lesson Four: Setting: ______freed because Character: Superguy *trick ______stuck because of: Act of God: *luck Trick: Disaster: *someone helps Use of Force: Choose: Character or Object: *act of god (weather or magic) ______stuck as/by/in______Motive: *hard work

Lesson Two: 1st unsuccessful attempt to free______.

Lesson Three: 2nd unsuccessful attempt to free______.

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© JoAnne Moore, revised January 2021 www.books4results.com Outline for a Tongue Stuck Story: You make yourself stuck by accident Lesson One: Lesson Four: Jared, the zoo keeper, comes along to feed baby giraffe and discovers his problem. He gets a pail of warm water and pours it Setting: zoo over baby giraffe’s tongue. Character: baby giraffe At last it loosens and baby Motive: Baby giraffe gets his giraffe is free. tongue stuck on the chain link fence trying to lick off some snow.

Lesson Two: Baby giraffe wiggles, jiggles, yanks and pulls, but his tongue won’t come off. His eyes water, his ears droop, and his tail hangs between his legs.

Lesson Three: His friend, Beaver sees baby giraffe’s problem and tries to loosen his tongue by chiselling it with his front teeth. Baby giraffe’s tongue gets even more stuck. He screams in pain, his eyes bulge, and his tail stands on end.

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Lesson One: Lesson Four: Setting: ______freed because Character: *trick ______stuck because of: Act of God: *luck Trick: Disaster: *someone helps Use of Force: Choose: Character or Object: *act of god (weather or magic) ______stuck as/by/in______Motive: *hard work

Lesson Two: 1st unsuccessful attempt to free______.

Lesson Three: 2nd unsuccessful attempt to free______.

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Lesson One: Lesson Four: Geoff heads home and his mother uses her super goop soap, but when Setting: park this doesn’t work she has to take a Character: Geoff pair of scissors and cut the sucker Motive: Geoff is skateboarding with out! his friend Caleb and licking a sucker. He wants to go over a jump and has no where to put his sucker down. Without thinking he sticks it under his ball cap.

Lesson Two: Geoff flies over the jump on his skateboard. Then he tries to retrieve his sucker only to discover it is glued in his hair. His eyebrows shoot straight up when he wiggles and tugs on the sucker to get it out, but it doesn’t move.

Lesson Three: Geoff’s friend Caleb sticks his head under a sprinkler in the park to try and loosen the sucker with water. Next, he tries to yank the sucker loose, but nothing happens except that Geoff’s face turns scarlet and he howls “Let go of my sucker or I’ll be bald!”

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Lesson Two: 1st unsuccessful attempt to free______.

Lesson Three: 2nd unsuccessful attempt to free______.

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Lesson One: Lesson Four: Setting: ______freed because Character: *trick ______gets stuck because of: Act of God: *luck Trick: Disaster: *someone helps Use of Force: Choose: Character or Object: *act of god (weather or magic) ______stuck as/by/in______Motive: *hard work

Lesson Two: 1st unsuccessful attempt to free______.

Lesson Three: 2nd unsuccessful attempt to free______.

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When laminating the poster, glue only the edges of the sides of the pocket down. DO NOT GLUE THE TOP OF THE POCKET. After laminating, slit the top of the pocket with a knife so that characters/objects can be placed partially inside. The pocket on the stuck story poster is used to tuck the character/object partially inside to illustrate that it is stuck. The unsuccessful attempts at freeing the character/object may be represented on the outside of the pocket with graphics or by writing on the outside of the pocket with an overhead pen.

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A character or an object gets stuck either by accident or because another character intentionally makes the character or object stuck. In light of this motive, two ways the story can be framed out is as follows:

Character Gets Stuck Example: Child is floating on a raft. *Main character gets stuck______when an accident hap- 1. The raft gets a leak in it and the child swims to a pens or another character tricks or catches them. buoy in the water. *One unsuccessful attempt at freeing the character/object. 2. Child yells for help, but no one hears him. Show frustration of character. 3. Child tries swimming to shore, but it’s too far and *Second unsuccessful attempt makes the situation worse. he ends up floating on his back. Show increased frustration of character *Third attempt succeeds. 4. Child is rescued by parents in a motor boat. Show happiness and relief of character.

Object Gets Stuck Example: Child is chewing gum & blowing bubbles. *Main character gets stuck______when an accident hap- 1. Gum gets caught in child’s hair. pens or another character tricks or takes their object. 2. Child pulls and pulls, but gum does not budge. *One unsuccessful attempt at freeing the character/object. 3. Friend tries to twist the gum from the hair, but gets Show frustration of character. it stuck even deeper. *Second unsuccessful attempt makes the situation worse. 4. Friend uses a pair of scissors and cuts the gum out Show increased frustration of character *Third attempt succeeds. of the child’s hair. Show happiness and relief of character.

*Stuck can be a stand alone pattern, but it is often the disaster in the copycat story or the disaster in the contest story. This combination of plots structures is very common and powerful. The key is finding all the ways things/people can get stuck or be stuck as, along with what caused it (disaster, act of god, trick).

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1st Motive: Character wants to... and gets stuck. Now, how does character get free? 2nd Motive: Something scares character. As he runs away he gets stuck______. Now, how does he get free? 3rd Motive: An accident happens (e.g. character falls in a hole) and gets stuck. How does he get free? 4th Motive: Another character dislikes the main character and makes him stuck. How does he get free?

1. Introduce character and setting. Use sensory imagery. 2. How does character get stuck? e.g. licking a metal post a. Where does he get stuck? e.g. on a light standard 3. Who tries to free him and fails? e.g. main character a. How does he try to free himself? e.g. pulling b. Why doesn’t it work? e.g. it’s frozen c. Show character’s frustration 4. Who tries to free him and fails? e.g. friend comes finally a. How does he or someone else try to free it? e.g. uses a spade to chip at the giraffe’s tongue b. Why doesn’t it work? e.g. it hurts too much His idea makes the situation worse. e.g. giraffe kicks zookeeper c. Show character(s)’ feelings. 5. Who tries to free him and succeeds? e.g. little kid gives warm water suggestion a. How does he or someone else try to free it? e.g. pours warm water over the tongue b. Show how his idea works and main character’s relief.

King Midas and the Golden Touch a Greek Myth The Frog Prince a Grimms Fairytale

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© JoAnne Moore, revised January 2021 www.books4results.com How to write an object stuck story: 1st Motive: Character wants to.... and his______gets stuck. Now, how does character free his ______back? 2nd Motive: Antagonist takes Protagonist’s ______. Now, how does character get his______back? 3rd Motive: An accident happens (e.g. drops hat down a hole). Now, how does character get his ______back? 4th Motive: Another character dislikes the main character and takes away his ______and makes it stuck. How does he get his object back?

1. Introduce character and setting. Use sensory imagery. 2. What gets stuck? e.g. hat a. Where does it get stuck? e.g. in a tree b. How does it get stuck? e.g. a bird takes it 3. Who tries to free it and fails? e.g. main character a. How does he try to free it? e.g. jumping b. Why doesn’t it work? c. Show character’s frustration 4. Who tries to free it and fails? e.g. friend a. How does he or someone else try to free it? e.g. poking it with a stick b. Why doesn’t it work? e.g. hat is pushed higher c. Show character’s frustration. 5. Who tries to free it and succeeds? e.g. second friend a. How does he or someone else try to free it? e.g. climbing the tree b. Describe how his idea works. c. Show character’s relief.

Mrs. Toggle’s Zipper by Robin Pulver Tiddalick the frog who caused a flood by Robert Roennfeldt

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Setting: How does character/ Character: object get free? Motive: How does he or an ob- Stuck Story Poster ject of his get stuck?

Materials: scissors felt markers to colour graphics with 1. Show one unsuccessful attempt at glue stick releasing character/object. metre stick for measuring 3 pieces of poster board (1 darker coloured and 2 neon colours) 2. Show second unsuccessful attempt at releasing character/object.

Posters: 1. Choose one darker coloured poster board (blue, green, purple) as a background. 2. Use the remaining two sheets to trace your shapes, mount words and pictures on. You will use most of the scraps so keep them. Stuck Story Poster: 1. Choose a darker coloured poster board for your background (blue, green, purple). 2.Trace two rectangles on neon paper and glue down as shown above. 3. Cut out words “stuck story” and glue on neon paper. Cut out with Fiskar scissors to border the title and glue down at top of poster. 4. Trace, and cut out your arrows on neon/black paper as shown above. Glue down. 5. Trace, and cut out your pocket on another colour of neon paper as shown above. Glue only the edges along the two sides and the bottom of the pocket. Once laminated slit the top of the pocket so that a character can be set in pocket with head sticking out. 6. Colour all character graphics, cut out, laminate, and cut out again for use with your stuck story poster.

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© JoAnne Moore, revised January 2021 www.books4results.com 51 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Trace two on neon or black paper. Cut out and Trace two on neon paper and cut out. glue onto Glue onto poster board as shown. poster as shown. Setting: Encounter: Motive

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2. Draw dotted lines and solid lines on pocket (or cut out contrasting coloured strips to create the dotted and solid lines by gluing them on).

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54 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

1. Read the class a picture book example of the plot pattern you are studying. 2. Gather concepts/ideas from the book and add them to your Idea Bank. 3. Choose character graphics. 4. Create a story map for the children using one or more new character graphics. Base your story map on the concept borrowed from the book read to the children. 5. Have children create their own story map using one or more of the new character graphics you provide them. They will also base their story problem on the same concept/idea you modelled and collected from the author. Do not have children write the story. The point of these story planning sessions is to build the concepts of story problem and resolution. 6. Repeat this process of: reading books, collecting ideas, modelling a story map, and students creating own story map five times. If students show a strong grasp of the plot structure go on to writing a story which uses this pattern.

Let us go on to study copycat stories. A copycat story plot can work several different ways. We will look at two of them. The first, is when two characters meet and one wishes to become a friend of the other. In this case, one character may copy the behaviour of the other out of a desire for friendship or admiration. This copying will go on until the copycat character imitates a behaviour which causes him to have a disaster. The disaster will be either an: accident, wrecking or breaking something, getting hurt, getting an object/character stuck, or growing embarrassed when nothing happens. This disaster will cause the copycat character to stop copying and learn to be himself and possibly part company with the first character. This is how the first copycat plot structure functions: 1. Encounter (meeting) between characters 2. Copycat character copies the other character’s action with success. 3. Copycat character copies a different action of the other character with success. 4. Copycat character copies a third and different action of the other character and has a disaster. 5. Copycat character stops copying. He is distressed. The second, is when two characters meet and one wishes to achieve the skill/ability/job that the other has. In this case, one character copies the behaviour of the other only until he has mastered the skill/ability/job and then he no longer has a need to imitate. He will have two disasters while he is learning the skill, followed by a demonstration of success. The disasters will include two of the following: accident, wrecking or breaking something, getting hurt, getting an object/character stuck, or having nothing happen and growing embarrassed. This is how the second copycat plot structure functions: 1. Encounter (meeting) between characters or between the copycat character and a skill/ability/ job he sees which he wants to be able to do. 2. Copycat character copies the skill/ability/job and has a disaster. 3. Copycat character attempts to do the same skill/ability/job again with a different disaster. 4. Copycat character attempts to do the same skill/ability/job a third time and has success. 5. Copycat character stops copying, because he has mastered the skill/ability/job. He is happy to havc acquired a new skill/ability/job.

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Title of Book: What got copied: Disaster: Use in a New Story 1. The Chick and the hatching, catching butterfly, 1. swimming 1. Swimming Duckling catching a worm by Mirra Ginsburg ISBN 0-689-71226-X 2. Morris is a Cowboy Occupations: Policeman, 1. Policeman: couldn’t ride 2. Occupations story and pictures by Cowboy, Babysitter his horse B. Wiseman 2. Cowboy: lassoed himself (Curious George books instead of a cow also copy occupations) 3. Babysitter: telling mixed- 06-026555-8 up stories 3. Ramona and Her Commercials: Ramona wants 1. Crowning herself with a 3. Commercials Father to make a million dollars by crown she made out of burs, by Beverly Cleary doing commercials on televi- Ramona tries to be like the Chapter 2 sion, because her father is out boy on television who had a ISBN 0-380-70916-3 of a job. She begins to prac- crown on his head while eat- tice looking cute and doing ing bread and margarine. The commercials. burs get stuck in her hair and she has to have them cut out. 4. Little Lumpty Nursery Rhymes: Little 1. Little Lumpty looks down 4. Humpty Dumpty by Miko Imai Lumpty wants to see the view from the wall and becomes so Climbing a wall. ISBN 1-56402-829-1 from up on the wall like frightened that he can’t climb Humpty Dumpty, so up he down. His friends rescue climbs. him, by having him jump down into a large blanket.

5. If Only I Had a Fads: Punchinello wanted to 1. The rules for what nose 5. Fads Green Nose fit in with all the other Wem- colour change so fast, that tattoos by Max Lucado micks by painting his nose Punchinello never does fit in nose rings ISBN 1-58134-397-3 different colours. with the popular Wemmicks tongue rings and so he gets the Wood- hair dye carver to sand off his nose paint. 6. Stephanie’s Ponytail Hairstyle: Everyone in 1. Stephanie tells the kids she 6. Hairstyles by Robert Munsch Stephanie’s class at school will shave her head bald the What else? ISBN 1-55037-484-2 copies the way she wears her next day. They do, but she *clothing styles ponytail. It drives her crazy.\ doesn’t and now they’re up- *hats set! She still has her ponytail *shoes and they don’t have any hair and can’t copy her anymore! 7. Frog is Frog Abilities: Frog wants to be 1. Frog crashes when he tries 7. Abilities by Max Velthuijs able to fly like duck, cook to fly. He burns his food What kind? ISBN 0-86264-812-2 like pig, and read like Hare. when he tries to cook, and he *flying Available through: is unable to read when he bor- *cooking www.alibris.com rows a book from Hare. He *reading or learns that he is special just *drawing www.bookfinder.com the way he is. *gymnastics

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Title of Book: What got copied: Disaster: Use in a New Story

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Each assignment in this section requires the teacher to work with the whole class by: a. Reading the suggested book and collecting ideas together. b. Model a story map by creating a transparency of the students’ story map and writing the teacher example on it. c. Brainstorm with students prior to having them plan their own story map. For example: in the swimming copycat story, look at the given character graphics and brainstorm (with your students) for each one what activities the animals can do that could be copied and what kind of swimming disasters there might be. d. After brainstorming around the concept taken from the shared book, have students choose their own characters from those given and plan their own copycat story using the brainstorming.

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1. Setting:

2. Copycat Character Encounters:

3. Motive: Copycat Character wants a friend.

4. The new friend does two different actions which the copycat character copies successfully. a. b.

5. The new friend does one more different action which the copycat tries to copy. This time he has a disaster.

*accident

*wreck/break/destroy something

*get yourself or an object stuck

*try to copy and get embarrassed when nothing happens

*gets hurt

6. The copycat character: stops copying and learns to accept himself the way he is

59 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

1. Setting:

2. Copycat Character Encounters: *a Character *thinks of or sees a skill/ability/job he would like to master:

3. Motive: Copycat Character wants the other character’s or to be able to achieve a skill/ability/job he has seen/thought of.

4. Copycat Character tries twice to imitate the skill/ability/ job. He has a different disaster each time. a. *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt b. *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt

5. Copycat Character tries a third time to imitate the skill/ ability/job. This time he has success!

6. The copycat character: is happy because he has acquired a new skill/ability/job.

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Copycat Story 1. The Chick and the Using the Idea Bank on Page 53 and Character Graphics Duckling Swimmers: Choose one by Mirra Ginsburg Swimming

Non-swimmers: Choose one

In the first kind of a copycat story, one character meets another and wants a friend so he imitates his friend’s actions. He experiences two successes, followed by a disaster. The disaster will be: an accident, wrecking or breaking something, getting hurt, getting stuck, or getting embarrassed when nothing happens. The disaster will cause the copycat character to stop imitating.

1. Swimming Copycat Story using new characters and setting:

Choose Type of Disaster: accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens

Get Hurt: Monkey is lonely and wants a friend. One day he feels the ground shaking and when he looks up, he sees an enormous grey creature with a huge, long nose standing in front of him. Monkey and Elephant decide to play together.

*First, Elephant shows Monkey how to march through the jungle. Monkey marches proudly after elephant trying to make the ground shake just like Elephant.. *Next, Elephant uses his trunk to reach some leaves and bananas. Monkey and Elephant have a picnic together. *Finally it is such a hot day that Elephant invites Monkey to cool off in the river with him. Elephant wades in. Monkey leaps off an overhanging tree into the water. Sputtering and splashing wildly he sinks. Elephant plucks Monkey out of the water and sets him up on the riverbank. Monkey heads home and tells Elephant he’s never going swimming again!

Have each student choose their own characters from those shown above and plan their own swimming copycat story on the exercise after this page.

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Swimmers

Non-swimmers

1. Setting:

2. Copycat Character Encounters:

3. Motive: Copycat Character wants a friend.

4. The new friend does two different actions which the copycat character copies successfully. a. b.

5. The new friend goes swimming and again the copycat tries to copy. This time he has a disaster. Choose one: *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt

6. The copycat character: stops copying and learns to accept himself the way he is.

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Copycat Story 2. Morris is a Cowboy Using the Idea Bank on Page 53 and Character Graphics story and pictures by Farmer Baseball Player Knight Chief Santa B. Wiseman (Curious George books also copy occupations) Occupations

Copycat: Boy or Girl

In the second kind of a copycat story, one character meets another or sees a skill/ability/job he would like to acquire. He attempts to imitate the skill/ ability/job and experiences two disasters. The disasters will be: an accident, wrecking or breaking something, getting hurt, getting stuck, or getting embarrassed when nothing happens. On his third attempt he will have success and stop copying, because he will have acquired the skill.

2. Occupations Copycat Story using new characters and setting:

Choose Type of Disaster: accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens

Accident and Embarrassed when nothing happens: Caleb wants to be a farmer when he grows up. His mom sends him to stay with uncle on the farm for a few days to find out what it would be like. *Caleb’s uncle asks him to pour slop into the pig’s troughs. While Caleb is carrying the slop to the trough, he accidentally spills it all over the ground. His uncle is very upset, and he is embarrassed. *The next day, Caleb’s uncle shows him how to milk a cow and then asks him to milk one of the cows. No matter how hard Caleb tries, he can’t get any milk from his cow. His face turns red as his uncle laughs at him. *On the last day of Caleb’s visit, his uncle asks him to collect the eggs from the hens. Caleb carefully collects the eggs and doesn’t drop any! He is so excited and his uncle is so happy that he cooks him a huge breakfast of omlettes! When Caleb gets home, he tells his mom that he’d still like to be a farmer when he grows up.

Have each student choose their own characters from those shown above and plan their own occupations copycat story on the exercise after this page.

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Copycat: Boy Girl

1. Setting: 2. Copycat Character Encounters: *another Character *thinks of or sees a skill/ability/job he would like to master: 3. Motive: Copycat Character wants the other character’s or to be able to achieve a skill/ability/job he has seen/thought of.

4. Copycat Character tries twice to imitate the skill/ability/job. He has a different disaster each time. a. *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt b. *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt 5. Copycat Character tries a third time to imitate the skill/ability/job. This time he has success!

6. The copycat character: is happy because he has acquired a new skill/ability/job.

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Copycat Story 3. Ramona and Her Using the Idea Bank on Page 53 and Character Graphics Father Superguy Aladdin Knight Chief Santa by Beverly Cleary Chapter 2 Commercials

Brainstorm: Copy a commercial Copycat: Boy Girl which includes: *flying *feats of strength *x-ray vision *magic In this kind of a copycat story, one character sees something he wants to *riding a horse imitate. He experiences two disaster, followed by giving up (as Wilbur *duelling did when he tried to spin a web in the novel Charlotte’s Web by E.B. *hunting White) and Ramona did in the novel Ramona and Her Father by Beverly *hair cuts Cleary. The disasters will be: an accident, wrecking or breaking some- *driving a sleigh that thing, getting hurt, getting stuck, or getting embarrassed when nothing flies happens. The disasters will cause the copycat character to stop imitating. *going down chim- neys 3. Commercial Copycat Story using new characters and setting: *going to the North pole Choose Type of Disaster: accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens Get embarrassed when nothing happens and wreck something: Allison saw a commercial on television advertising a new movie about Aladdin. Flying on his carpet looked like so much fun that Allison wanted to try flying too, using the bathroom rug. *Allison used a piece of fabric to create a turban, took her mother’s bath room rug and sat on the deck outside her house. She cried out every magic word she new, wiggled, and tried to lift the carpet, but nothing happened. Her brothers howled. *Next, Allison took her rug and climbed up a tree in her backyard. She decided that she would jump out of the tree on the rug to see if this would help. Leaping from the tree, Allison and the rug plunged straight down and landed in her mother’s garden. The rug was covered in dirt, so was Allison, and some of her mother’s flowers were squashed. This time her brothers laughed until they were rolling on the ground and tears were streaming down their cheeks. *Allison’s mother came out of the house to see what all the commotion was about. She laughed too, and advised Allison to give it up, because flying in real life only works for insects and birds! Then she plopped Allison into the bathtub and the rug into the washing machine. That was the first and last time Allison tried flying. *Have each student choose their own characters from those shown above and plan their own commercial copycat story on the exercise after this page.

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Copycat: Boy Girl

1. Setting: 2. Copycat Character sees a commercial he would like to do:

3. Motive: Copycat Character wants to be able to do what the character in the commercial can do.

4. Copycat Character tries twice to imitate the commercial. He has a different disaster each time. a. *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt b. *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt 5. Copycat Character decides to give up.

6. The copycat character: is wiser because he has learned he can’t do everything he sees on television.

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Copycat Story 4. Little Lumpty Using the Idea Bank on Page 53 and Character Graphics by Miko Imai Nursery Rhymes *climbing a wall like Humpty Dumpty to see a view *climbing: a tower, building, tree, house, wind mill, mountain, climbing wall, fence giant dwarf prince princess knight In this kind of a copycat story, one characters hears/reads about what an- Brainstorm: other character did and wants to do it, too (climbing a wall to see a view). Disaster on the wall He experiences two successes, followed by a disaster. The disaster will is fear of: be: an accident, wrecking or breaking something, getting hurt, getting *height stuck, or getting embarrassed when nothing happens. The disaster will *snagged or hooked cause the copycat character to stop imitating. on the thing you climbed 3. Humpty Dumpty Copycat Story using new characters and setting: *falling Choose Type of Disaster: accident, wreck/break or destroy something, *giant gets hurt, character or object gets stuck, get embarrassed when nothing happens *swooping eagle Gets Stuck: Princess Penelope’s mother read her the story of Humpty Dumpty and tucked *nasty fairy her into bed one evening. That night, she dreamed about climbing the castle *nasty wizard wall and from way up top being able to see into all the countries that surrounded *nasty knight hers. *arrows *The next morning, Princess Penelope climbed up the tallest tower in the *cannon balls castle, crawled out the window and onto the castle wall. From there, *someone trying to she could see into the forest where all the fairies lived. Penelope’s eyes knock you off with a danced. pole *She walked down the top of the castle wall, around the corner and now faced East. From there she could see the ocean, and watched as the dolphins and mermaids played. She clapped her hands together in great delight. *Skipping down the ledge on the top of the wall she turned right again and now faced South. There in the distance was the giant’s castle. She could see him stomping about knocking trees over. Penelope trembled. Suddenly, she wanted to get off the wall. Looking down, down, down the people in the courtyard seemed like tiny dolls. This sent shivers up and down her spine. Frozen in one spot, Penelope began to shriek. *The King heard her, but he and his men could not convince her to walk to the closest tower, climb down a tall ladder or jump into a blanket. All Penelope’s shrieking got the Giant’s attention. He came thundering over the hills to see what the matter was. As soon as he saw Penelope’s plight, he chuckled. Then he gently plucked her off the wall and placed her into her father’s arms. Penelope never climbed the wall ever again!

*Have each student choose their own characters from those shown above and plan their own Humpty Dumpty copycat story on the exercise after this page.

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1. Setting:

2. Copycat Character Encounters:

3. Motive: Copycat Character wants to climb a wall because....

4. The copycat character copies successfully by: a.

5. The last thing he does on the wall causes him to have a disaster. Choose one: *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt

6. The copycat character: stops copying and learns not try everything he reads about in a book.

68 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Copycat Story 5. If Only I Had a Using the Idea Bank on Page 53 and Character Graphics Green Nose by Max Lucado.

6. Stephanie’s Pony- tail by Robert Munsch

Note: numbers five skateboard jewellery glasses suits & ties sports and six are joined together in this lesson. In this kind of a copycat story, one character starts a fad and everyone else copies them. Those that copy experience two successes, followed by a dis- Brainstorm: aster. The disaster will be: an accident, wrecking or breaking something, Fads getting hurt, getting stuck, or getting embarrassed when nothing happens. tattoos The disaster will cause the others character to stop imitating. nose rings tongue rings 3. Fad Copycat Story using new characters and setting: hair dye Choose Type of Disaster: accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens Hairstyles What else? Get Embarrassed: *clothing styles Henry loves to wear suits and ties to school. He has a different coloured tie and *hats suit for every day of the week. *shoes *One day he goes to school and finds that all the boys in school are wearing the same green suit and tie that he is. Henry is a little annoyed. *The next day, Henry goes to school and finds that all the boys in school are wearing the same orange suit and tie that he is. Henry is so annoyed that he tells all the boys that the next day he’s going to wear his bathing suit to school! *When Henry gets to school he is wearing his red suit and tie, but all the other boys are in their bathing suits! The teacher sends them all to the principal’s office for being so disrespectful. The principal sends them all home. Henry is finally happy, and the boys never copy his clothes ever again!

*Have each student choose their own characters from those shown above and plan their own fad copycat story on the exercise after this page.

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1. Setting:

2. Main Character wears/behaves:

3. Motive: He wants to wear/behave______because

4. His/her friends copy successfully by: a.

5. The last thing he/she tells her friends to trick them is:______. The friends do it, but he/she doesn’t. He/she does the same old thing. The disaster his/her friends have is: Choose one: *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *get embarrassed by what does happen *gets hurt

6. The copycat characters: stops copying and learn not to annoy others by copying.

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Copycat Story 7. Frog is Frog Using the Idea Bank on Page 53 and Character Graphics by Max Velthuijs Choose one character from top row and one from bottow row. Available through: www.enovel.com pleiosaurus pterodactyl bat skunk elephant or (swims) (flies) (hangs upside down) (sprays scent) (sprays water, swims) www.bookfinder.com

Brainstorm Abilities What kind? stegosaurus long neck bear beaver monkey *flying *cooking *reading *drawing *gymnastics

In this kind of a copycat story, one character meets another and wants to be like him. He copies two of the other character’s abilities successfully. The third ability he tries to copy ends in a disaster. The disaster will be: an accident, wrecking or breaking something, getting hurt, getting stuck, or getting embarrassed when nothing happens. The disaster will cause the others character to stop imitating.

3. Ability Copycat Story using new characters and setting: Choose Type of Disaster: accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens

Gets Hurt: Bumbles, the bear, wants to go for a walk just before dawn. On his way Screechy, the bat bumps into him. Bumbles wants to be just like Screechy. *Bumbles follows Screechy and has a snack of ants, while Screechy eats moths. *As the sun comes up, Screechy leads Bumbles into a deep dark cave. Bumbles follows close behind, but keeps bumping into things. *Screechy flies to a stalagmite and hangs upside down to go to sleep. Bumbles scrambles up a rock and tries to grab onto a stalagmite to hang upside down on, too. Crack! The stalagmite breaks, Bumbles plunges to the ground, and bumps his nose. He lumbers out of the cave and never tries to hang upside down again!

*Have each student choose their own characters from those shown above and plan their own ability copycat story on the exercise after this page.

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© JoAnne Moore, revised January 2021 www.books4results.com Student Exercise: Plan an Ability Copycat Story Choose one character from top row and one from bottow row. pleiosaurus pterodactyl bat skunk elephant (swims) (flies) (hangs upside down) (sprays scent) (sprays water, swims)

stegosaurus long neck bear beaver monkey

1. Setting:

2. Copycat Character Encounters:

3. Motive: Copycat Character admires______and wants to be able to be like______.

4. The copycat character copies successfully by: a.

5. The last ability he copies causes him to have a disaster. Choose one: *accident *wreck/break/destroy something *get yourself or an object stuck *try to copy and get embarrassed when nothing happens *gets hurt

6. The copycat character: stops copying and decides he doesn’t need this ability after all.

72 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

73 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Copycat stories occur when one character copies another and learns to be himself. Most copying is unsuccessful and it occurs out of admiration, curiosity, a wish to master an activity that another character can do, or a desire to make a friend. A copycat crime is a mystery based on copying someone’s habits well enough to frame them for a crime they never committed. The story usually resolves itself when the character experiences: a disaster and quits copying, success and doesn’t need to copy anymore, or finds out who framed him. A copycat story is a stand alone plot. It can be used as a subplot in circle, switch and transformation stories. Copycat Stories to Share with Your Class Prior to Writing: Title Author ISBN 1. The Chick and the Duckling by Mirra Ginsburg ISBN 0-689-71226-X 2. Monkey Tales (The Pedlar’s Caps) by Laurel Dee Gugler ISBN 1-50037-530-X 3. Edmund and Hillary by Chris Jackson ISBN 0-00-648189-2 4. Franklin Fibs by Paulette Bourgeois ISBN 1-55074-077-6 5. Curious George by H.A. Rey ISBN 0-395-15023-X 6. Ruby the Copycat by Peggy Rathman ISBN 0-590-47423-5 7. Little Lumpty by Miko Imai ISBN 1-56402-829-1 8. Frog is Frog by Max Velthuijs ISBN 0-86264-812-2 9. Mice Twice by Joseph Low ISBN 0-689-71060-7 10. Stephanie’s Ponytail by Robert Munsch ISBN 1-55037-484-2 11. You Look Ridiculous by Bernard Waber ISBN 0-395-28007-9 12. Ramona the Brave Ch. 5 by Beverly Cleary ISBN 0-380-70959-7 13. Daeadalus and Icarus by Marcia Williams (Greek Myth) ISBN 1-56402-440-7 14. Charlotte’s Web Ch. 9 by E.B. White ISBN 0-06-440055-7 15. How do Crocodiles Fly? by Sylvia Helen Vincent ISBN 0-09681414-0-4 16. The Copycat Fish by Gail Donovan based on Marcus Pfister ISBN 1-59014-027-3 17. Gordon Loggins and the Three Bears by Linda Bailey ISBN 1-55074-389-9 (circle containing a copycat plot) 18. Something Fishy at Macdonald Hall by Gordon Korman ISBN 0-590-25521-5 19. Freckle Juice by Judy Blume ISBN: 0440428130 20. Keeper of the Swamp by Ann Garrett ISBN 1-890515-27-2 21. Henry and the Clubhouse Ch. 7 by Beverly Cleary ISBN 0-440-43305-3

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© JoAnne Moore, revised January 2021 www.books4results.com 22. Emma’s Eggs by Margriet Ruurs and Barbara Spurll ISBN 0-7737-5898-4 23. Mirette on the High Wire by Emily Arnold McCully ISBN 0-590-47693-9 (transfomation containing a copycat plot) 24. The Emperor and the Nightingale by Meilo So ISBN 0-7112-1416-6 25. The Happy Hedgehog by Marcus Pfister ISBN 0-7358-1165-2 (circle containing a copycat plot) 26. Morris is a Cowboy by B. Wiseman ISBN 06-026555-8 27. If Only I Had a Green Nose by Max Lucado ISBN 1-58134-397-3 28. The Hat by Jan Brett (story frame: stuck story) ISBN 0-399-23101-3 29. Coyote: A Trickster Tale from the American Southwest by G.erald MdDermott ISBN 0152019588 30. Bob by Tracey Campbell Pearson ISBN 0374399573 31. Jake and the Copycats by Joanne Rocklin ASIN: 0440414083 32. Nina, Nina, and the Copycat Ballerina by Jane O’Connor ISBN: 0448421518 33. Big Bird’s Copycat Day by Sharon Lerner ISBN: 0375801294 34. Elephant Cat by Nicola Bayley ASIN: 0744512077 35. Parrot Cat by Nicola Bayley ASIN: 0744512093 36. Crab Cat by Nicola Bayley ASIN: 0744512069 37. Karen's Copycat (Baby-Sitters Little Sister, 107) by Susan Crocca Tang ISBN: 0590500597 38. No Copycats Allowed! by Bonnie Graves ASIN: 0786811668 39. Hippo-Not-Amus by Tony Payne ISBN 0439564182 40. Cock-A-Moo-Moo by Juliet Dallas-Conte ISBN 0316605050 41. Lasso Lou and Cowboy McCoy (transformation story frame)Barbara Larmon Failing ISBN0803725787 42. The Little Mermaid by Inc. Scholastic ISBN: 0439471540 43. Copycat by Ruth Brown ISBN: 0525453261 44. The Costume Copycat by Maryann Macdonald ISBN: 0803729294 45. Kristy and the Copycat by Ann Matthews Martin ISBN: 0785732713 46. Copycat by John Mole ASIN: 0753450089 47. Cora Copycat by Helen Lester ASIN: 0525282416 48. Copycat by Kathleen Hersom ASIN: 0689314485 49. Drat! You Copycat by Nancy Krulik ISBN: 061362943450. 50. Is That Really You, Amy? by Marcia Leonard ISBN: 0448408392

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© JoAnne Moore, revised January 2021 www.books4results.com Copycat Idea Bank Character Selection Jobs This plot works best when the two Hobbies/Games characters chosen are very different from each other.

Activities Motive: I want to be your friend. Success Sports Success Disaster * I stop copying, because of my disaster. Appearances Motive: I want to have your skill/ability/job. Mannerisms Disaster Disaster I stop copying, because I have learned your Speech Success skill/ability/job. Types of Disasters *accidents *wreck/break or destroy something *get hurt (physically or emotionally) *get yourself or an object stuck *try to copy and when nothing happens character becomes embarrassed *try to copy and get embarrassed when the wrong thing happens

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The purpose of the copycat poster is to teach students two ways the copycat plot and resolution can work. The first plot focuses on three different activities the characters do together which create: copy it works, copy it works, copy it’s a disaster, don’t copy again. The second plot focuses on one character trying to master a skill that the other character can do with three attempts. This creates the pattern: copy it’s a disaster, copy it’s a disaster, copy it’s a success, don’t have to copy again because you’ve mastered the skill. There are other ways that these two basic patterns can be modified, but they are not presented here. Modelling possibilities for these two plot and resolution frames helps students to separate the concept from the context. It also shows that the genre only gives the child the setting and character choices while the patterns provide the story problems and resolutions. As shown in this section, you can write a copycat story in any genre using the copycat story problem and resolution. These examples are meant to teach you how to use the posters and to demonstrate for your students how to create many stories from one simple basic frame by changing the genre, setting, and characters. Followed by the examples are student exercises. If no character is provided, give the children a page of clip art graphics to choose a character(s) from.

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Setting: Encounter:

Motive:

For Disaster(s) Choose: 1st Disaster When Follower Copies: *accident *wreck/break or destroy something *get hurt *get a character or object stuck *character gets embarrassed when he tries to 2nd Disaster When Follower Copies: copy and nothing happens *character gets embarrassed when he tries to copy and an unexpected thing happens

Success when Follower Copies:

Leader Follower:

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Setting: Encounter:

Motive:

For Disaster(s) Choose: Success When Follower Copies: *accident *wreck/break or destroy something *get hurt *get a character or object stuck *character gets embarrassed when he tries to Success When Follower Copies: copy and nothing happens *character gets embarrassed when he tries to copy and an unexpected thing happens

Disaster when Follower Copies:

Leader Follower:

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Setting: Plains Encounter: brave rides into camp and stops in front of boy Motive: Boy wishes to ride horse like Brave

For Disaster(s) Choose: 1st Disaster When Follower Copies: *accident *wreck/break or Boy falls off the other side of the horse. destroy something *get hurt *get a character or object stuck *character gets embarrassed when he tries to 2nd Disaster When Follower Copies: copy and nothing happens *character gets embarrassed when he tries to Boy gets bucked off by horse. copy and an unexpected thing happens

Success when Follower Copies:

Boy can ride like the wind up and down the hills and all around camp.

Leader Follower:

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Setting:

Encounter:

Motive:

Success when Follower Copies:

Leader Follower:

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© JoAnne Moore, revised January 2021 www.books4results.com Copycat Peter Pen Story Outline Disaster/Disaster/Success Leader: Peter Pen Follower: Ned, one of the Last Boys Setting: Neverland Encounter: Ned gets knocked over by Pen Motive: Ned wishes to fly like Pan.

For Disaster(s) Choose: 1st Disaster When Follower Copies: *accident *wreck/break or Ned uses fairy dust and knocks himself out destroy something *get hurt when he hits a tree. *get a character or object stuck *character gets embarrassed when he tries to 2nd Disaster When Follower Copies: copy and nothing happens *character gets Ned tries again and hits the mast on Pirate embarrassed when he tries to Hick’s ship. He’s stuck and has to be res- copy and an unexpected cued. thing happens

Success when Follower Copies: Ned can fly all over PIrateland and escape anyone that tries to catch him.

Leader Follower:

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Setting: Encounter:

Motive:

Success when Follower Copies:

Leader Follower:

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© JoAnne Moore, revised January 2021 www.books4results.com Copycat Robin Hood Story Outline Disaster/Disaster/Success Leader: Robin Hood Follower: Peter, a merry man Setting: Sherwood Forest Encounter: An arrow goes whizzing over Peter’s head. Motive: Peter wishes to shoot like Robin Hood.

For Disaster(s) Choose: 1st Disaster When Follower Copies: *accident *wreck/break or Peter pins Little John’s shirt to a tree. destroy something *get hurt *get a character or object stuck *character gets embarrassed when he tries to 2nd Disaster When Follower Copies: copy and nothing happens *character gets embarrassed when he tries to Peter puts a hole through Robin Hood’s copy and an unexpected best hat. thing happens

Success when Follower Copies: Peter hits a bulls eye on the target.

Leader Follower:

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Setting: Sherwood Forest

Encounter:

Motive:

Success when Follower Copies:

Leader Follower:

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Setting: Forest Encounter: Skunk hears thumping of Rabbit’s foot. Motive: Rabbit wishes to walk across the log in the stream like Skunk.

For Disaster(s) Choose: 1st Disaster When Follower Copies: *accident *wreck/break or Rabbit is scared and jumps on Skunk’s destroy something *get hurt back and they both fall in the water. *get a character or object stuck *character gets embarrassed when he tries to 2nd Disaster When Follower Copies: copy and nothing happens *character gets embarrassed when he tries to The log rolls, Rabbit falls in, and Skunk has copy and an unexpected to rescue him. thing happens

Success when Follower Copies:

Rabbit makes it successfully across the log.

Leader Follower:

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Motive: .

Success when Follower Copies:

Leader Follower:

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Setting: Forest Encounter: Ant hears a buzzing sound. Motive: Ant is lonely and wants a friend.

For Disaster(s) Choose: Success When Follower Copies: *accident *wreck/break or Play tag together. destroy something *get hurt *get a character or object stuck *character gets embarrassed when he tries to Success When Follower Copies: copy and nothing happens *character gets embarrassed when he tries to Have a snack together. copy and an unexpected thing happens

Disaster when Follower Copies:

Go flying.

Leader Follower:

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Setting: Forest Encounter:

Motive:

Disaster when Follower Copies:

Leader Follower:

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Setting: Phone booth Encounter: Emily gets stuck in a phone booth with Superguy. Motive: Emily wants to be friends with Superguy

For Disaster(s) Choose: Success When Follower Copies: *accident Superguy lends her a cape and she prac- *wreck/break or tices dressing in a phone booth. destroy something *get hurt *get a character or object stuck *character gets embarrassed when he tries to Success When Follower Copies: copy and nothing happens Superguy helps her listen and watch for distress *character gets embarrassed when he tries to calls. She sees someone about to be hit by a copy and an unexpected car crossing the street and rescues him. them. thing happens

Disaster when Follower Copies: When Emily tries to fly like Supeguy she jumps off the top of a building and plummets to the ground, but is saved by Superman just in time.

Leader Follower:

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Setting: Encounter: .

Motive:

Disaster when Follower Copies:

Leader Follower:

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1. The main character copycats another character in order to form a relationship or the main character is copied by another character hoping to create a friendship. In light of this motive, one way the story can be framed out is as follows: Two characters meet each other. Example: Martian meets earthling. *One character copies the other and it works. 1. Go for a walk together on the moon. *Same character copies the other and it works. 2. Fly spaceships through asteroid belt. *Same character copies and has a disaster. 3. Land on Mars. Martian succeeds. *Character stops copying and learns to be him- Earthling has to leave, because his self. spaceship is melting.

*Notice that the copying usually involves three different activities. Two that are successful, and one that’s a disaster.

2. The main character copycats another character in order to master a skill, activity or job that the second character can do. This is often the subplot of transformation stories as the main character quits copying once he has successfully mastered the skill, activity or job. In light of this motive, one way the story can be framed out is as follows: Two characters meet each other. Example: Native child meets Brave and *One character attempts to copy the other and it’s a wants to ride bareback on a horse. disaster. 1. Brave demonstrates mounting and rid- *Same character attempts to copy the other and it’s ing. another disaster. Child tries to mount horse and falls off *Same character copies and it’s a success. the other side. *Character stops copying, because he has mastered the skill, job, or activity. 2. Brave demonstrates again. Child mounts horse and it bucks him off. 3. Brave instructs and demonstrates again. Child mounts and rides like the wind.

*Notice that the copying involves three attempts at mastering one activity. Two attempts that end in disaster, and the third one which succeeds.

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1. Introduce character and setting. Use sensory imagery. 2. How does he meet another character? Use sensory imagery. a. Where do they meet? b. What do they say? (Motive: I want to be your friend or do what you can do) 3. What action does first character do? jumps a. How does second character copy successfully? jumps, too. 4. What action does first character do? swims a. How does second character copy successfully? swims, too 5. Finally, what action does first character do which second character cannot do? flies a. What disaster happens when second character tries unsuccessfully to copy? falls b. Show his emotions. c. Show how he learns to accept himself and stops copying.

Edmund and Hillary by Chris Jackson

How to write second type of copycat story: Motive: I want to be like you or be able to achieve what you can do. 1. Introduce character and setting. Use sensory imagery. 2. How does he meet another character? Use sensory imagery. a. Where do they meet? 3. What action/activity does first character do which second character admires? e.g. shoots bow and arrow a. What disaster happens when second character tries to copy? Show his feelings. e.g. arrow flies backwards Does anyone make fun of him? Does he retaliate? b. What new disaster happens when second character tries another time to copy the same action/activity again? Show his feelings. e.g. arrow hits a person by mistake 5. Finally, does second character master the action/activity or stop trying to copy? Ending one: a. Show how character masters the action/activity by doing it successfully. e.g. hits the target b. Show his emotions. Ending two: a. Show how character has a third disaster, gives up and learns to accept himself. e.g. gives back the bow and arrow

Charlotte’s We b Chapter 9 by E.B. White

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Ways to Copycat Activities *things a character does such as: go for a walk/jog, play a game, have a snack, go for a swim, bake something, fly, swing, weave, sing, climb, dive, dance, sing, paint, draw, colour, read, skate, shoot a bow and arrow, fly a magic carpet/plane/spaceship, shoot a crossbow, ride a horse/bike/scooter/skateboard, skiing, driving, lasso a cow Jobs: fireman/cowboy/policeman/detective/newspaper boy/mother/father/doctor/scientist/re- porter/pilot/lawyer/judge/author/teacher/secretary/principal/actor/movie director/magician, inventor Speech *imitate a character’s accent or repeat his words Appearance *hairdo, clothing, unique attributes (animals’ ears, noses, horns, wings, etc.) Mannerisms *the way a character walks, runs, swims, sits, waves, eats, smiles, climbs, jumps, swings, etc.

Disasters: *fall/trip/stumble/crash while walking, jogging, playing a game, dancing/skating/ horseback riding/bike riding/scooter riding/skiing, skateboarding, skiing, driving, flying *make a mess while painting, drawing, colouring *sing off key *start drowning *fall while trying to fly/climb/ride a flying carpet and get hurt *weaving and gets tangled up in sticky thread or pricks finger on spinning wheel *makes a mistake while trying to copycat someone else’s job *Other character is angry when his speech/mannerisms/appearances are imitated *Look ridiculous to others when you copy their speech/mannerisms/appearances

Successes: Character has fun and successfully masters a new activity, job, way of speaking, dressing, behaving that suits him.

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Materials: scissors felt markers to colour graphics with glue stick metre stick for measuring 3 pieces of poster board (1 darker coloured and 2 neon colours)

Posters: 1. Choose one darker coloured poster boards (blue, green, purple) as a background. 2. Use the remaining two sheets to trace the other parts, mount words and pictures on. You will use most of the scraps so keep them.

Copycat Story Poster: 1. Choose a darker coloured poster board for your background (blue, green, purple). 2.Trace two leader squares and two follower squares on neon paper. Glue down in positions shown on next page. 3. Cut out words “Copycat Story” and glue on neon paper. Cut out with Fiskar scissors to border the title and glue down at top of poster. 4. Trace on different coloured neon paper and glue between leader and follower boxes at top of poster. Trace two smaller rectangles and one larger rectangle for the body of the poster as shown on next page. Glue down as shown. 5. Trace four small arrows on neon or black paper using tracers provided in this section. Cut out and glue down as shown above. 6. Colour, cut out, laminate, cut out all character graphics for use with your circle story poster. Attach with velcro or tape (as you wish)

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Leader: Follower:

Setting: Encounter:

Motive:

Leader: Follower:

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Trace 4 of these arrows on brightly coloured paper. Cut out.

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Trace and cut out one or use the example shown above.

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y c

e d

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Copycat Copycat success/disaster success/disaster success/disaster

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1. Read the class a picture book example of the plot pattern you are studying. 2. Gather concepts/ideas from the book and add them to your Idea Bank. 3. Choose character graphics. 4. Create a story map for the children using one or more new character graphics. Base your story map on the concept borrowed from the book read to the children. 5. Have children create their own story map using one or more of the new character graphics you provide them. They will also base their story problem on the same concept/idea you modelled and collected from the author. Do not have children write the story. The point of these story planning sessions is to build the concepts of story problem and resolution. 6. Repeat this process of: reading books, collecting ideas, modelling a story map, and students creating own story map five times. If students show a strong grasp of the plot structure go on to writing a story which uses this pattern.

Let us go on to study contest stories. A contest story plot is by far the most complex of all the story problems. This is due to several factors. The first, is that a contest story can be framed in many ways because there are a number of motives. The contest story motives include: man Vs. man, man Vs. nature, man Vs. himself (temptation stories), man Vs. God, man Vs. the gods, predator and prey stories, the dare stories ( I dare you to....), and romance ( I will win your affections). The second factor is that in some types of contest stories, the protagonist’s journey through the story problem does not mirror the antagonist’s journey even though they both share the same motive of “I will beat you!”. In a stuck story and a copycat story the action of the story problem is linear. All of the action in each section of the problem is on a single focus. For example, in a stuck story the action is directed towards how the character/object got stuck and how to free it. In a copycat story, the main character is trying to do what the other character can do and so the actions of one parallel the actions of the other (even if there is a disaster). To my knowledge, there are five contest story motives which have a linear story problem. The first is the predator and prey contest story in which one character tries to eat the other. The focus there is either on how the prey can trick the predator or how a disaster/act of god prevents the predator from getting the prey. The second is the dare contest story in which each character challenges the other to one daring feat after another until a disaster occurs. The third is the man Vs. himself temptation stories. A person is given the chance to commit a sin or to do the right thing. The fourth is the man Vs. nature contest story in which a character faces a challenge caused by the weather and survival is the issue. The fifth is man Vs. God in which a person either faces a crisis that will end in personal disaster/grief unless God intervenes or a person chooses to disobey a directive God has given him and experiences grief/disaster until he obeys. Out of these five, there are only three which I would recommend teaching to children. These story plots are: predator and prey, man Vs. nature, and the dare stories. Of these linear contest stories, the examples in this book will only deal with the predator and prey contest stories.

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© JoAnne Moore, revised January 2021 www.books4results.com The most complex of the contest stories have dual journeys. The actions of the protagonist and antagonist do not mirror each other. These include: man Vs. man, man Vs. the gods, and the romance stories. What do I mean when I describe a contest story as having a dual journey story problem? A dual journey story problem occurs when the contestants have the same goal (e.g. I will beat you), but do different things to try and achieve their purpose. For example, let’s look at Aesop’s The Tortoise and the Hare . This is likely the simplest of the man Vs. man contest stories. In this story, Hare challenges Tortoise to a race. They have the same goal, but their actions are different. If we worked with a simple three point story problem, we would find that the story worked like this:

Motive: I want to beat you at a race.

Dual Journey Tortoise’s Journey Hare’s Journey

1. Difficulty (because 1. Success (he is so far he’s so slow). ahead he stops for a drink). 2. Difficulty (because 2. Success (he is so far he’s so slow). ahead he stops for a snack). 3. Success (slow and 3. Disaster (so sure of steady won the race). himself, he had a nap and lost the race).

This example illustrates why the man Vs. man journeys, man Vs. the gods, and romance stories are so much harder to write. While the protagonist and antagonist’s motives may or may not parallel each other, their actions do not. As a result, the child has to think about the fail, fail, success of the protagonist, and the success, success, failure of the antagonist simultaneously. Introduction of this type of contest story plot should probably not occur prior to grade four. Stick with the predator and prey contest stories or the lost and found circle stories (contest to find something that gets lost) for the earlier grades. Of these dual journey contest stories, the examples shown in this book will only deal with man Vs. man.

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© JoAnne Moore, revised January 2021 www.books4results.com The third reason that contest stories are more challenging to write successfully, is that there are more categories to choose from in building the story problem. These categories show how and why the contests are won or lost. To the best of my present knowledge, these include winning or losing due to: a trick or tricks, disaster, act of god (weather or magic), the use of force (might), skill, courage, someone helping you, hard work, a lucky break or truth being revealed. As you can see a poster or a student photocopy listing these elements of a powerful contest story would be very useful. Therefore, as contest stories are read types of: tricks, disasters, acts of god, force, skill, courage, and lucky breaks should also be collected by the teacher and students.

How to Build Contest Story Problems & Show Why They are Won or Lost:

Trick: unfair advantage used to win (such as a disguise)

Disaster: accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens or embarrassed when the wrong thing happens)

Act of god: weather (tornado, wind, thunder, lightning) or magic or a miracle

Force: using greater physical strength or political power

Skill: better ability in any area

Courage: faith in God that you can win against the odds

Lucky Break: something happens in your favour that is out of your control

Someone Helps:

Hard work:

Truth is revealed or confessed to win/lose the contest: The protagonist or another character discovers the truth or the antagonist confesses the truth

From the contest book list, choose ten books to share with the students. Out of those shared ten books the idea bank would include: types of contests and how they were won, as well as the reasons they were won or lost (see box above). The book titles are not really relevant except to illustrate how ideas can be collected for writing your own stories. A portion of your contest idea bank might look like this:

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Title of Book: Contest: Disaster/Trick/Act of God: Use in a New Story 1. Arachne Vs. Athena Arachne challenged the Arachne dared to weave an Mortal challenges an from Greek Myths by godess, Athena, to a weaving insult to the gods. Athena immortal to a contest. Marcia Williams contest. was so angry that Arachne Immortal is angry ISBN 1-56402-440-7 took her life. Arachne’s father when they tie, and begged Athena to help. turns the mortal into Athena used her magic to a creature (animal, save Arachne’s life, but to get fish, insect). even she used her magic to transform her into a spider (act of god). 2. Emma and the A coyote is trying to catch a The coyote is trapped when A predator tries to Coyote by Margriet chicken to eat. Emma falls out of the tree, catch his prey, but Ruurs pecks the coyote, who leaps gets caught in a trap ISBN 0-7737-6205-1 into the trap (disaster). instead. 3. Axle Annie Axle Annie always gets the The lazy bus driver used a A contest to get to a by Robin Pulver kids in her school bus to snow making machine to cre- certain location. One ISBN 0-14-230014-4 school no matter how much it ate a gigantic mountain of contestant tries to snows. The laziest bus driver snow (trick). Annie made it block the other using in town tries to stop her. anyway with the help of a trick. friends who pushed the bus.

4. The Three Little A wolf wanted to eat the three The wolf blew down the first Which predator tries Pigs little pigs. little pig’s house of straw and to eat another animal illustrated by Marie- the second little pig’s house using force and is de- Louise Gray of sticks in order to eat them feated by the animal’s ISBN 0-88899-299-8 (force). They ran to the third trick. little pig’s house of bricks. When the wolf couldn’t blow it down, he tried to trick the little pigs into coming out of their house to get food. When that didn’t work he tried to climb down their chimney. He fell into a boiling pot of water and died. 5. The Paper Bag A dragon kidnaps a prince. When the dragon won’t, the Which character Princess by Robert The princess sets off to rescue princess appeals to his pride takes something that Munsch the prince. She meets the and tries to wear him out with belongs to another ISBN 0-920236-16-2 dragon and demands he give three different challenges and is tricked into back the prince. (trick). The dragon is so giving it back. worn out he falls asleep. 6.The Tortoise and the A Hare challenged a Tortoise Hare is so sure he will win Which character chal- Hare an Aesop Fable to a race. that he has a nap (disaster). lenges another to a adapted and illustrated When he awakens it is too race in which he loses by Janet Stevens late, and Tortoise wins the due to a disaster. ISBN 0-8234-0510-9 race.

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Title of Book: Contest: Trick, Disaster, Act of god, Use in a New Story force, skill, courage, lucky break:

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Each assignment in this section requires the teacher to work with the whole class by: a. Reading the suggested book and collecting ideas together. b. Model a story map by creating a transparency of the students’ story map and writing the teacher example on it. c. Brainstorm with students prior to having them plan their own story map. For example: in the mortal Vs. immortal Contest story, look at the given character graphics and brainstorm (with your students) for each one what kind of contests might take place and how the contests might be lost. d. After brainstorming around the concept taken from the shared book, have students choose their own characters from those given and plan their own contest story using the brainstorming.

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1. Setting:

2. Prey Encounters Predator:

3. Motive: Predator wants to eat Prey.

4. Prey escapes from Predator twice. Choose: *Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens or embarrassed when the wrong thing happens *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work a.

5. Prey escapes Predator forever. Choose one: trick, disaster, act of god, force, skill, courage, lucky break, someone helps, hard work

6. The Prey lives happily ever after, because his enemy:

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3. Motive: Antagonist and Protagonist challenge one another to:

4. Protagonist’s Two Difficulties Antagonist’s Two Successes: Choose from: *Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens or embarrassed when the wrong thing happens *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work 5. Protagonist wins the contest. Antagonist loses. Choose: Protagonist’s Two Difficulties: Antagonist’s Two Successes: a. a. b. b.

trick, disaster, act of god, force, skill, courage, lucky break, someone helps, hard work, truth is revealed or confessed to win/lose the contest.

Protagonist’s Success: Antagonist’s Failure.

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1. Setting:

2. Protagonist Encounters Severe Weather (act of god):

3. Motive: Protagonist wants to be safe and get home.

4. Protagonist tries twice to escape weather unsuccessfully. a.

5. Protagonist escapes weather. Choose: *Trick *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to escape *Skill- ability used to escape *Courage- faith in God to escape and keep going against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work

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3. Motive: Antagonist or Protagonist challenge the other to: a. b. 4. Protagonist’s Two Successes: Antagonist’s Two Successes: Choose from: *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Hard work *Someone helps

Protagonist’s Two Difficulties: Antagonist’s Two Successes: a. a. b. b.

5. Protagonist or Antagonist’s Final Challenge to the other is:

6. Protagonist or Antagonist has a Disaster. Choose: *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens or embarrassed when the wrong thing happens

7. Protagonist and Antagonist Stop Daring. One rescues the other if necessary.

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Predator and Prey Contest Story 2. Emma and the Using the Idea Bank on Page 107 and Character Graphics Coyote by Margriet Prey: choose one Ruurs frog, mouse, A predator tries to deer, fish catch his prey, but gets caught in a trap instead. Predator: Choose one snake, owl, Brainstorm: lion, weasel Types of traps predator is led into by prey: *well *maze 2. Predator and Prey Story using new characters and setting: *train in a tunnel *electric fence To Build the Story Problem Choose: *wooden pen with a *Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or stick in the door object gets stuck, get embarrassed when nothing happens or embarrassed when *net the wrong thing happens *mouse trap *Act of god - weather (tornado, wind, thunder, lightning) or magic *leg trap *Force - using greater physical strength or more powerful magic to beat your *water opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest Trick: Mouse wants to find something for his evening snack. He scampers under the pine tree and is nibbling on some seeds when a huge shadow darkens his path. It is Owl out to catch Mouse for his own evening snack. 1st trick: camouflage Mouse dives under the pine needles on the ground and lies perfectly still. Owl flies all around, but can’t see him. 2nd trick: skill Mouse waits until Owl is gone and darts through the tall grass on his way home. Owl sees the grass moving and plunges down to snatch Mouse. Just in the nick of time, Mouse sprung to one side and Owl only caught grass in his claws. 3rd trick: trap This time Owl is angry and waits quietly in a tree until he sees Mouse begin to move again. Mouse sees Owl’s eyes glowing in the dark and knows he will try to catch him. He leads Owl to a fox trap and carefully steps inside it. Owl dives for Mouse when he sees him sitting still and lands right in the trap! Springing shut the trap catches Owl by the leg! He shrieks with pain and anger as Mouse darted away safe into his little hole in the ground at last. Owl is never seen again.

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Predator: Choose one snake, owl, lion, weasel

1. Setting: 2. Prey Encounters Predator:

3. Motive: Antagonist wants to eat Protagonist.

4. Predator escapes from Prey twice using two tricks: a.camouflage

b. skill

5. Prey escapes Predator forever by tricking Predator into entering a trap.

6. The Prey lives happily ever after, because:

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Man Vs. Man Contest Story 3. Axle Annie Using the Idea Bank on Page 107 and Character Graphics by Robin Pulver Choose one: 1. beaver (trick:cut & pile logs) A contest to get to a 2. spider (trick: spin webs) certain location. One 3. octopus (trick: squirt ink) 4. skunk (trick: squirt scent) contestant tries to block the other using Choose one: a trick. bear, ant seahorse, mouse

3. Man Vs. Man Story using new characters and setting:

To Build the Story Problem Choose: *Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens or embarrassed when the wrong thing happens *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest

Trick: Seahorse is proud of how fast he can swim from one end of the coral reef to the other. He wants to have a race and challenges Octopus to beat him. *Seahorse bobs along quick as can be. Octopus wiggles his arms and legs as fast as he can, but is slightly behind. *Seahorse starts gaining on Octopus. Suddenly, Octopus squirts his ink right towards Seahorse. Seahorse is ` blinded as the water fogs over! *Octopus swims around the cloudy water and pulls ahead! Rescue: Whale sees what Octopus did. He squirts water from his blowhole at the cloudy water and sends it flying! Once the water is clear again, Seahorse surges forward and barely wins the race.

*Have each student choose their own characters from those shown above and plan their own man Vs. man contest story on the exercise after this page. They should have a race where one animal plays a trick on the other, as well as another animal who rescues them from the trick.

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© JoAnne Moore, revised January 2021 www.books4results.com Student Exercise: Plan a Man Vs. Man Contest Story Choose one: 1. beaver (trick:cut & pile logs) 2. spider (trick: spin webs) 3. octopus (trick: squirt ink) 4. skunk (trick: squirt scent) Choose one: bear ant seahorse mouse

1. Setting: 2. Protagonist encounters Antagonist when:

3. Motive: Protagonist challenges Antagonist to a race.

4. Show how Protagonist is winning and Antagonist is losing:

5. What trick does Protagonist pull to try and beat Antagonist?

6. Who rescues Protagonist from the trick?

7. Show who wins the race.

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a Predatory Vs. Prey Contest Story 4. The Three Little Using the Idea Bank on Page 107 and Character Graphics Pigs Choose one Predator: illustrated by Marie- 1. weasel Louise Gray 2. spider ISBN 0-88899-299-8 3. ant 4. crocodile

A predator tries to eat Choose one Prey: another animal using mouse, ant, force and is defeated frog, monkey by the animal’s trick.

4. Plan a Predator Vs. Prey Contest Story using new characters and setting: Brainstorm: Kinds of tricks: To Build the Story Problem Choose: *riddle *Trick - unfair advantage used to win (such as a disguise) *lead you to my fatter *Disaster- accident, wreck/break or destroy something, gets hurt, character or brother who is so big object gets stuck, get embarrassed when nothing happens or embarrassed when you are scared the wrong thing happens *convince you to turn *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your me into a stew which opponent includes ingredients *Skill- better ability in any area like wasps which hurt *Courage- faith in God that you can win against the odds you *Lucky Break- something happens in your favour that is out of your control *appeal to your pride *Someone Helps and escape by asking *Hard work you to show me your *Truth is revealed or confessed to win/lose the contest strength, brains, or beauty Force/Skill and a Trick: Snake hears frog hopping through the grass and hisses at him. Frog hears him and freezes. *Snake drops out of a tree on top of frog and begins to wrap his coils around frog to trap him. Frog trembles, but is stuck. (force) *Snake opens his mouth to gobble up Frog. Frog leaps straight into the air and bounds off towards the pond. *Snake follows him through the long grass straight into the water! Frog leaps from lily pad to lily pad with Snake wiggling behind. At last Snake is so far into the water that he can’t see the bank.

Rescue: Snake lets out one last hiss, and sinks to the bottom of the pond. Frog never sees him ever again.

*Have each student choose their own characters from those shown above and plan their own predatory and prey contest story on the exercise after this page. They should have a race where one animal plays a trick on the other, as well as another animal who rescues them from the trick.

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Predator: Choose one weasel, spider snake, crocodile

1. Setting:

2. Prey Encounters Predator:

3. Motive: Antagonist wants to eat Protagonist.

4. Predator uses force or skill to catch or almost catch prey:

5. Describe how Prey escapes Predator forever by tricking Predator:

6. The Prey lives happily ever after, because:

125 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

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© JoAnne Moore, revised January 2021 www.books4results.com Contest stories are the traditional plots we are familiar with. In primary literature they are the stories of the predator and the prey (The Three Little Pigs). Types of contests include: man Vs. man, man Vs. nature, man Vs. God, man Vs. himself, man Vs. evil, and dares. Contest stories resolve themselves when one character wins or overcomes the obstacles he faces. Tricking, an act of god or experiencing disasters is an important part of predator and prey, and man Vs. man contests. Books starred below have good examples of tricking in them. A contest is a stand alone plot or it may be used as a subplot in switch, circle and transformation stories. It is often combined with stuck stories or character transformations. Contest Stories to Share with your Class Prior to Writing The Three Little Pigs Marie-Louise Gay ISBN 0899192750 The Three Billy Goats Gruff Paul Galdone ISBN 0899190359 Anatole and the Cat Eve Titus ISBN 0-533-34871-X Borreguita and the Coyote Verna Aardema ISBN 0-679-88936-1 The North Wind and the Sun Aesop (Jerry Pinkney) ISBN 1587170000 The Paper Bag Princess Robert Munsch ISBN 0-920236-16-2 Mike Mulligan and His Steam Shovel Virgina Lee Burton ISBN 0-395-25939-8 Three Cheers for Tacky Helen Lester ISBN 0-395-66841-7 The Big Boasting Battle Hans Wilhelm ISBN 0-590-22211-2 Rikki-Tikki-Tavi Rudyard Kipling ISBN 8403602774 The Boxing Champion Roch Carrier ISBN 0-88776-257-3 Rumplestiltskin Brothers Grimm ISBN 1-55858-617-2 The Tortoise and the Hare Aesop (Jerry Pinkney) ISBN 1587170000 Ch. 1 This Can’t Be Happening at Macdonald Hall Gordon Korman ISBN 0-590-44213-9 Charlie and the Chocolate Factory Roald Dahl ISBN 0-14-130115-5 The Brave Little Parrot Rafe Martin ISBN 039922825X The Lion, the Witch and the Wardrobe C.S. Lewis ISBN 0-590-25476-6 More Pies Robert Munsch ISBN 043953285X Arion and the Dolphins Greek Myth (Marcia Williams) ISBN 1-56402-440-7 Orpheus and Eurydice Greek Myth (Marcia Williams) ISBN 1-56402-440-7 The Twelve Tasks of Heracles Greek Myth (Marcia Williams) ISBN 1-56402-440-7 Perseus and the Gorgon’s Head Greek Myth (Marcia Williams) ISBN 1-56402-440-7 Lion's Precious Gift (& transformation) Barbara Bennett ISBN 0764155334

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© JoAnne Moore, revised January 2021 www.books4results.com Theseus and the Minotaur Greek Myth (Marcia Williams) ISBN 1-56402-440-7 Arachne Vs. Athena Greek Myth (Marcia Williams) ISBN 1-56402-440-7 *Knights of the Kitchen Table Jon Sciezska ISBN 0-14-034603-1 Brady Brady and the Runaway Goalie Mary Shaw and Chuck Temple ISBN 0-7737-6225-6 Axle Annie Robin Pulver ISBN 0-14-230014-4 The Language of Birds Rafe Martin ISBN 0399229256 The Littles and the Big Storm John Peterson ISBN 0-590-44276-6 Anne of Green Gables Ch. 23 Lucy Montgomery ISBN 0-7704-2205-5 *Charlotte’s Web Ch. 1, 7, *10, 20, 21 E.B. White ISBN 0-06-44055-7 Silverwing Ch. 1&2 Kenneth Oppel ISBN 0689825587 Buffalo Before Breakfast ch. 6 & 7 May Pope Osborne ISBN067999064X *Mouse Soup Arnold Lobel ISBN 0-06-444041-9 Socks Ch. 2 Beverly Cleary ISBN 0688200672 The Moccasin Goalie William Roy Brownridge ISBN 1-55143-054-1 *Emma and the Coyote Margriet Ruurs and Barbara Spurll ISBN 0-7737-6205-1 The Final Game William Roy Brownridge ISBN 1-55143-102-5 The Enormous Crocodile Roald Dahl ISBN 0-14-036556-7 The Princess and the Pea retold by Harriet Ziefert ISBN 0-14-038083-3 The Golden Goose (stuck and transformation subplots) Barbara Reid ISBN 0-7791-1345-4 *Clever Tom and the Leprechaun Linda Shute ISBN 0-590-43170-6 Trouble with Trolls Jan Brett ISBN 0-698-11791-3 Hedgie’s Surprise Jan Brett ISBN 0804568839 Zomo the Rabbit: A Trickster Tale from West Africa Gerald McDermott ISBN 0152010106 The Gingerbread Boy Paul Galdone ISBN 0899191630 The Monkey and the Crocodile: A Jataka Tale from India Paul Galdone ISBN 0833507117 Jack and the Beanstalk: How a Small Fellow Solved a Big Problem Joy Albert & Schleh Lorenz ISBN 0810911604 Kate and the Beanstalk Mary Pope Osborne ISBN 0689825501 Wolf who Cried Boy Bob Hartman ISBN 0399235787 Anansi Does the Impossible retold by Verna Aardema ISBN 0689839332 Who’s in Rabbit’s House? Verna Aardema ISBN 0808574884

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© JoAnne Moore, revised January 2021 www.books4results.com Koi and the Kola Nuts Verna Aardema ISBN 068956776 Rabbit Makes a Monkey of Lion Verna Aardema ISBN 01405493X The Princess and the Pizza Mary Jane & Herm Auch ISBN 0823416836 Widget (subplot of copycat) Lyn Rossiter McFarland ISBN 0314384282 Bertie was a Watchdog Rick Walton & Arthur Robins ISBN 0763613851 The Tale of Tricky Fox: A New England Trickster Tale Jim Aylesworth ISBN 0439095433 John Blair and the Great Hinckley Fire Josephine Nobisso ISBN 0618015604 Last of the Tree Ranchers John Bianchi ISBN 0921285000 Champions of Hockey John Bianchi ISBN 0921285167 The Very Smart Pea and the Princess-to-Be Mini Grey ISBN 03758262 Fin M’Coul: The Giant of Knockmany Hill Tomie De Paola ISBN 0823403858 Saving Sinbad Michael Foreman ISBN 19219132344 Reuben and the Fire Merle Good ISBN 1561483885 Reuben and the Blizzard Merle Good ISBN 1561483753 The Three Little Pigs and the Fox William Hooks ASIN 068980962X The Fox and the Crow Aesop (Jerry Pinkney) ISBN 1587170000 The Shepherd Boy and the Wolf Aesop (Jerry Pinkney) ISBN 1587170000 Matthew and the Midnight Ball Game Morgan and Martchenko ISBN 0-7737-5853-4 Matthew and the Midnight Firefighter Morgan and Marchenko ISBN 0-7737-6090-3 Musicians and the Sun Gerald McDermott ISBN 0-689-83907-3 John Henry (a legendary folk hero) Brad Kessler ISBN 0-689-83779-8 Roll of Thunder, Hear My Cry Mildred D. Taylor ISBN 0-14-0384541-0 Walter the Farting Dog Kotzwinkle & Murray ISBN 1583940537 Dog Breath Dav Pilkey ISBN 0590474669 The Princess Knight Cornelia Funke ISBN 0439536308 Tacky the Penguin Helent Lester ISBN 0395562333 Elmer and the Kangaroo David McKee ISBN 0688179517 Geez Louise Susan Middleton Elya ISBN 0399235825 Two Left Feet Adam Stower ISBN: 1582348847 Worm Gets a Job: A Success Story Kathy Caple ISBN: 076361694X

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© JoAnne Moore, revised January 2021 www.books4results.com The Danger (Dive, Book 3) Gordon Korman ISBN 0439507243 A Fine St. Patrick's Day Tom Curry ISBN 0375823867 Harvesting Hope: The Story of Cesar Chavez Kathleen Krull ISBN 0152014373 The Little Engine That Could Watty Piper, George Hauman ISBN 0448405202 The Five Chinese Brothers Claire Huchet Bishop ISBN 0698113578 Little Red Riding Hood Candice Ransom ISBN 1577681983 Jack and the Beanstalk Carol Ottolenghi ISBN 1577683773 The Carrot Seed 60th Anniversary Edition Ruth Krauss ISBN 0064432106 Art Dog Thacher Hurd ISBN 0064434893 Bad Boys Margie Palatini ISBN 006000102X Little Red Cowboy Hat Susan Lowell ISBN 0805064834 The Seven Chinese Sisters Kathy Tucker ISBN 0807573094 Old Cricket Lisa Wheeler ISBN 0689845103 The Cowboy and the Black-Eyed Pea Tony Johnston ISBN 069811356X Calico the Wonder Horse, or the Saga of Stewy Stinker Virginia Lee Burton ISBN 0395845416 Three Samurai Cats: A Story from Japan Eric A. Kimmel ISBN 0823417425 Rosie and the Rustlers Roy Gerrard ISBN 0374463395 Rumpelstiltskin's Daughter Diane Stanley ISBN: 0064410951 Mud Puddle Robert N. Munsch ISBN 1550374680 Mrs. Chicken and the Hungry Crocodile Won-Ldy Paye ISBN 0805070478 Clara Caterpillar Pamela Duncan Edwards ISBN: 0064436918 Dumpy and the Firefighters Julie Andrews Edwards ISBN: 0060526815 A Ride Like the Wind: A Tale of the Pony Express Bernie Fuchs ISBN: 0439266459 The White Cat: An Old French Fairy Tale Robert D. San Souci ISBN: 0531071707 The Gunniwolf Wilhelmina Harper ISBN: 0525467858 Fire on the Mountain Jane Kurtz ISBN: 0689818963 A Good Night for Freedom Barbara Olenyik Morrow ISBN: 0823417093 Get That Pest! Wong Herbert Yee ISBN: 0152048332 The Printer Myron Uhlberg ISBN: 1561452211 Hog-Eye Susan Meddaugh ISBN:0395937469

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© JoAnne Moore, revised January 2021 www.books4results.com Three Cool Kids Rebecca Emberley ASIN: 0316235199 Rainbow Bird: An Aboriginal Folktale from Northern Australia Eric Maddern ASIN: 0316543144 Something for Nothing Ann Redisch Stampler ISBN: 0618159827 Elmer Again David McKee ISBN: 0688115969 Phoebe Clappsaddle for Sheriff Melanie Chrismer ISBN: 158980127X Tale of Two Princes Eckart Zur Nieden ASIN: 0880705981 The Magic Nesting Doll (stuck & transformation) Jacqueline K. Ogburn ISBN: 0142500658 The Eagle & the Wren Jane Goodall ISBN: 0735817065 Grumblebunny Bob Hartman ISBN: 0399237801 As for the Princess: A Folktale from Quebec Stephane Jorisch ISBN: 1550376950 The Princess Knight Cornelia Funke ISBN: 0-439-53630-8 The Very Smart Pea and the Princess-To-Be Mini Grey ISBN: 0-375-82626-2

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© JoAnne Moore, revised January 2021 www.books4results.com Contest Idea Bank Types of Contests: man vs. man man vs. nature man vs. himself man vs. evil man vs. machine man vs. gods man vs. God predator and prey the dare stories romance A good contest story contains one or more of the following: Trick: detour distraction delay appeal to foe’s pride & wear them out disguise pit one enemy against another riddle test booby trap lies swap an original for a fake drugging (e.g. sleeping pills) Disasters: *have an accident *wreck/break or destroy something *get hurt *get a character of an object stuck *get embarrassed when nothing happens *get embarrassed when an unexpected thing happens Act(s) of God: *weather (tornado, lightning bolt, blizzard, etc.) *magic (god, fairy, wizard, spell, enchantment, etc.) Force: using greater physical strength or more powerful magic to beat your opponent Skill: better ability in any area Courage: faith in God that you can win against the odds Lucky Break: something happens in your favour that is out of your control (providence) Someone Helps: Hard Work: lots of practice or great physical effort Truth is revealed or confessed to win/lose the contest:

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The purpose of the contest poster is to teach students some ways the contest plot and resolution can work. The first way focuses on predator and prey contest stories. In these stories, the predator wants to eat the prey. The prey plays three tricks on the predator and escapes on the third. The second way focuses on man vs. man contest stories. These stories use two characters vying for the same prize. The protagonist plays a trick on the antagonist to win. Modelling possibilities for these two plot and resolution frames helps students to separate the concept from the context. It also shows that the genre only gives the child the setting and character choices while the patterns provide the story problems and resolutions. As shown in this section, you can write a contest story in any genre using the contest story problem and resolution. These examples are meant to teach you how to use the posters and to demonstrate for your students how to create many stories from one simple basic frame by changing the genre, setting, and characters. Followed by the examples are student exercises. If no character is provided, give the children a page of clip art graphics to choose a character(s) from.

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Protagonist: Duckie Antagonist: Crocodile

Setting: Pond Encounter: Duckie steps into the water and awakens crocodile Motive: Crocodile wants to eat Duckie. Duckie wants to escape.

1st Trick: Appeal to the Pride and Wear Predator Out Duckie asks, “Is it true that you are the fastest swimmer in the pond?” “Of course,” snaps Crocodile. “Can you swim around the pond one hundred times in an hour?” asks Duckie. Crocodile does so and lies panting on the grassy bank. He is just about to gobble Duckie up when.. 2nd Trick: Appeal to the Pride and Wear Predator Out Duckie asks, “Is it true that you have the most powerful tail in all the world?” “Of course,” croons Crocodile. “Can you smack all the water in the pond out at exactly the same moment?” asks Duckie. Crocodile tries, but the first several times Duckie points out some water he missed. At last he collapses out of exhaustion and is just about to eat Duckie. 3rd Trick: Appeal to the Pride and Wear Predator Out Duckie asks, “One last question before you eat me. Is it true that you are the most clever animal in the whole pond?” “Of course,” brags Crocodile. “Are you so clever that you can eat me with your eyes shut?” asks Duckie. “Why not?” responds Crocodile closing his eyes. At that Duckie takes to his wings and disappears into the distance.

To Build the Story Problem Choose:

*Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing Winner happens or embarrassed when the wrong thing happens *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest

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Protagonist: Antagonist:

Setting:

Encounter:

Motive:

1st Trick: Appeal to the pride and wear predator out.

2nd Trick: Appeal to the pride and wear predator out.

3rd Trick: Appeal to the pride and wear predator out.

To Build the Story Problem Choose:

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Protagonist: Piggie Antagonist: Weasel Setting: Farm Encounter: Weasel knocks on the barn. Motive: Weasel wants to eat Piggie. Piggie wants to escape.

1st Trick: Distract Weasel with Different Food Piggie invites Weasel to sample his slop from the trough. Weasel likes it so much that he eats until he is so full he can hardly move. He falls fast asleep in the barn. 2nd Trick: Trick Weasel with a Reflection in Water When Weasel awakens in the morning he is invited to come and meet Piggie’s larger, more delicious cousin who lives in the pond. Weaself goes to the pond with Piggie and sees Pig- gie’s reflection in the water. He jumps in to capture the big pig, gets soaking wet, and has to swim back to the edge. He finds out it was only a reflection. Piggie runs all the way back to the barn. 3rd Trick: Trick Weasel with a Scary Voice Weasel went back to the barn the following morning. He was just about to eat Piggie, when he heard a loud booming voice shout from the dark recesses of the barn, “I am the giant of the barn! Whoever dares touch my piggie will become my lunch!” The voice echoes through the barn, and is so loud and foreceful that Weasel is frightened. He turns, trips over a pitch- fork and runs all the way home. He never returns. Meanwhile, Bull steps out from behind a dark stall in the barn. “Thanks, Bull!” chuckled Piggie. “What are friends for?” smiled Bull.

To Build the Story Problem Choose:

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Protagonist: Antagonist:

Setting:

Encounter:

Motive:

1st Trick: Distract antagonist.

2nd Trick: Trick with a Reflection in Water

3rd Trick: Use a Scary Voice

To Build the Story Problem Choose:

*Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens or embarrassed when the wrong thing happens Winner *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest

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Protagonist: Spider Setting: Barnyard Antagonist: Rooster Encounter: Spider groans when he hears Rooster crowing again and bragging about what a great singer he is. Motive: Spider challenges Rooster to a singing contest. The prize, if he wins, is that Rooster will never crow again. If he loses, Spider will be Rooster’s best cheerleader forever. They decide on giving each other two days to practice and on the third morning they will have the showdown.

Monday: Spider’s Difficulty Monday: Rooster’s Success Spider zips up and down on his silky Rooster struts up and down the barn- thread and tries to sing, but all that yard, flaps his wings, and cock-a- comes out is a hiss. The barnyard ani- doodle-doos. Cheering loudly, the mals howl at him. barnyard animals shout their praises. Tuesday: Spider Gets Help Tuesday: Rooster’s Success The following morning Spider goes Rooster struts up and down the barn- down to the pond to get singing lessons yard, flaps his wings, and cock-a- from Grandaddy Frog. doodle-doos. Cheering loudly, the barnyard animals shout their praises. Wednesday: Spider’s Success Wednesday: Rooster’s Disaster Spider zips up and down on his silky Rooster struts up and down the barn- thread and a deep, bass “Croak!” spills yard, flaps his wing, and opens his out of him. The barnyard animals cheer beak. Not even a squeak is heard. All wildly, whistling and stomping. his practicing led to laryngitis. The barnyard animals boo and hiss. He slinks away and never crows again.

To Build the Story Problem Choose:

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Protagonist: Setting: Antagonist:

Encounter:

Motive:

Monday: Difficulty Monday: Success

Tuesday: Gets Help/Plays Trick Tuesday: Success

Wednesday: Success Wednesday: Disaster

To Build the Story Problem Choose:

*Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens or embarrassed when the wrong thing happens Winner *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest

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Protagonist: Isaac Setting: baseball diamond Antagonist: Cole

Encounter: Isaac is tripped by Cole as he heads out onto the field. Cole laughs.

Motive: Isaac has lost game after game to Cole and his team, because they trip and push when- ever the referees aren’t watching. He wants to trick Cole’s team and help his team finally win.

Isaac’s Difficulty Cole’s Success: Cole hits a homerun and stomps on Cole hits a homerun and his team Isaac’s foot as he rounds third base. scores four runs in the first inning. Isaac gets up to bat and strikes out.

Isaac’s Trick: Cole’s Disaster Isaac uses a rag to wipe a baseball bat The bat goes flying towards the pitcher with vaseline. He switches the bat with when the first player swings. The next Cole’s team’s bat in between innings. time the bat flies backwards over the fence behind the diamond. Isaac’s Success Cole’s Final Disaster The pitcher’s hands are so slippery from Cole snags the ball Isaac hit and tries to touching the bat that he can’t throw fire it to second base. His hands are so with speed. Isaac hits his first home run slippery from holding the bat that the with the bases loaded. Every player that ball slips from his hands and dribbles steps up to bat gets a base hit. away. Isaac scores the winning homerun.

To Build the Story Problem Choose:

*Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing Winner: Isaac and his team win! happens or embarrassed when the wrong thing happens *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest

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Protagonist: Setting: Antagonist:

Encounter:

Motive:

Protagonist’s Difficulty Antagonist’s Success:

Protagonist’s Trick: Antagonist’s Disaster/Success

Protagonist’s Success Antagonist’s Final Disaster

To Build the Story Problem Choose:

*Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing happens or embarrassed when the wrong thing happens Winner: *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest

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Protagonist: Knight Setting: Dragon’s Cave Antagonist: Dragon

Encounter: Knight sees two glowing eyes and an enormous shadow looming. His heart pounds and he trembles as the dragon emerges from its cave.

Motive: Knight has come to take back the gold which the dragon stole from the king.

Knight’s Difficulty: Dragon’s Success: Dragon laughs and blows fire at the Dragon blows fire at the knight. knight singeing his horse.

Knight’s Trick: Riddle Dragon’s Success: Knight challenges Dragon to guess his The Dragon guesses correctly. It is a riddle. If the Dragon fails, he must give zebra blushing. the knight the gold. The Dragon agrees He asks him what is black and white and red all over. Isaac’s Success: Appeal to Pride Dragon’s Disaster: Knight offers to trade a magnificent The Dragon asks to try the crown on magic crown for the king’s gold. and then he will decide. When the knight places the crown on the Dragon’s head he is instantly turned into stone.

To Build the Story Problem Choose:

*Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing Winner: The Knight happens or embarrassed when the wrong thing happens *Act of god - weather (tornado, wind, thunder, lightning) or magic takes back the king’s *Force - using greater physical strength or more powerful magic to gold and returns it! beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest

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Protagonist: Setting: Antagonist:

Encounter:

Motive:

Protagonist’s Difficulty: Antagonist’s Successful Force/Skill:

Protagonist’s Riddle: Antagonist guesses riddle correctly:

Protagonist’s Trick: Appeal to Pride Antagonist’s Disaster:

To Build the Story Problem Choose:

*Trick - unfair advantage used to win (such as a disguise) *Disaster- accident, wreck/break or destroy something, gets hurt, character or object gets stuck, get embarrassed when nothing Winner: happens or embarrassed when the wrong thing happens *Act of god - weather (tornado, wind, thunder, lightning) or magic *Force - using greater physical strength or more powerful magic to beat your opponent *Skill- better ability in any area *Courage- faith in God that you can win against the odds *Lucky Break- something happens in your favour that is out of your control *Someone Helps *Hard work *Truth is revealed or confessed to win/lose the contest

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148 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

1. The contest stories are stand alone plots which can be a story by themselves or combined with other plot structures or found as the subplot of circle, switch, and transformation stories. They are by far the most complex of the stand alone plots, because they usually involve two or more characters with opposing motives. It is advisable not to begin teaching the writing of contest stories until grade five. The motives for contest stories include: man vs. man, man vs. nature, man vs. evil, man vs. himself, man vs. the gods, the dare stories, predator and prey stories, and romance (will I win your affection stories?). Each of these motives contains one or more separate story plot patterns which can be taught to students. Given the large number of story frames possible and the complexity of the frames it makes sense to limit the number taught through writing. The easiest of the contest stories include: predator and prey, man vs. man, and the dare stories. Generally, a good contest story is made more interesting by the disaster, tricks, acts of God, force, skill, courage, and lucky breaks which influence the outcome of the contest and performance of the contestants. The next two pages contain three simple story frames for children to learn. Following these, are some tricks, disasters and acts of God which could be used to spice up the story. Predator and Prey Stories Example: Duck splashes into a swamp and wakes up a grumpy alligator who says he’s going to eat him for Two characters meet each other. lunch. Duck must trick alligator to stay alive. 1. Predator tells Prey he will eat him. Prey must trick Predator to Prey’s Tricks stay alive. 1. Is it true that your tail is so powerful that it can knock all the water out of the pond at once? Alligator must Prey’s Tricks make three attempts before the Duck is satisfied. 1. Wear out the predator by appealing to his pride and having 2. Is it true that you are such a fast swimmer that you him demonstrate how strong, powerful or clever he is. can swim around the swamp one hundred times in an 2. Wear out the predator by again appealing to his pride and hav- hour? Alligator is exhausted, hungry and very angry. ing him demonstrate how strong, powerful or clever he is. 3. Just before you eat me, is it true that you are so clever 3. Wear out the predator by again appealing to his pride and hav- you could catch me with your eyes shut? ing him demonstrate how strong, powerful or clever he is. Prey’s Escape Alligator shuts his eyes and duck flies away before he Prey’s Escape can be eaten. 4. Prey escapes

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© JoAnne Moore, revised January 2021 www.books4results.com Man vs. Man Stories Example: Spider challenges Rooster to a singing contest, because he is sick of listening to Rooster crow and Two characters meet each other. brag about how good he is. One challenges the other to a contest. On Monday... On Monday.... Rooster struts up and down, flaps his wings and crows 1. The success of the antagonist. cock-a-doodle-doo! Everyone cheers so he keeps on 2. The difficulty of the protagonist. practicing all day long. Spider zips up and down, to and fro on his silky thread On Tuesday.... and hisses. Everyone laughs. 1. The success of the antagonist. 2. The protagonist goes and gets help. On Tuesday... Rooster struts up and down, flaps his wings and crows On Wednesday... cock-a-doodle-doo! Everyone cheers so he continues 1. The disaster of the antagonist. practicing all day long. 2. The success of the protagonist. Spider goes to get singing lessons from Grandfather Frog down at the pond.

On Wednesday... Rooster struts up and down, flaps his wings and opens his mouth to crow, but no sound can be heard. All his practice has given him laryngitis. Everyone laughs or boos.Spider zips up and down, to and fro on his silky thread as a loud croak fills the air. Everyone cheers and the Spider wins..

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© JoAnne Moore, revised January 2021 www.books4results.com The Dare Stories Example: Boy challenges Girl to ride bike down a steep hill. Two characters meet each other. One dares the other to do something foolish. First Dare.. Boy rides bike down the steep hill. First Dare Girl copies successfully. 1. The success of the antagonist. 2. The success of the protagonist. Second Dare... Boy challenges Girl to ride her bike down the steep hill Second Dare with one hand. He does it first. 1. The success of the antagonist. Girl copies successfully. 2. The success of the protagonist. Final Dare... Final Dare Boy challenges Girl to ride her bike down the steep hill 1. The antagonist’s natural disaster or the disaster caused by the with no hands. He tries first and flies over the handle- protagonist’s trick. bars and send his bike tumbling into the street. 2. The protagonist may or may not rescue the antagonist, but he Girl helps boy who has sprained his wrist, but does not does not attempt the dare. do the dare.

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Motive: I am going to eat you (predator) I am going to trick you (prey) 1. Introduce main character and setting. Use sensory imagery.

2. Who are the two characters (predator and prey)? a. How do the characters meet? Use sensory imagery to create a suspenseful encounter

3. What does the predator tell the main character? I am going to eat you....

4. Have the main character trick and delay the predator two times. Examples of how to trick predator. Some may be repeated more than once with different tasks: a. Come back later when I am fatter and bigger. Predator leaves. b. I know something that tastes better than me. Why don’t you try to get some______to eat. Predator wears out trying to catch it. Borreguita and the Coyote by Verna Aardema c. I have a bigger brother who would taste even better. Big brother gets rid of predator The Three Billy Goats Gruff e. Why don’t you try eating______? (It’s a reflection in water. Predator almost drowns jumping in to get it.) Borreguita and the Coyote by Verna Aardema d. I will taste much better in a stew with stories. Each story is represented by an item you need to collect...bees, porcupine quills, mud, etc. Predator gets hurt in process and main character has disappeared when he returns with the ingredients. Mouse Soup by Arnold Lobel e. You can eat me if you will just show me your great strength/power/intelligence by______. Predator is so worn out he faints, falls asleep or leaves. The Paper Bag Princess by Robert Munsch f. Pit one foe against another or use a riddle. Knights of the Kitchen Table by Jon Sciezska g. Glue antagonist’s mouth shut so it can’t eat you. Dr. De Soto by William Steig

5. Show how the predator gives up (describe his feelings) and leaves the main character alone forever. Show the main character’s happiness.

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© JoAnne Moore, revised January 2021 www.books4results.com One way to write a dare contest story: One way to write a man vs. man contest story: 1. Introduce main character and setting using sensory Motive: I am better than you and I’ll prove it by ..... imagery. 1. Introduce character and setting. Use sensory imagery. a. Show encounter between characters. Using 2. Who are the two characters? thoughts show how the main character dislikes second a. How do the characters meet? character. b. Where do they meet? b. Motive: What does main character dare 3. What kind of contest does one second character to do? Have the second character challenge the other to? character accept and successfully complete a. Show how the second character the dare. Show his pride at winning. reacts to the challenge and then accepts. 2. How does first character respond to second charac- 4. On Monday, main character practices by....Make his acter’s success? e.g. Well, that really wasn’t so great, I tions funny and unsuccessful. Show his feelings and how on- knew someone who could..... lookers respond. 3. How does second character respond? e.g. That’s im- Second character practices ...Make his actions possible! No one could.... unsuccessful. How do onlookers respond? 4. Show how second character ups the dare and 5. On Tuesday, main character practices ]challenges main character to do same type of activity by... only much more risky. e.g. getting help from another character. Make I bet you couldn’t.... his actions funny. Second character 5. Main character accepts. Show he is scared. practices ...Make his actions successful or a. Show the actions of the main character. amazing. b. Describe the disaster of the main character. 6. On Wednesday, the competition begins. c. How hurt did he get? Show his feelings. Show the antagonist’s disaster. 6. Use thoughts or speech to show that the main Show protagonist’s amazing actions/trick. character has learned his lesson. 8. Who wins? a. Protagonist wins. Anne of Green Gables Ch. 23 by L. Montgomery b. Describe responses of the winner and Silverwing by Kenneth Oppel Chapters 1-4 the loser using the showing technique. c. How do the onlookers respond? The Tortoise and the Hare an Aesop’s Fable

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© JoAnne Moore, revised January 2021 www.books4results.com Some Tricks for Contest Stories Create a delay: -wait for my sibling he’s much fatter, bigger, tastier -come back when I’ve eaten all this....and I’m much fatter, bigger, tastier

Create a distraction: -I know something that tastes better than me! If you go to.... and do this.... you will get some *Quick! Look over there! It’s a..... (run away/hide/jump down a hole/fly away/climb a tree) *tell them a story to make them forget about their intentions *feed him something else (vegetables, fruits, dessert, etc.)

*Send enemy on a detour

*Create a barrier or set at trap: -put up a roadblock/lead to a net or trap/dig and cover a hole in the ground

*Wear a disguise: -pretend to be an animal you’re not -disguise your voice

*Present a riddle to solve and if it isn’t solved the predator must leave and never return

*Pit one foe against another by appealing to his pride or telling him a lie

*Play a trick: -catnip or bell the predator -tell them you will taste better in a soup along with a list of things that are hard to catch or that will hurt the predator (e.g. nest of bees, porcupine quills, three skunk hairs, a thorn bush), run away while he is out collecting the items -glue predator’s mouth shut -ask to be swallowed whole and then run at predator’s open mouth and jam yourself into his throat until it hurts -spit poison at predator (if your animal can) -spray scent/quills -lead enemy into an oncoming train on a bridge or a train following too close behind -escape into a hole and out again through a secret back door -walk through water where your tracks don’t leave any scent -leave footprints leading the opposite way you went by walking backwards -flatter one enemy so that he tells you the information you need to know to escape another enemy -drug the other character

*Wear enemy out by appealing to his pride: see Paperbag Princess by Robert Munsch

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© JoAnne Moore, revised January 2021 www.books4results.com Some Contests and Tricks/Disasters for Man vs. Man Stories and for Dare Stories *Flying - fake wings fall apart or don’t work/wind sends you to the ground/scared of heights *Diving - scared of heights/depths/can’t swim/tangled up in seaweed/chased or scared by a shark/whale/giant squid or octopus/mermaids *Spinning or Weaving - tangled up in sticky thread/magic thread which imprisons character/pricks finger on spinning wheel *Eating -food fight/gets sick from eating too much/ *Dancing - everyone laughs/get tangled up/fall over/turn purple/out of step/off beat *Singing - croaking/screeching/sing off key/whining/hissing/laryngitis/squawking/eating honey to make voice sound sweet/getting singing lessons *Racing - tripped/knocked over/crashes into../follows a fake detour/falls into a hole/gets caught in a trap *Climbing - scared of heights/stuck on a ledge/rope gets cut or frayed/tree branch starts breaking Skating - thrown over the board/trip over a rope/marbles/nails put on the ice Skateboarding - wheels are loosened and fall off skateboard/hazard on the jumps Skiing - sign misguides you to a cliff/bindings are tampered with Driving - bus/tractor/truck/cab/spaceship in bad weather or with road hazards *Who can do a better job - disaster that happens to each character when they try to do the other character’s job *Who can make more______/accomplish more______/within a time limit -sabotage character’s materials * Step on a rake

Unfair Advantages Used in Man vs. Man Stories and Dare Stories: Acts of God: *Magic may be used to help one character win or used to turn a character into *fall into a hole stone/an animal/an object *trapped by a storm (rain or snow) *Another character may help main character win *trapped by a fallen tree/rushing river *Protagonist or Antagonist may cheat at the game through: *hit by lightning *Physical Traps may be set (holes, nets, metal traps, nooses, lassoes) *hurricane *Sabotage/Magic/Technology *tornado *Fake Detours *volcano *Stealing *flood *Lying *step on a wasp/bee/snake/rotten egg/rake/ *Cheating tack/nail *Disguises *chased by wolves, bears, lions, tigers, etc. *Drugging *mode of transportation breaks down *Faking something

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Setting: Encounter: Contest Story Poster Motive: Materials: scissors felt markers to colour graphics with glue stick metre stick for measuring 3 pieces of poster board (1 darker coloured and 2 neon colours) protagonist Posters: 1. Choose one darker coloured poster boards (blue, green, purple) as a background. 2. Use the remaining two sheets to trace the other parts, mount words and pictures on. You will use most of the scraps so keep them.

Contest Story Poster: 1. Choose a darker coloured poster board for your background (blue, green, purple). 2.Trace two protagonist squares and one antagonist square on neon paper. Glue down in positions shown above. 3. Cut out words “Contest Story” and glue on neon paper. Cut out with Fiskar scissors to border the title and glue down at top of poster. 4. Trace on different coloured neon paper and glue between protagonist and antagonist boxes at top of poster. 5. Trace two small arrows and three large arrows on neon paper using tracers provided in this section. Cut out and glue down as shown above. 6. Colour, cut out, laminate, cut out all character graphics for use with your circle story poster. Attach with Velcro or tape (as you wish)

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© JoAnne Moore, revised January 2021 www.books4results.com 157 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Trace three squares on brightly coloured paper

Trace two small arrows

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Trace one on different coloured papers

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Motive:

Trace one on brightly coloured paper

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Each assignment in this section requires the teacher to work with the whole class by: a. Reading the suggested book and collecting ideas together. b. Model a story map by creating a transparency of the students’ story map and writing the teacher example on it. c. Brainstorm with students prior to having them plan their own story map. For example: in the binocular lost and found circle story, look at the given character graphics and brainstorm (with your students) for each one why he/she might have taken a set of binoculars and how he/she got caught. d. After brainstorming around the concept taken from the shared book, have students choose their own characters from those given and plan their own circle story using the brainstorming.

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When a child chooses to write a circle story he receives the beginning and ending of his story, because circle stories start and end in the same place or way. For example: in a lost and found circle story the character has something, loses it, and regains it at the end. In a lost and found mystery story the character has something, it/he is stolen, and at the end the character regains him/it. Time travel circle stories begin with the character in one location in time and typically end in the same location in time. Dream circle stories begin with the character going to sleep in one location and usually end with the character waking in the same location. Journey circle stories begin with the character in one location and end with him returning to that location.

Circle stories do not address the plot or problem in the body of the story, because once the circle begins the child will be left wondering what the problem will be in the middle of the circle. This is where the subplots or stand alone story patterns come in. There is usually one or more of three subplots found inside a circle story. These are: copycat, stuck or contest. Sometimes a switch or a physical transformation may be used. In longer stories or novels many combinations of these subplots will be used. Once the subplot is introduced and resolved the circle story will complete itself and things will return to the way they were in the beginning. Usually a lost and found circle story has a contest subplot to get back the lost item. Lost and found mystery stories usually have the subplot of a contest to get back the lost item/person. If they are retrieving a lost person the contest subplot is combined with a stuck story subplot as the person is trapped somewhere or being held against their will. Time travel circle stories, dream, or journey circle stories may use any of the subplots listed above. A character may follow the copycat subplot in a time travel, dream, or journey circle story by meeting a character and trying to form a friendship by copying their actions. The subplot may function as copy it works, copy it works, copy it’s a disaster so character stops copying.

The goal then is to teach children five types of circle stories and at least the three main subplots of copycat, stuck, and contest so that the child will know how to start and end the story as well as include a successful story problem (copycat, stuck or contest). In novels, as well as picture books there may be numerous combinations of these three basic story plots as well as circle, switch and transformation subplots.

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© JoAnne Moore, revised January 2021 www.books4results.com Types of Circle Stories 1. Lost and Found Circle Stories Things that have been lost: parents, children, grandparents, pets, purses, wallets, keys, glasses, vehicles, bikes, mittens, hats, scarves, homework, \buttons, friends, brushes, combs, toothbrushes, businesses, talents, abilities Intial Motive: Character wants his object/person back. Examples: Are you My Mother? by P.D. Eastman Silverwing by Kenneth Oppel

2. Lost and Found Mystery Circle Stories Things that have been stolen/lost: people, pets, money, jewels, stamps, paintings, horses, bulls, vehicles, bikes Initial Motive: Character wants his object/person back. Examples: The High Rise Private Eyes: The Case of the Climbing Cat by Cynthia Rylant Jigsaw Jones: The Case of the Stolen Baseball Cards by James Preller

3. Time Travel Circle Stories/Entering Other Worlds Places to travel: future, past, other worlds Initial Motive: complete a mission, have an adventure, change history, change the future, save a nation, rescue a person

4. Dream Circle Stories Places to visit: anywhere (future, past or present in any location) Initial Motive: Have a rest.

5. Journey Circle Stories Places to travel: distant lands, other worlds, places within own country, go for a walk/jog/run, work, school Initial Motive for travel: complete a mission, have an adventure, to win a battle, to rescue a person, save a nation, have an adventure

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© JoAnne Moore, revised January 2021 www.books4results.com Circle Idea Bank: Brainstormed and Written on Transparency by the Teacher Title of Book: Type of Circle Story: Subplot(s): Contest Use in a New Story: 1. The High-Rise lost and found mystery Bunny Brown and Jack Jones find a clue that What is stolen from your character? Private Eyes: the Case circle story indicates the identity of the person that took What clue is left to reveal the iden- of the Climbing Cat by (Miss Nancy’s binoculars the binoculars (feather), and a clue that directs tity of the person who took it and Cynthia Rylant are stolen and the detec- them to where the person went (ticket stub). what clue directs you to the crimi- ISBN 0-688-16309-2 tives, Bunny Brown and They follow these clues and get back the nal’s location? Jack Jones, must find binoculars. them) 2. Stellaluna by Janell lost and found circle story Contest and Copycat What animal gets separated from it’s Cannon Stellaluna gets separated Stellaluna has to behave like a baby bird mother? What animal family does it ISBN 0-590-48379-X from her mother and has (copycat) after she loses her mother. One day go to live with? How does it have to to live with a bird family. she gets lost and the bats find her. She is re- behave? How does it find it’s stored to her mother. mother? 3. A Wrinkle in Time time travel circle story Contest and Stuck Where do you time travel to? Who by Madeleine L’Engle Meg, Calvin, and Charles Love is used to rescue Meg’s father and little do you love that is stuck? How do ISBN 0-440-49805-8 time travel to the fifth di- brother from the brain IT. you rescue them and return home? mension to rescue their father from a giant living brain which held him cap- tive. Charles is then captured and freed by Meg. 4. Gordon Loggins and Journey Circle Copycat What story does your character enter the Three Bears by Entering Other World Gordon must behave like Goldilocks. It begins from the library? What character is Linda Bailey (Gordon Loggins discovers with a few disasters when he tries to change he expected to play? What disasters ISBN 1-55074-389-9 a door into a forest in the Goldilocks part a bit, but all ends well. happen when he tries to be the copy- middle of the library. He en- cat? How do things end up? ters and discovers he is in the world of the Three Bears) Dream Circle 5. Matthew and the Contest and Stuck When your character goes to sleep (Matthew goes to sleep Midnight Pirates by The midnight librarians kidnapped the pirates, what adventure does he have with and joins some pirates for Allen Morgan but let them go in exchange for their votes at pirates? an adventure) ISBN 0-7737-5940-9 the budget meeting.

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Circle Story 2. Stellaluna by Janell Using the Idea Bank on Page 156 and Character Graphics Cannon ISBN 0-590-48379-X What animal gets sep- In circle stories, the story begins and ends in the same place or way. Five arated from it’s types of circle stories are: lost and found mystery, lost and found circle, jour- mother? What animal ney, time travel, and dream. Circle stories require a subplot. The subplots in- family does it go to clude one or more of the six plot patterns (stuck, copycat, stuck, circle within a live with? How does it circle, switch, transformation). have to behave? How does it find it’s 2. Animal Lost and Found Circle Story using a new character and setting: mother? Choose: Disaster Trick Act of God Force Skill Courage Lucky Break

Act of God: Baby Skunk is waddling behind his mother one night when a great wind knocks over a tree in front of him. He turns around and runs for his life. When he finally stops he realizes that he has lost his mother. *Baby Skunk hears a rustling in the water ahead of him and meets Mother Beaver. She hears his crying, picks him up by the scruff of his neck and dives into the water. *Gasping for air, Baby Skunk finds himself with the Mother Beaver’s baby kits inside her dam. *Mother Beaver wants Baby Skunk to learn to swim, dive, and gnaw on branches. Baby Skunk chokes on water, floats on his back instead of diving, and can’t gnaw any branches in half. Lucky Break *One day while he is out suntanning on the dam, he sees his mother down at the pond getting a drink. He jumps into the water and swims to her. The two are happily reunited, but Mother Skunk can’t believe her eyes when she sees Baby Skunk can swim!

Have students choose their own character from those shown above, and plan their own animal lost and found circle story.

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4. Protagonist is separated from Mother when:

Choose one: *Trick *Force *Courage *Disaster (accident) *Skill *Someone Helps *Act of God (weather or magic) *Lucky Break *Hard work 5. Motive: Protagonist wants to find his mother, but instead he meets Mother ______when he hears/sees/feels...

6. What is the first activity the baby must imitate his new Mother in doing?

7. What is the second activity the baby must imitate his new Mother in doing?

8. Baby______finds his mother when:

Choose one: *Trick *Force *Courage *Disaster (accident) *Skill *Someone Helps *Act of God (weather or magic) *Lucky Break *Hard work

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Circle Story 3. A Wrinkle in Time Using the Idea Bank on Page 156 and Character Graphics by Madeleine L’Engle ISBN 0-440-49805-8 Where do you time In circle stories, the story begins and ends in the same place or way. Five travel to? Who do you types of circle stories are: lost and found mystery, lost and found circle, jour- love that is stuck? ney, time travel, and dream. Circle stories require a subplot. The subplots in- How do you rescue clude one or more of the six plot patterns (stuck, copycat, stuck, circle within a them and return home? circle, switch, transformation).

Hint: Use Will and 3. Time Travel Circle Story using a new character and setting: Mary Pope Osborne’s nonfiction research Choose: Disaster Trick Act of God Force Skill Courage Lucky Break guides for subplot (copycat, stuck, con- Disaster: John’s father, a famous scientist, was time travelling in his machine test) ideas: and got stuck one century ago on a Pirate ship when he ran out of fuel. Pirates *John builds his own time travel machine following his father’s ISBN 0-375-80299-1 instruction, takes along extra fuel and travels to find his father. Mummies and Pyra- *When John arrives on the pirate ship, he discovers his father being mids forced to walk the plank for exploding a smoke bomb on the pirates’ ISBN 0-375-80298-3 ship! Knights and Castles Skill: *John dazzles the pirates with his time machine, by circling the ship, ISBN 0-375-80297-5 and snatching his father off the plank with a rope dangling from his Space vehicle. 0-375-81359-X *John and his father time travel back to his Father’s lab. Have students choose their own character from those shown above, and plan their own time travel circle story.

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Choose one: *Trick *Force *Disaster (accident) *Act of God (weather or magic)

4. Motive: Protagonist wants to rescue his friend/relative.

5. Encounter: Protagonist meets ______when he hears/sees/ feels...

6. What two obstacles does the Protagonist encounter in the rescue attempt?

Choose one: *Trick *Force *Disaster (accident) *Act of God (weather or magic)

7. Protagonist finally rescues his friend/relative by:

Choose one: *Trick *Force *Courage *Disaster (accident) *Skill *Someone Helps *Act of God (weather or magic) *Lucky Break *Hard work

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Circle Story 4. Gordon Loggins and Using the Idea Bank on Page 156 and Character Graphics the Three Bears by Linda Bailey ISBN 1-55074-389-9 In circle stories, the story begins and ends in the same place or way. Five types of circle stories are: lost and found mystery, lost and found circle, jour- What story does your ney, time travel, and dream. Circle stories require a subplot. The subplots in- character enter from clude one or more of the six plot patterns (stuck, copycat, stuck, circle within a the library? What char- circle, switch, transformation). acter is he expected to play? What disasters/ 4. Journey/Entering Other Worlds Circle Story using a new character and tricks happen when he setting: tries to be the copycat? How do things end Choose: Disaster Trick Act of God Force Skill Courage Lucky Break up? Act of God (magic): Larissa is sitting on the library carpet. When she opens a book to read about the three little pigs, she suddenly finds herself in a field facing a straw house. *A little pig calls to her from the house and informs her that since the wolf didn’t show up, it’s her job to huff, puff and blow his house down. Larissa tries huffing and puffing, but the straw house doesn’t budge. So as not to disappoint the little pig, she grabs an axe and knocks the front door in. Then she chases him to the second pig’s house. She knocks down the front door her axe again and chases them to the third little pig’s house. Trick: *Knowing the demise of the wolf when he goes through the chimney, Larissa disguises herself as a beautiful girl pig and knocks on the house of the third little pig.He opens the door and invites her in for tea. After chatting for a while, she takes off her disguise and thanks the little pigs for all the fun! They are very surprised and have a good laugh. When she opens the door to leave, Larissa discovers it is a path back into the library.

Have students choose their own character from those shown above, and plan their own journey/entering other worlds story.

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© JoAnne Moore, revised January 2021 www.books4results.com Student Exercise: Plan a Journey/Entering Other World Circle Story Choose a familiar fairy tale or folk tale for your protagonist to enter. 1. Setting:

2. Protagonist:

3. Protagonist opens a book and encounters:

4. Motive: Protagonist wants to enter this story world.

5. Encounter: Protagonist meets ______when he hears/sees/ feels...

6. Who do these characters want the Protagonist to play the part of in the story?

7. What disasters/silly things/different things happen when he copycats that character? a. b.

8. How does the adventure end?

9. Protagonist returns to the______when he encounters:

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© JoAnne Moore, revised January 2021 www.books4results.com Use in a New Story Example of Planning a New Circle Story 5. Matthew and the Using the Idea Bank on Page 156 and Character Graphics Midnight Pirates by Allen Morgan ISBN 0-7737-5940- In circle stories, the story begins and ends in the same place or way. Five types of circle stories are: lost and found mystery, lost and found circle, jour- When your character ney, time travel, and dream. Circle stories require a subplot. The subplots in- goes to sleep what ad- clude one or more of the six plot patterns (stuck, copycat, stuck, circle within a venture does he have circle, switch, transformation). with pirates? 5. Dream Circle Story using a new character and setting: Hint: Use Will and Mary Pope Osborne’s Choose: Disaster Trick Act of God Force Skill Courage Lucky Break nonfiction research guides for subplot Act of God (magic): Samuel falls asleep reading a book about pirates. He is (copycat, stuck, con- suddenly awakened by a loud knocking on his window. When he opens the test) ideas: window a huge hairy hand yanks him out of his bed and tosses him onto a ship Pirates floating in the air. ISBN 0-375-80299-1 *The ship sails off to another world and soon dips into a huge blue ocean beside an unknown island. When another ship comes into view, Samuel is commanded by the Captain to help launch cannon balls. *Samuel loads the first cannon ball, but accidentally shoots it through the mast of the pirate’s ship! They chase him all over the ship until he dives into the ocean. Someone Helps: *The captain of the other ship rescues him with a life boat. Samuel is laid onto one of their ship’s beds. He falls fast asleep and when he opens his eyes in the morning, the sun is streaming through his window and he’s back in his very own bed. His book about pirates is still lying beside him.

Have students choose their own character from those shown above, and plan their own dream circle story.

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© JoAnne Moore, revised January 2021 www.books4results.com Student Exercise: Plan a Dream Circle Story 1. Setting: 2. Protagonist: 3. Motive: Protagonist is reading a book about Pirates and falls asleep.

4. Encounter: Protagonist meets a pirate(s) when he hears/sees/feels...

5. The pirates want the Protagonist to (choose a pirate job/activity):

6. What disaster does the Protagonist have or cause?

Choose one: *accident *wreck/break/destroy something *got himself/an object stuck *tried to copy and got embarrassed when nothing happened *tried to copy and got embarrassed when the wrong thing happened *got hurt

7. What do the pirates try to do to the Progatonist?

8. How is he rescued?

Choose one: *Trick *Force *Courage *Disaster (accident) *Skill *Someone Helps *Act of God (weather or magic) *Lucky Break *Hard work 9. At the end the Protagonist wakes up in his own bed.

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© JoAnne Moore, revised January 2021 www.books4results.com Circle stories begin and end in the same place. There are many types of circle stories. Some types include: dreams, adventures, time travel, lost and found, self-acceptance, discontentment, and journeys. Circle stories usually resolve themselves when things end up the way they began. Reading circle stories to your class prior to writing builds many ways a circle story can be written. Circle Stories require a subplot or one or more of: copycat, contest, stuck, transformation. Large circle stories may also contain switch stories and smaller circle stories.

Circle Stories to Share with your Class Prior to Writing: Title: Author: Type: ISBN: *Rosie’s Walk Pat Hutchins journey 1560080736 Are You My Mother? P.D. Eastman journey 0394800184 *The Best Nest P.D. Eastman journey 0394800516 I Want to be Somebody New Robert Lopshire discontentment 0394976169 *It’s Not Easy being a Bunny Marilyn Sadler discontentment 0394861027 *P.J. Funny Camps Out Marilyn Sadler journey 0679832696 *Edward the Emu Sheena Knowles discontentment 0064434990 *Zack’s Alligator Shirley Mozelle adventure 0064441865 *Pigs Robert Munsch journey 1550370383 *Elmer in the Snow David McKee journey 0688145965 *Franklin is Lost Paulette Bourgeois lost and found 0590462555 Chrysanthemum Kevin Henkes self-acceptance 0688147321 The Paper Crane Molly Bang lost and found 0688041086 Green Wilma Tedd Arnold dream 0140563628 *Stellaluna Janell Cannon lost and found 0152802177 Noisy Nora Rosemary Wells lost and found 0140567283 *No Spots for this Giraffe Lucie Papineau lost and found 1894363256 Friends Go Adventuring Helme Heine adventure 0689804636 Albert Goes to Town Jennifer Jordan adventure 0811808602 The Story of Little Quack Betty Gibson & Kady MacDonald Denton lost and found ASIN: 0316309664 Boat Ride with Lillian Two Blossom Patricia Polacco journey/time travel 0399214704 Toot & Puddle: Top of the World Holly Hobbie lost & found 0316365130

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© JoAnne Moore, revised January 2021 www.books4results.com Title: Author: Type: ISBN: Katie and the Mona Lisa James Mayhew imagination journey 053130177X The Lab Rats of Doctor Eclair John Bianchi lost and found mystery ASIN: 0921285485 Aunt Harriet’s Underground Railroad in the Sky Faith Ringgold Journey (time travel) 0517885433 Rimonah of the Flashing Sword Eric Kimmel journey (contest & stuck subplots) 0823410935 *Juan Bobo Goes to Work Marisa Montes journey 0688162339 *The Time Warp Trio 2095 Jon Scieszka time travel 0140371915 A Little Princess Frances Hodgson Burnett lost & found position ASIN: 0060290102 *The Indian in the Cupboard Lynne Reid Banks starts & ends with a plastic figurine 0380600129 *The Three Wishes Joanna Harrison journey ASIN: 0001982699 Mallory and the Power Boy Pete Marlowe adventure 1550376888 The Lost and Found Mark Teague lost and found 0590846191 The Trial of the Stone Richardo Keens-Douglas lost and found 0613503848 The Case of Hermie the Missing Hamster James Preller lost and found 0590691252 The Case of the Runaway Dog James Preller lost and found 0613213017 The Case of the Great Sled Race James Preller lost and found 0613212983 Andrew’s Magnificent Mountain of Mittens Deanne Lee Bingham lost and found 1550413899 The Case of the Puzzling Possum Cynthia Rylant lost and found 159112199X The Mitten Jan Brett lost and found 039921920X Annie and the Wild Animals Jan Brett lost and found 0395510066 Aaron’s Hair Robert Munsch lost and found 0439388481 It Could Always Be Worse: A Yiddish Folktale Margot Zemach starts & ends with same situation 0374436363 The Lizard and the Sun Alma Flor Ada lost and found 0440415314 Will’s Mammoth Rafe Martin dream 0399216278 Miss Smith’s Incredible Storybook Michael Garland entering other worlds 0525471332 The Time Garden Edward Eager time travel 0613034260 Who's Afraid of the Big Bad Book? Lauren Child dream 0786809264

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© JoAnne Moore, revised January 2021 www.books4results.com Title: Author: Type: ISBN: Dusty Locks and the Three Bears Susan Lowell journey 0805058621 A Handful of Time Kit Pearson time travel 0670815322 The Web Files Margie Palatini lost and found mystery 078680419X Charlie’s Checklist Rory Lerman viewpoint journey 0531300013 The Secret Shortcut Mark Teague journey 0439110912 The Great Kettles Dean Morrissey time travel ASIN: 0810978210 *The High Rise Private Eyes The Case of the Climbing Cat Cynthia Rylant lost and found mystery 0064443078 I Miss Franklin P. Shuckles Ulana Snihura lost and found friend 1550375164 Freckles and Willie Margery Cuyler lost and found friend ASIN: 0030037727 *Peter Rabbit Beatrix Potter journey 0723247706 *Hang on Hopper! Marcus Pfister journey 1558587713 *Small Green Snake Libba Moore Gray journey ASIN: 0531068447 *Matthew and the Midnight Pirates Allen Morgan dream 0773759409 Iktomi and the Berries Paul Goble starts & ends with nothing ASIN: 0833592076 Sasha and the Wind Rhea Tregebov viewpoint 092900583X Martha Speaks Susan Meddaugh viewpoint 0395729521 *Matthew’s Dragon Susan Cooper journey/adventure ASIN: 0689717946 Harriet Deborah Inkpen lost and found ASIN: 0613066642 Where the Wild Things Are Maurice Sendak imagination journey 0060254920 How I Became a Pirate Melinda Long journey 0152018484 The Magic School Bus Lost in the Solar System by Joanna Cole imagination journey 0590414291 Duck for Presiden Doreen Cronin journey 0689863772 Punctuation Takes a Vacation Robin Pulver lost and found 0823416879 Slithery Jake Rose-Marie Provencher lost and found 006623820X A Frog in the Bog Karma Wilson starts & ends in same place 0689840810 Excuse Me! Lisa Kopelke journey 0689851111 Stanley in Space Jeff Brown journey 0064421740

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© JoAnne Moore, revised January 2021 www.books4results.com Title: Author: Type: ISBN: The Big Green Pocketbook Candice F. Ransom lost & found 0064433951 Buzzy the Bumblebee Denise Brennan-Nelson lost & found 1585361666 The Snow Bear Miriam Moss lost & found 0525466584 Too Many Tamales Gary Soto lost & found 0399221468 Angelina at the Fair Helen Craig lost & found 1584856548 The Crystal Mountain Ruth Sanderson journey 0316770922 Dolores on her Toes Barbara Samuels lost & found 0374318182 Hansel and Gretel Rika Lesser journey 0698114078 Stella Louella's Runaway Book Lisa Campbell Ernst lost & found 0689844603 Casey over There Staton Rabin journey 0152531866 The Star People: A Lakota Story S. D. Nelson lost & found journey 0810945843 Snow Riders Constance McGeorge imagination journey 0811824640 The Lion's Share Chris Conover journey 0374444811 The Paper Princess Elisa Kleven lost & found journey 0525452311 The Wizard of Oz L Frank Baum lost & found journey 0375811370 Burnt Toast on Davenport Street Tim Egan journey 0618111212 The Moon Ring Randy Duburke imagination journey 081134875 Kogi’s Mysterious Journey Elizabeth Partridge dream 0525470789 Penguin and Little Blue Megan McDonald journey 0689844158

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© JoAnne Moore, revised January 2021 www.books4results.com Circle Idea Bank *Circle stories begin and end in the same place/way. They must have a subplot of one or a combination of: contest, copycat, stuck, transformation, switch, circle. Journey physical imaginary

Lost and Found character object

Time Travel history future

Entering Other Worlds through.. pictures books playhouses storms cellar attic doors wardrobe movies television video game

Dreams night dreams daydreams

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The purpose of the circle poster is to teach students several ways the circle plot and resolution can work. The first one focuses on lost and found mysteries, the next on time travel, and finally ending with two types of journey stories. Modelling possibilities for these plot and resolution frames helps students to separate the concept from the context. It also shows that the genre only gives the child the setting and character choices while the patterns provide the story problems and resolutions. As shown in this section, you can write a circle story in any genre using the circle story outline combined with a subplot to form the problem. These examples are meant to teach you how to use the posters and to demonstrate for your students how to create many stories from one simple basic frame by changing the genre, setting, and characters. Once children have received your modelling, provide them with character graphics, circle idea bank, motive sheet, encounter idea bank, subplot idea bank and have them choose and plan their own story.

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1. What journey does the character go on? Time travel, Motives: to play, have an adventure, go for a walk, hike a dream, adventure, new trail another world, lost and found, journey, 1. Where does the character go? discontentment, self-acceptance. a. Why does he go? a. Why does he go? 2. How does he get lost? Can’t find anything Motive: familiar. Use sensory imagery. (Contest subplot) 2. What adventure happens first? a. Show how he feels. a. stuck/contest/copycat b. Show his motive. I want to go home or______. 3. What happens? 3. Encounter Building the problem (stuck/contest/ a. What does he hear, see, feel, smell that scares copycat) him? e.g. an owl 4. Show the climax and resolution. b. Describe his fear using the showing technique. a. stuck/contest/copycat c. Show his relief when it doesn’t hurt him or he es- b. Show how he returns back to where capes. he started. 4. 2nd Encounter Matthew and the Midnight Pirates by Allen Morgan a. What does he hear, see, feel, smell that scares him? (dream) b. Describe his fear using the showing technique. Chrysanthemum by Kevin Henkes (self-acceptance) c. Show his relief when it turns out to be an animal Elmer in the Snow by David McKee (journey) or person that is friendly. The Time Warp Trio by Jon Scieszka (time travel) 5. Have the friendly person or animal take your main Ribsy by Beverly Cleary (lost and found) character home. The Secret World of Og by Pierre Burton a. Show main character’s happiness and relief. Indian in the Cupboard by Lynn Reid Banks Franklin is Lost by Paulette Bourgeois Silverwing by Kenneth Oppel

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1. Use sensory imagery to describe the setting and introduce the main character. a. Use sensory imagery to describe the encounter the main character has with a robber. What does he hear, see, feel, smell? 2. What item is missing when the encounter is over? a. Show how he feels. b. Show his motive. I want my ______back. 3. 1st clue a. What is the first clue that the main character or a hired detective uncovers about the identity of the robber? Is is something seen, smelled, heard or felt? 4. 2nd clue a. What is the first clue that the main character or a hired detective uncovers about where the robber might have gone next? Is is something seen, smelled, heard or felt? 5. Have the main character or detective think about the two clues until he gets an idea of where to go. a. Show the detective or main character travelling to the new location. Describe the new location using sensory imagery. b. Describe the meeting between the main character or detective and the robber using sensory imagery. c. Does the main character get back his item? How does he feel? Does he find out why the robber took it?

The High Rise Private Eyes: The Case of the Climbing Cat by Cynthia Rylant

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© JoAnne Moore, revised January 2021 www.books4results.com 2. Contest Subplot: Detective ar- 1. Setting: Museum Outline for a Lost and Found rives to find the clues: Encounter:Museum Director hears Mystery Circle Story Entry to Building: window down the sound of glass smashing and foot- the hallway was smashed with a steps echoing down a hallway. hammer. Motive: A painting has been stolen Identity of Criminal: One finger- and the Museum director wants it Call detective. back. print was found on the broken glass 5. Resolution of Events where the painting had once been. Detective Johnson’s back-up units The police computer bank says it were radioed and apprehended Buggs belongs to Buggs, the gangster. trying to sell the painting. ‘Motive Resolved: The Museum Director Main Characters: beamed when Detective Johnson returned the stolen painting.

4. Detective solves the crime. Hiding under one of the docks, Detec- tive Johnson heard footsteps treading softly on the boards followed by si- 3.Where Criminal Went: lence. Several minutes later wheels Outside the museum the detective found screeched to a halt and more footsteps the imprint of a tire in the wet dirt with thumped down the dock. A large traces of sand in it. Tracing the sand’s shadow loomed over the water. In the origin through a lab’s analysis he dis- reflection, Detective Johnson saw covered it must have come from around Buggs pull out the missing painting and the docks. He headed down to the exchange it for a suitcase full of cash. wharves.

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© JoAnne Moore, revised January 2021 www.books4results.com 2. Contest 1. Setting: Student Exercise: Plan a First clue: How was entry to building made? Motive: I want my______back. Lost and Found eg. open window Identity of criminal: saliva on a cigarette butt Mystery Circle Story or fingerprints of a notorious criminal Encounters a criminal and/or Sensory Imagery: discovers: An object or person is Call detective. missing 5. Resolution of Events Showing:

Motive Resolved: I got back my:

s R

a u

Main Characters: u

n r

a l

4. Detectives solve the crime. 3. Second Clue: Where did the criminal go? *Follow his trail of oil, rocks, litter, etc. Suspenseful Encounter between de- *He left behind soil samples from______. The soil samples could only have come from______. Go there. tectives, main character and crimi- *He left behind a receipt/ticket stub from a place he nal: hangs out. Go there.

Sensory Imagery: When you met the criminal did Sensory Imagery: you see his shadow, hear his footsteps, feel or smell his bad breath? Follow clues. Showing: Show character’s fear or anger. Did your character’s knees knock, his face blanch, suck in his Showing: breath?

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Biology (work on offences against the person) Botany (drug cases) Biological Examinations DNA science

Chemistry analyzes the chemical link between two people, or a person and an object. *blood alcohol levels *chemical trace evidence (e.g. paint flecks on clothing) *document examination (forgery, ransom notes, handwriting comparisons)

Audio/Fingerprints

Crime Scenes *photographs, video recordings, drawing detailed pictures

Burglary/Robbery Burglary, housebreaking, and unlawful entry are offences that all involve entry onto or into property without permission.

Burglary *usually committed at night *most often combined with theft Robbery Robbery is an act of theft in the presence of the victim which uses the threat of force to steal the items. Mugging is an act of theft (usually money) which occurs in the presence of the victim which uses force to steal the items. Possible Motives: *theft *robbery *forgery *arson *extortion

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Types of Kidnapping: *committed by a stranger *familial/custodial kidnappings (parent or guardian takes child and rarely hurts victim) *electronic strangers (internet connections) Possible Motives: *money *political statement/control *family divisions *violence against youth *child abuse First 24 to 48 hours are crucial for solving cases and gathering clues.

Mystery Vocabulary for Students © by J. Moore Detective arrives... police van-sputtered/backfired/raced/skidded/screamed/screeched/coughed/roaredvan siren-siren-blared/screeched/blasted/thundered/roared lightslights-flashed/flickered dogs - sniffed/inhaled/dectected/sprinted/darted/followed/pursued/searched Detective’s Actions *traced/drew/sketched/copied/jotted/ *tracked/trailed/followed/pursued *detected/investigated/deduced/searched/explored/examined/probed/poked/prodded/ lifted/raised/elevated *determined/uncovered/realized/resolved/settled/concluded/discovered Clues water - pooled/dripped/droplets/ran/sparkled/clung/puddled/dribbled footprintsfootprints-marked/imbedded/freshly made/imprinted/covered/clustered/sole/solitary/ stood/muddied/dirtied fingerprints-fingerprints-marked/clung/covered/shone/solitary/sole/remained/stood/survived toolmarks - gouged/routed/marked/marred/grooved

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© JoAnne Moore, revised January 2021 www.books4results.com Fingerprints Prints *plainly seen: made by a finger coated in blood, grease, dirt *plastic impressions: made in a pliable substance like butter, candles, putty, semidry paint *barely visible/invisible prints made by the natural oils of the hands and fingers

Powdering *apply fingerprint powder with fibreglass, camel hair, or feather brushes *use a small amount of powder with delicate brushing *when ridge detail is complete photograph print with a ruler to indicate size *protect print with lifting tape (rubber/transparent) before sending to the lab

Trace Evidence Tool Marks *impression, cut, scratch, gouge, abrasion, negative impression (dents) made by a tool *photograph as soon as possible and before moving, disturbing, altering *were flakes of paint removed and are now stuck to the tool mark? *what shape did the dents make? *what angle was the tool held at? Serial Numbers from Stolen Items *used to establish ownership Jeweller’s Marks from Stolen Items *used to establish ownership

Laundry and Dry Cleaning Marks

*used to identify the owner of an item of clothing *look for hairs, fibres, paint chips, glass fragments

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© JoAnne Moore, revised January 2021 www.books4results.com Saliva *contains group specific substances which are usually present in all other body fluids making it useful for identifying a person (e.g. cigarettes)

Hairs Hair is composed of tip end, cuticle, cortex, medulla, bulb or root *can be used to discover: possibly race, where on the body they originated (head, face, chest, armpit, limb, pubic area), how hair was removed, if it was bleached, dyed, waved, if it was cut, recency of cutting, blood grouping, and sex

Fibres *Classified as: mineral (glass asbestos), vegetable (cotton, linen, hemp, jute), synthetic (rayon, nylon, acrylic, polyester), animal (wool, silk, furs). *Various classifications occur due to: colours, types of processing, yarn and thread composition, end use. *Contact between two pieces of fabric seldom occurs without an interchange of fibre material (common sources for fibre transfers may show a link between a victim or a suspect and a certain place). *Sources include: clothing, carpets, shoes, sofas, chairs, car seats. *place hair and fibres on clean piece of paper. fold paper into a packet, and put into a clean container (may use transparent tape to collect hair and fibres)

Fingernail Scrapings *residue under victim’s and suspect’s fingernails should be taken as they can provide a link between them *victim may have suspect’s skin/blood/clothing fibres *suspect may have victim’s skin/blood/clothing fibres/other fibres

Soils, Rocks, and Minerals *suspect may deposit small amounts of rock, soil, or mineral evidence that he or she has carried from some other place *suspect may pick up and carry particles from the crime scene to somewhere else *or suspect may do both of the above

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© JoAnne Moore, revised January 2021 www.books4results.com Time Travel Circle Stories Journey into Another World Circle Stories 1. Use sensory imagery to show setting and introduce the character. What is his motive for wanting to travel back in time? 2. Use sensory imagery to show how character travels back in time or gets into another world. Use sensory imagery to describe the setting he has travelled to. 3. Use sensory imagery to describe the character he meets. 4. Establish Motive: Did your character wish to go to this world or did someone from this world bring him there? 5. Imbed a stuck/contest/copycat/ plot pattern. Resolve it. 6. Use sensory imagery to return the character to your world. A Wrinkle in Time by Madeline L’Engle

Example of beginning a time travel/dream/entering another world circle story: Sensory Imagery for setting: The clock ticked quietly on the kitchen wall as the sun beat in through the windows warming Jan’s face as she sat reading on the old green couch. “Robin Hood let his arrow fly and it cut the apple in two! I sure wish that I could shoot like that!” Jan sighed. Sensory Imagery for time travel: Jan’s eyes widened as dark mist began to curl out from the pages of her book. Soon the whole room was enveloped and then it began to spin faster and faster. Jan shut her eyes and clutched her book to her chest. Sensory Imagery for new setting: When the spinning stopped she opened her eyes and found herself blinking in bright sunlight standing at the edge of an immense forest. Pine trees stretched to the sky and the wind gently rustled the grass. Sensory Imagery for encounter: Twang! An arrow whizzed passed her head. Jan dove into the brush. Just as she lifted her head she felt the pressure of a boot on her back. “Slow down, little Missy! Who are you and what are you doing in Sherwood Forest?” called a deep voice. “I-I don’t know! I was reading a book about Robin Hood and suddenly everything went crazy and then I was here!” she quivered. Motive: “Reading about Robin Hood!” laughed the man. “Stand up at once! I’m no book character, I am Robin Hood. Welcome to Sherwood For- est! “ “Robin Hood!” gasped Jan. “How can this be? I was just reading and wishing that I could shoot a bow and arrow as straight as you can. Do you think you could teach me?” “Why not!” laughed Robin Hood reaching into his quiver and pulling out an arrow.

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Time Travel Dictionary Stuck subplots caused by: taken from book Dynamite Story Dictionaries by J.Moore Act of God (weather or magic) Disaster (accident or something you did to yourself) room transformed/spun/twisted/faded/ Trick Rescues from stuck problems occur due to: swirled/vanished/disappeared/faded/whirled help, trick, hard work, act of God -purple/gold/yellow/dark mist crept/curled/swirled/surrounded/ enveloped Copycat subplots caused by: *Forced to copy a different species/culture for survival book character in picture winked/ *Desire to make a friend nodded/yanked/grabbed/spoke/tipped *Desire to learn a new skill/ability/job hat/held out his hand/beckoned Copying stops due to: *escaping present circumstances when found or rescued *disasters (accidents, wrecking something, getting hurt, getting stuck, copying when nothing happens or something water sprayed/misted/splashed embarrassing happens) felt a bump/bang/hit *acquiring a new skill/ability/job wind rushed/breezed/blew/gusted/ ruffled/tossed/lifted/stung/cooled/whistled Contest subplots caused by: character was tugged/grabbed/yanked/ *Desire to win grasped/lifted/pulled/carried Contest subplots are built and they are won or lost due to: *help *hard work *trick *disaster (see copycat subplot for types of disasters) *act of God (weather or magic) bird whistled/called/chirped/sang/warbled *force voice hollered/cried/shouted *skill *courage *lucky break *truth confessed or revealed (used to win contest)

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© JoAnne Moore, revised January 2021 www.books4results.com 2. Encounter: 1. Setting: Bedroom reading a book Outline for Time Travel Caleb heard the sound of waves crash- about Pirates. Circle Story ing and saw a tall flag pole flying a Motive: Caleb wishes he could be a skull and crossbones. He crashed onto pirate for a day. the ship knocking one of the pirates to Action: Suddenly he found himself the ground. The rest of the pirates time traveling thought it was funny to see Old Silas 5. Resolution of Events knocked over. Captain Gross invited Caleb to pass a test and join his crew. Suddenly, Caleb found himself time The test was to help the pirates rob the traveling all the way back to his bed- next ship they met. room. Motive: Caleb was so happy to be home that he never again wished to be Main Character: Caleb a pirate.

3. Subplot: Contest: Caleb’s Disaster Caleb’s job was to make smoke bombs by fill- ing pots with tar and rags, set them on fire and throw them onto the ship that the pirate’s 4. Subplot: Stuck: Caleb’s Disaster wished to attack. When the sails of a ship ap- Finally, the smoke cleared, the other ship es- peared in the distance, the pirates took down caped, and the pirates all climbed back on their sail, hid behind the railing and got out board their own ship. They were so angry with their cutlasses. Caleb filled up the first pot, lit Caleb that they decided to make him walk the it and forgot to throw it. Then he started work- plank. Caleb got to the end of the plank, made ing on the next one. Before he knew it, thick a wish, and stepped off the end. black smoke poured from the pots and flooded the pirate’s ship. Choking and spitting the poor pirates had no choice but to jump overboard.

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© JoAnne Moore, revised January 2021 www.books4results.com 2. Encounter: 1. Setting: In a ______reading a Student Exercise: Plan a . book about______Time Travel Circle Story Motive: ______wishes he could ______Action: Suddenly is time traveling.

5. Resolution of Events

Motive: Main Character:

3. Subplot: Copycat, Stuck, Contest

4. Subplot:Copycat, Stuck, Contest

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: Museum staring at a pic- Time Travel Circle Story 2. Encounter: Jared saw a pile of dust ture of the wind blown prairies. Social Studies Link: Prairies kicked up in the distance and heard the Motive: Jared wishes he could drive a whinny of horses as a wagon came into team of horses behind a wagon. sight. The farmer stopped when he Action: Suddenly he found himself saw Jared and asked him why he was time traveling dressed so strangely and where his par- 5. Resolution of Events ents were. Jared explained that he was Suddenly, Jared found himself time from another time period and didn’t traveling all the way back to the mu- know how he had gotten there. He seum. asked the farmer if he could stay with Motive: Jared was thrilled that he had him until he figured out a way to get his wish granted. He stared hard at home. The farmer agreed. the picture and wondered if it had all Main Character: Jared been a dream.

3. Subplot: Copycat (Disaster, Disaster) The following day, Jared asked the farmer to teach 4. Subplot:Copycat (Success) him how to drive his team of horses. The farmer After the farmer built a new wheel suggested he watch for a day and then take a whirl for the wagon, he gave Jared one at it. Jared’s first job was to hitch up the horses. last chance to drive the team of By accident he hitched up the horses, but forgot to horses. Jared had it at last! He took hitch the horses to the wagon. The horses took off them all over the dirt roads and when Jared hollered “Giddyup!”, but Jared and brought them safely back to the the wagon didn’t budge. It took Jared and the farmer the rest of the day to catch the horses. farm as the sun began to set. He Jared’s next attempt resulted in the wagon tipping thanked the farmer. over in the ditch and one of the wooden wheels snapping in half!

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: Student Exercise; Plan a 2. Encounter: Time Travel Circle Story Motive: to Prairies Action: Suddenly he found himself time traveling 5. Resolution of Events

Motive:

Main Character:

3. Subplot: Copycat (Disaster, Disaster) 4. Subplot:Copycat (Success)

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: School reading a book Time Travel Circle Story 2. Encounter: Simeon found himself about Jacques Cartier. standing on the bank of a river. Rushing wa- Social Studies Link: Explorers ter swirled passed him. Suddenly he heard Motive:Simeon wishes he could kayak loud whistling. Whirling around, his mouth like Jacques Cartier fell open as he faced Jacques Cartier. The fa- Action: Suddenly he found himself mous explorer stared at Simeon, and asked time traveling him where he got his strange get-up. Simeon 5. Resolution of Events Simeon turned choked and finally spit out that he was a around and watched as the trees grew stranger in these parts from a faraway land. fuzzy and the sky faded away.When “Indeed!” replied the weather-beaten man. everything cleared, he was back in his “As am I! Now, what can I do for ya?” Stam- desk. mering, Simeon managed to request that Motive: Wow! I got my wish, but I’m Cartier teach him how to kayak. sure glad to be back. Main Character: Simeon

3. Subplot: Copycat (Disaster, Disaster) Simeon watched Jacques lower his kayak into the water and climb in. He deftly pushed off with his 4. Subplot:Copycat (Success) paddle dipping it in and out until he had formed a large circle in the water. Returning to shore, he Suddenly, Simeon popped out of the water and motioned for Simeon to give it a try. Simeon began to paddle for dear life. First on one side, climbed into the water and pushed off with his then on the other, sitting straight up to balance paddle. Snap! It broke into two pieces. Simeon the craft. In a very short time, he had reached turned beet red as Jacques eyes flashed at him and the bank, hopped out, pulled the boat out, and sputtered “Why, you-you-you tom fool! Broke me scrambled up onto dry ground. “Thanks, best paddle!” Then he tossed an old one at Simeon Jacques!” he cried. “That was way harder than and motioned for him to start paddling before he it looked, and...” He was interrupted by a twin- floated away with his best kayak. Simeon leaned kle in the the explorer’s eyes. “Just like every- over one side of the kayak with the new paddle. thing else in life, my boy! Practice makes per- Instantly, the little boat rolled, taking Simeon for a fect! Now, be off with you before I make you drink. “Not like that!” shouted the explorer. carve me a new paddle!”

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: School reading a book Student Exercise: Plan a 2. Encounter: about Time Travel Circle Story Motive to visit the Explorers Action: Suddenly he found himself time traveling 5. Resolution of Events

Motive: Main Character:

3. Subplot: Copycat (Disaster, Disaster)

4. Subplot:Copycat (Success)

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: Jungle Lost and Found Circle Story Motive: Monty, the monkey wishes to 2. Encounter: At last, Monty arrives on the edge of the jungle. The ground be- find out what’s on the other side of the Animal Tale gins to shake followed by a loud trumpet- jungle. ing. Huge grey monsters appear and march Action: Monty begins swinging down to the river’s edge. Monty quivers through the branches. Soon he is deep and shrinks back into the palm tree. Sud- into the jungle and realizes he’s lost. denly, he falls out of the tree and lands on He tries to find his mother, but can’t. one of the monster’s back. He startles the 5. Resolution of Events: mother elephant. After speaking with the “So there you are!” cried Monty’s frightened little monkey for a few mo- mother. She had found her baby at ments she offers to care for him. last. Main Character: Monty Motive: Monty was so happy to be back with his Mother that he promised never again to run off.

3. Subplot: Copycat Mother Elephant tells Monty to walk behind her and hold onto her tail so that he won’t get lost. He grabs on along with baby elephant and scampers behind. Once they are taken down to 4.Subplot: Contest (the rescue) the river, Mother Elephant uproots some water Several days later, the elephants and plants and offers them to her baby and Monty Monty are marching through the forest for dinner. Monty gags, but manages to choke when Monty sees a flash of brown high down the plants quietly. Next, Mother Elephant sucks up a nose full of water and showers off above his head in the trees and hears baby elephant. Poor Monty! When it was his noisy chirping. Suddenly, a long tail turn, water went up his nose and flooded his reaches down and snatches Monty up eyes so he couldn’t see or breathe. He missed into the tree. It was his mother! his mother so much!

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5. Resolution of Events:

Main Character: Motive:

3. Subplot: Copycat

4.Subplot: Contest (the rescue)

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: Hutterite Colony Journey Circle Story 2. Subplot: Copycat (Disaster) Motive: John was tired of going to Social Studies Link: Hutterites school and wanted to have a job on John went to work with the hog the colony. boss. The hog boss asked him to Action: He asked his mother if he carry buckets of slop to fill the could go work with the hog boss in- troughs and help feed the pigs. By stead of going to school. His mother accident John knocked over his agreed. bucket which in turn spilled three other buckets. The hog boss told 5. Resolution of Events: John ran out John to go find another job. of the hen house and straight home. Motive: That afternoon, John was Main Character: John very happy to be back at school again. Having a job was a lot harder than he thought.

3. Subplot: Copycat (Disaster) That afternoon, John went to work with the cow boss. The cow boss, asked John to round up the cows in the field 4.Subplot: Copycat (Disaster) and herd them into a pen. John herded The next morning, John went to help the chicken the cows into the pen, but forgot to latch boss. He asked John to collect the eggs. John the gate. All the cows poured out the filled a whole basket and then dropped it. The chicken boss’s face turned red and he shook his gate and John had to start again. When fist at John. he was finished, he asked the cow boss “I think that you better head back to school be- if he could try working with the chicken fore you do any more damage!” he hollered. boss instead. John ran out of the hen house and straight home.

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: Student Exercise: Plan a Motive: 2. Subplot: Copycat (Disaster) Action: Journey Circle Story to Hutterites 5. Resolution of Events:

Motive: Motive Resolved: I got back my:

Main Character:

3. Subplot: Copycat (Disaster)

4.Subplot: Copycat (Disaster)

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After tracing the circle for your poster, make sure that you do not glue it down on your poster. Laminate it separately from the poster and attach it later with a paper fastener so that it can turn to show the character moving from one box to another until he returns back to the beginning.

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Materials: scissors felt markers to colour graphics with glue stick metre stick for measuring 3 pieces of poster board (1 darker coloured and 2 neon colours)

Posters: 1. Choose one darker coloured poster boards (blue, green, purple) as a background. 2. Use the remaining two sheets to trace your circle, mount words and pictures on. You will use most of the scraps so keep them.

Circle Story Poster: 1. Choose a darker coloured poster board for your background (blue, green, purple). 2.Trace circle out of a neon coloured poster board. The diameter should be 35.5 cm. 3. Cut out words “circle story” and glue on neon paper. Cut out with Fiskar scissors to border the title and glue down at top of poster. 4. Don’t glue your circle down. It needs to be laminated separately and tacked on with a butterfly pin. Trace the shape of your circle on the background poster board so that you know where to attach it later. 5. Trace four boxes and four arrows on neon paper using tracers provided in this section. Cut out and glue down . 6. Colour, cut out, laminate, cut out all character graphics for use with your circle story poster.

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© JoAnne Moore, revised January 2021 www.books4results.com 210 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

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Trace four arrows 1. Setting:

2. Encounter/Subplot

3. Subplot

4. Resolution/Subplot

5. Return to..

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Feeling: . Feeling: Return to: Main Character:

3. Subplot: Copycat, Stuck, Contest *Trick *Disaster *Act of God (magic or weather) 4. Solve the Problem Steps to Problem: 1.

Feeling: Feeling:

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© JoAnne Moore, revised January 2021 www.books4results.com The No Fail Picture Prompt Exam Outline for Grades 3 and Up Teaching Steps: 1. Memorize the Story Outline by Drawing it from Memory in a Mad Minute Test Students should practice drawing the outline from memory on a blank paper until it has been memorized and can be drawn out in two minutes. Next, they should look at a picture prompt, number the picture prompt as discussed below, and then complete the outline. There should be five to ten story mapping practice sessions prior to writing an exam. Each picture prompt outline planning session should have a fifteen minute time limit followed by a fifteen minute class discussion. Inexperienced story planners write poorly.Old exam pictures may be used, pictures from reading books/novels, or pictures from the book The Mysteries of Harris Burdick by Chris Van Allsburg.

2. Introduce a story writing picture prompt. A picture prompt may show one of the following things to write about: setting choices, character choices, objects to write a story about, two characters meeting each other, a character or characters doing something. Below are things to note in your discussion: Setting Choices: If multiple setting choices are given, have the child cross off all settings he knows nothing or little about. Have him circle the setting he knows the most about. Number this setting with a 1 for it will be written about on the circle story outline in box number one where it says setting. Character Choices: If many character choices are given, have the child circle the one or two characters that he knows the most about. Choose a name for the main character and write it in the main character circle in the centre of the outline. If two characters are chosen, write the second character’s name in box 2 where is says encounter. Objects to Write a Story About: If objects are given, have the child circle the object he knows the most about. Number the object with a 3 for it will be written about on the circle story outline in box number three where it says subplot. Two Characters Meeting Each Other: If two characters are shown, number this picture with a 2 for it will be written about on the circle story outline in box number two where it says encounter. A Character or Characters Doing Something: If a character or characters are shown to be doing something or looking at something number this picture with a 3 for it will be written about on the circle story outline in box number three where it says subplot.

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© JoAnne Moore, revised January 2021 www.books4results.com Teaching Steps Continued 3. View Picture Prompt and the Label the Story Outline. See next page picture prompt for the example below. a. In box one have students choose the setting, define the main character’s motive (what he wants at the beginning of the story), and label the emotion the main character feels at the beginning of the story. e.g. The main character is out camping and wants to go exploring through the woods and hills. Feeling: excited and happy b. In box two, choose who the main character meets (encounters) and decide on an interesting way (saw, heard, felt) for him to meet this next character. Label the emotion the main character feels during the encounter. e.g. The main character heard a whizz over his head and rustle in the leaves. Out emerges a native boy who is hunting with with his bow and arrow. Feeling: The main character feels scared when he hears the whizz and the rustle in the leaves. c. In box three, choose (by circling) which subplot the story problem will be about (copycat, stuck, contest). Review the idea banks for copycat, stuck, and contest listed under the corresponding sections in this book. Choose (by circling) if the problem will have a trick, disaster, or Act of God (weather or magic). In box three, beside the numbers one, two, and three (under the subplot choices) list the sequence of events for the story problem. e.g. copycat with disaster: 1. Character wants to learn to shoot and takes the bow and arrow from Native character. 2. Shot bow and arrow into the river by accident. 3. Shot bow and arrow and barely missed hitting his new friend. Label the emotion the main character feels when the disasters happen (e.g. upset/embarrassed/angry/scared/sad/ shocked) d. In box four, solve the subplot problem. e.g. copycat with disaster continued 1.Character hits the target Label the emotion the main character feels when the problem is solved (e.g. relieved/happy/surprised) e. In box five, decide where the character returns to and label his feeling. e.g. Character returns to the campsite happy to have had an adventure.

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© JoAnne Moore, revised January 2021 www.books4results.com Teaching Steps Continued 4. Feelings Have students go back and brainstorm some “showing” vocabulary for each emotion labelled on the outline. “Showing” could include face and body parts plus action words, speech, or actions of the character.

Box 1 Happy eyes- sparkled mouth-grinned

Box 2 Scared face - turned white heart - pounded

Box 3 Embarrassed and upset face -flushed head-hung shoulders-droooped feet - dragged

Box 4 Excited eyes - twinkled face - beamed shouted - Yahoo! body - leaped

*This example is shown on the next page and the picture prompt follows it.

5. Planning Experience Lots of experience planning with this outline combined with actual story writing experience will result in better concept development. Writing experience without enough planning experience will not be nearly as effective.

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: Mountains (camping) No Fail Circle Story Outline 2. Encounter: Native Boy (Little Eagle) saw aspen trees swaying Example Using Setting Picture saw heard crickets clicking Prompt felt sun blazing heard - whizz of an arrow Motive:Main character wants to go - rustle in the trees exploring the forest and hills. felt Feeling: Happy and excited eyes-sparkled actions -ran mouth - grinned Feeling: scared Return to: campsite face - turned white heart - pounded Main Character: Isaac

3. Subplot: Copycat, Stuck, Contest *Trick *Disaster 4. Solve the Problem *Act of God (magic or weather) Isaac shot the bow and arrow and hit the Steps to Problem: target which was an apple hanging in a 1. Isaac wants to learn to shoot and takes the tree. bow and arrow from Little Eagle. 2. Isaac shot bow and arrow into the river by accident. 3. Isaac shot bow and arrow barely missing Little Eagle. Feeling: excited Feeling: embarrassed and upset eyes - twinkled face - beamed face -flushed head-hung shouted - Yahoo! body - leaped shoulders-droooped feet - dragged

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© JoAnne Moore, revised January 2021 www.books4results.com Sample Picture Prompt: Multiple Settings (Use same picture many times using a different picture) You or your character finds themselves in one of these places. Write an exciting adventure that happens when you are there.

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© JoAnne Moore, revised January 2021 www.books4results.com Sample Picture Prompt: Character Choices (Use the same picture many times using a different character) Look at these characters. Write an exciting adventure about one or more of them.

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© JoAnne Moore, revised January 2021 www.books4results.com Sample Picture Prompt: Object Choices (Use same picture many times by choosing a different object) Look at these objects. Imagine going on an exciting adventure. In your story include any of the objects shown below.

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As the knight stood on the edge of the forest he heard a rustle ahead in the towering fir trees.....

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© JoAnne Moore, revised January 2021 www.books4results.com Sample Picture Prompt: Two Characters Meeting (Use same picture many times by choosing a different object) Write an exciting adventure about this picture.

Natalie wandered through the trees until suddenly she heard....

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: home No Fail Circle Story Outline 2. Encounter: bear saw sun-poured through curtain Example Using Encounter Picture saw -sharp teeth gleam heard kettle-whistled Prompt felt -bushes tremble Motive: Natalie wants to find a cave heard -stomping and drives to the mountains. felt -ground shake

Feeling: Happy and excited eyes-sparkled actions -ran Feeling: scared mouth - grinned face - turned white Returns to: Natalie drives all the heart - pounded way home. Main Character: Natalie

3. Subplot: Copycat, Stuck, Contest *Trick *Disaster 4. Solve the Problem *Act of God (magic or weather) Natalie yelled for help and a ranger heard Steps to Problem: her. He brings a rope and pulls her out of 1. She sprints away. the hole. 2. Bear chases her. 3. She falls in a hole and tries to climb up without success. Feeling: scared body -shakes Feeling: relieved head - hangs face - smiled cried with relief action -curls up in a ball sighed - Thanks so much! tears - well up

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: classroom cage No Fail Circle Story Outline 2. Encounter: gym teacher sun-poured clock -ticked Example Using Character Action saw lights -flickered bell - rang Picture Prompt Motive: Nibbles was bored and heard wanted to have an adventure. He Nibbles scampered down the felt -got his tail stepped on gnaws a hole in his cave and escapes. hall, around the corner and by the gym teacher who into the gymnasium. Feeling: bored was leading the class in chin on paws eyes-staring into space jumping jacks whiskers twitched Feeling: scared Returns to: Nibbles hobbled down face - turned white fur-bristled the hall, into the classroom, and heart - pounded climbed back inside his cage. Main Character: Nibbles

3. Subplot: Copycat, Stuck, Contest *Trick *Disaster 4. Solve the Problem *Act of God (magic or weather) Nibbles wanted to go back to live in his Steps to Problem: cage.. 1. Nibbles wants to be like the gym teacher. 2. Nibbles does jumping jacks like the teacher. 3. Nibbles does somersaults like the teacher. 4. Nibbles tried to swing on the gym bars, fell and crashed Feeling: homesick Feeling: hurt tears-dripped squealed eyes spun tail dragged

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: Home No Fail Circle Story Outline 2. Encounter: treasure chest sun - poured clock -ticked Example Using Object Picture saw -something gleaming in the kettle - whistled radio-blared Prompt back alley garbage and found a Motive: Jared wants to go skate- treasure chest buried under a bag. boarding in the park. heard felt Feeling: Happy eyes-shone mouth-smiled Feeling: excited Returns to: his home along with eyes - sparkled breath -sucked his mother happy to be safe and in action-looked all around Main Character: sound. Jared decides to try not to Jared be greedy ever again.

3. Subplot: Copycat, Stuck, Contest *Trick *Disaster *Act of God (magic or weather) 4. Solve the Problem Steps to Problem: Jared’s mom hears crying in the alley. 1. Opens treasure chest and out pops a genie. When she goes looking, she discovers the 2. Jared asks the genie to give him a wish. treasure chest. Upon opening it, she dis- Jared wishes for all the gold in the world. covers Jared and rescues him. 3. The genie tells Jared he can have his wish if he will climb into the treasure chest. Jared does and the genie slams the treasure chest shut and locks him in and tells him he was too Feeling: Relieved greedy! Poor Jared is stuck. face - smiles sighs with relief Feeling: Scared cried - thanks! face -turns white tears - stream body - trembles

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Setting: Mountains (camping) No Fail Circle Story Outline 2. Encounter: Native Boy (Little Eagle) saw fir trees towered Example Using Setting Picture saw mountains stretched Prompt heard woodpecker knocking heard - whizz of an arrow felt wind whispering - rustle in the trees Motive:Main character wants to go felt exploring the forest and hills.

Feeling: Happy and excited Feeling: scared eyes-sparkled actions -ran face - turned white mouth - grinned heart - pounded Return to: campsite Main Character: Isaac

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Each assignment in this section requires the teacher to work with the whole class by: a. Reading the suggested book and collecting ideas together. b. Model a story map by creating a transparency of the students’ story map and writing the teacher example on it. c. Brainstorm with students prior to having them plan their own story map. For example: in the character switch story, look at the given character graphics and brainstorm (with your students) for each one the disasters that would occur if he/she switched babies. d. After brainstorming around the concept taken from the shared book, have students choose their own characters from those given and plan their own switch story using the brainstorming.

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When a child chooses to write a switch story he receives the beginning and ending of his story, because switch stories usually start and end in the way. For example: in a character switch story two figures deliberately or accidentally change places, roles or jobs at the beginning of the story and change back at the end. In an object (purse, wallet, bag, painting, jewellery) switch story, two figures accidentally or deliberately change objects at the beginning of the story and change back at the end.

Switch stories do not address the plot or problem in the body of the story, because once the switch has been made the child will be left wondering what the problem each character faces will be. This is where the subplots or stand alone story patterns come in. There is usually one or more of three subplots found inside a switch story. These are: copycat, stuck or contest. Sometimes a circle or a physical transformation may be used. In longer stories or novels many combinations of these subplots will be used. Once the subplot is introduced and resolved the switch story will complete itself and things will return to the way they were in the beginning. Usually a lost and found switch story has a contest subplot to get back the lost item. Lost and found mystery stories usually have the subplot of a contest to get back the lost item/person. If they are retrieving a lost person the contest subplot is combined with a stuck story subplot as the person is trapped somewhere or being held against their will. If characters switch jobs, roles or positions the story will usually have a copycat subplot as the character will be forced to fulfill the other character’s job, role or position. The subplot may function as copy it works, copy it works, copy it’s a disaster so character stops copying and wants to switch back. Some switch stories only follow the journey of one character.

The goal then is to teach children the two types of switch stories (character or object switches) and at least the three main subplots of copycat, stuck, and contest so that the child will know how to start and end the story as well as include a successful story problem (copycat, stuck or contest). In novels, as well as picture books there may be numerous combinations of these three basic story plots as well as circle and transformation subplots.

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When a child chooses to write a switch story he receives the beginning and ending of his story, because switch stories usually start and end in the way. For example: in a character switch story two figures deliberately or accidentally change places, roles or jobs at the beginning of the story and switch back at the end. In an object (purse, wallet, bag, painting, jewellery) switch story, two figures accidentally or deliberately change objects at the beginning of the story and change back at the end.

Example of a Character Switch Story Example: A girl has a parrot which is a messy eater and the boy has a dog which likes to chew his toys. Af- Two characters meet each other. ter they meet and complain that their pets are driving They complain and decide to switch pets. them crazy they decide to switch for a day.

First Character with Second Character’s Pet Girl takes care of Dog Subplot: Copycat Disaster Disaster: Pet won’t do what the girl wants it to do. The girl wants the dog to eat bird seed, but he keeps spitting it out and barking, because he doesn’t like it. Second Character with First Character’s Pet At night she wants him to sleep on the floor, but he in- Subplot: Copycat Disaster sists on sleeping under the covers with her, because he Pet won’t do what the boy wants it to do. doesn’t like his new bed. Boy takes care of Parrot Characters meet again and decide to switch back pets. Disaster: The boy wants the parrot to eat dog food, but the pieces are too big, and so the parrot flies around dropping them all over the house. The boy wants to sleep, but the parrot keeps talking and keeps him awake all night.

Boy and Girl meet again and decide to switch back pets.

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© JoAnne Moore, revised January 2021 www.books4results.com Example of an Object Switch Story Example: A supermodel and a scientist bump into each other at the airport. The supermodel gets the scientist’s Two characters meet each other and accidentally switch red bag and the scientist gets the supermodel’s red bag bags. by mistake.

Supermodel with Scientist’s Red Bag First Character with Second Character’s Pet Contest and Disaster: Subplot: Contest and Disaster Supermodel is missing her cosmetics and has a CD First character has the second character’s bag and its contents which won’t play. On top of this, she is being chased which he doesn’t need. His life is in danger over the contents of and shot at. She almost gets run over in a parking lot, the bag and he is being followed. her cab gets rammed from the back by another car, and she is shot at in a shopping mall. Second Character with First Character’s Pet Subplot: Contest and Disaster Scientist with Supermodel’s Red Bag Second character has the first character’s bag and its contents Contest and Disaster: which he doesn’t need. He gets lost trying to find the first char- Scientist is missing his CD with a secret formula for acter. eternal youth on it and he has a bag full of cosmetics which he can’t use. He drives all over the city in a cab Characters switch bags back. searching for the supermodel, but gets lost and can’t At last he tracks down the first character and saves his life. find the set she is scheduled to be photographed on.

Scientist and Supermodel Meet Again: Scientist finally arrives at the set where the Supermodel is being photographed just in time to rescue her from gunshots. He retrieves his CD and she regains her cosmetics. There is romance in the air at the end of this story.

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© JoAnne Moore, revised January 2021 www.books4results.com How to write a switch/swap/trade/exchange story: 1st Motive: How do I get my object back? (wrong bag, purse, wallet, painting, jewellery) or I want your object and you want mine so we trade. 2nd Motive: I want a new job/position so I switch our identities. or I want your job/position and you want mine so we trade. 3rd Motive: I got the wrong______, but I don’t know it so I begin to live my life out under false pretenses (e.g. received someone else’s letter, invitation or gift) or I took your letter, invitation, gift so that I could______. 4th Motive: Someone mistook the main character for someone else and he began to live his life in another’s shoes. 5th Motive: Magic is used to switch any of the above. 6th Motive: I want your______and you want mine so we switch. 7th Motive: I help you and later on you help me.

1. Introduce character and setting. Use sensory imagery. 2. What gets switched? a. Where does it get switched? b. How does it get switched? (accidental or on purpose) c. When and how do the characters discover a switch has been made? 3. What complication does the switch cause first character? a. Copycat/Stuck/Contest problem 4. What complication does the switch cause the second character? a. Copycat/Stuck/Contest problem Ending One: 5. How do things get switched back? a. Show relief of characters. b. Show significance of switch, if any. Ending Two: 6. Things don’t get switched back, but the truth is revealed. a. Show the shock or surprise of character(s). b. How does this effect the character’s life?

The Lion and the Mouse and Aesop’s Fable Anansi and the Moss-Covered Rock by Eric Kimmel The Great Mom Swap by Betsy Haynes Babar Loses his Crown by Laurent de Brunhoff

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The purpose of the switch poster is to teach students some ways the switch plot and resolution can work. The following types of switches have been modelled: character, noise, bag, job, rescue, and position.

Modelling possibilities for these two plot and resolution frames helps students to separate the concept from the context. It also shows that the genre only gives the child the setting and character choices while the patterns provide the story problems and resolutions. As shown in this section, you can write a switch story in any genre using the switch story frame with a subplot and resolution. These examples are meant to teach you how to use the posters and to demonstrate for your students how to create many stories from one simple basic frame by changing the genre, setting, and characters. Followed by the examples are student exercises. Clip art graphic pages are provided in this section to support the student exercises.

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© JoAnne Moore, revised January 2021 www.books4results.com Switch stories occur when two objects, people, roles, jobs, animals get swapped. Sometimes the switch is accidental and sometimes it is deliberate. In a mystery story, two bags might get swapped accidentally, or a fake painting or piece of jewellery might get exchanged with an original. Sometimes the switch might involve positions, roles or jobs. Switch stories are usually resolved when things get switched back to the way they were at the beginning. A switch story requires a subplot. Once things have been traded what happens next? The subplot is usually: contest, copycat or stuck. Switch Stories to Share with your Class Prior to Writing Title Author: ISBN Blueberries for Sal Robert McCloskey 014050169X The Lion and the Mouse an Aesop fable (Bernadette Watts) 0735812209 What Newt Could Do for Turtle Jonathan London ASIN: 1564022595 The Rooster and the Weather Vane Sharon Gordon ASIN: 0816709815 Anansi and the Moss-Covered Rock Eric Kimmel 0823407985 Love you Forever Robert Munsch 0920668364 Alexander and the Wind-up Mouse Leo Lionni 0394829115 Sheila Rae the Brave Kevin Henkes 0688147380 Babar Loses his Crown Laurent de Brunhoff 0810950340 Julius The Baby of the World Kevin Henkes 0688143881 A Weekend with Wendell Kevin Henkes 0688140246 Mookie Goes Fishing Robin Tzannes and Korky Paul ASIN: 0192722905 So Sick ! Harriet Ziefert ASIN: 0808564080 Mrs. Potter’s Pig Phyllis Root 0-7636-0160-8 Mrs. Goose’s Baby Charlotte Voake 0-7636-0092-X Honeybunny Funnybunny Marilyn Sadler 0-679-88181-6 The Town Mouse and the Country Mouse Retold by Ellen Schecter 0-553-37572-5 Dinosaur in Trouble Sharon Gordon 0-89375-274-6 Esther’s Story Diane Wolkstein 0-688-15844-7 Ch. 2,3, 16 Anne of Green Gables Lucy Montgomery 0-7704-2205-5 Ch. 7 & 37 The Blue Castle Lucy Montgomery 0-7704-2315-9 The Great Mom Swap Betsy Haynes (Disney Video, too!) 0-553-15675-6

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Max and Me and the Time Machine Gery Greer and Bob Ruddick 0-06-440222-3 The Prince and the Pauper Mark Twain adapted by Jane Gerver 0-679-89123-3 The Emperor’s New Clothes Demi 0-689-83068-8 The Principal’s New Clothes Stephanie Calmenson 0-590-44778-5 The Dinosaur’s New Clothes Diane Goode 0-590-38366-3 Up, Up, Down Robert Munsch 0-439-98815-2 Nice Try, Tooth Fairy Mary W. Olson 0-689-82422-X The Magic Hockey Stick Maloney and Zekauskas 0-14-230015-2 The Adventures of Sparrowboy Brian Pinkney 0-689-83534-5 Little Polar Bear and the Brave Little Hare Hans de Beer 0-7358-1332-9 The Other Author Arthur Sheri Fitch 1-895900-20-4 The King of Capri Jeanette Winterson 1582348308 The Incredible Worlds Of Wally Mcdoogle:#13 My Life As A Blundering Ballerina Bill Myers 0849940222 Doug: Trading Places (Look-Look Book) Ronald Kidd ASIN: 0307132587 Switching Well Peni R. Griffin 0140369104 Freaky Friday Mary Rodgers 0-06-44046-8 Something from Nothing Phoebe Gilman 0-590-74557-3

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© JoAnne Moore, revised January 2021 www.books4results.com © JoAnne Moore, revised January 2021 www.books4results.com Keys for Planning Switch Story Subplots: Contest subplots caused by: caused subplots Contest to win *Desire Contest subplots are built and they are won or lost due to: *help *hard work *trick *disaster (see copycat subplot for types of disasters) or magic) *act of God (weather *force *skill *courage break *lucky contest) to win (used or revealed *truth confessed Copycat subplots caused by: caused subplots Copycat for survival a different species/culture to copy *Forced a friend to make *Desire skill/ability/job a new to learn *Desire Copying stops due to: found or rescued when circumstances present *escaping hurt, getting something, wrecking (accidents, *disasters or something happens nothing when copying stuck, getting happens) embarrassing skill/ability/job a new *acquiring

Stuck subplots caused by: or magic) Act of God (weather Disaster (accident or something you did to yourself) Trick Rescues from stuck problems occur due to: act of God hard work, trick, help,

c s

. o

s a

t i

i u

b i

l h

t a *

247 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited. Switch Idea Bank: Brainstormed Together and Written on Transparency by the Teacher

Title of Book: What got switched & how: Type of Switch & Subplot: Use in a New Story 1. Blueberries for Sal 1. In Blueberries for Sal , two 1. Character Switch with a 1. Which two by Robert McKloskey children wander away from Copycat Subplot mothers have babies ISBN 0-14-050169-X their mothers and meet some- The girls must fit in with their that are driving them or one else’s mother. Both chil- new families. crazy and decide to The Great Mom Swap dren are frightened and learn swap for a day to give by Betsy Haynes to stick closer to their parents. each other a break? ISBN 0-553-15675-6 In The Great Mom Swap , two *can also be seen as a girls decide to trade mothers video in cartoons or for a week. Both children with live actors learn that the grass isn’t (Disney) Check greener on the other side of Blockbusters the fence and switch back.

2. The Day the Dog 2. The wind blows all the ani- 2. Noise Switch with a Stuck 2. Which two animals Said “Cock-a-Doodle- mals tumbling through a Subplot meet and get their Doo!” by David cloud of dust and when it The animals are stuck with noises switched McPhail clears, they have all got the the wrong noises until an act through an act of God ISBN 0-590-73887-9 wrong noise. It ends when the of God (weather) switches (weather or magic), wind blows again and they all them back. trick, or a disaster? end up with their original noises back again. 3. Babar Loses His 3. Babar bumps into a musi- 3. Object Switch with a 3. Which two charac- Crown by Laurent de cian and accidentally gets the Contest Subplot ters switch objects by Brunhoff musician’s red bag containing Babar tries to find the musi- accident? What trou- ISBN 67-21918 his flute. The musician acci- cian to retrieve his lost bles are caused by the dentally picks up Babar’s bag crown. switch and how do and gets his crown. The two they get their objects meet up again at a concert back again? they are both attending and switch back their objects. 4. The Rooster and the 4. A rooster and a weather 4. Job Switch with a combi- 4. Which two charac- Weather Vane by vane meet, brag how impor- nation Contest/Copycat Sub- ters switch jobs delib- Sharon Gordon tant their jobs are and decide plot erately to prove their ISBN to switch jobs to prove their The characters must do each job is more impor- or jobs are more significant. other’s jobs, but decide to tant? What disaster The Other Author They cannot do each other’s switch back at the end. happens? Why do Arthur by Sheri Fitch jobs and decide to swap back. they switch back? ISBN 1-895900-20-4 In The Other Author Arthur , a furnace repairman and an author end up switching spots due to a case of mistaken identity.

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Title of Book: What got switched & how: Type of Switch & Subplot: Use in a New Story 5. The Lion and the 5. The lion traps the mouse 5. Rescue Switch with a 5. Which two Mouse an Aesop’s and then frees him. Later on Stuck Subplot characters rescue Fable the mouse encounters the lion Each character is caught in a each other from a ISBN 0-395-97496-8 caught in a trap. He gnaws stuck story and rescued by the place they are each What Newt Could do through the ropes and frees other. stuck? for Turtle by Jonathan the lion. London ISBN 0-7636-0580-8 Little Polar Bear and the Brave Little Hare by Hans de Beer 0-7358-1332-9

6. The Country Mouse 6. The country mouse wants 6. Position Switch with a Which two characters and the City Mouse the city mouse to experience Copycat Subplot switch spots, because all the joys of country living. Each character must fit into they want to explore The city mouse does not en- the other character’s world. what it would be like joy it and invites her cousin to to live in an entirely experience the luxuries of city different setting? living. City living is dangerous and the country mouse is very happy to return to her own humble little world.

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Title of Book: What got switched & how: Type of Switch & Subplot: Use in a New Story

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Character Switch Story based on Blueberries for Sal or The Great Mom Swap Mom Lesson 1 Mom Setting: Australia Meeting Place: watering hole Encounter: Mothers meet each other Motive: complain about Complaint: baby won’t how bad their babies are Complaint: baby won’t stop bouncing Action: decide to switch babies for a night. stop shaking his rattle

Baby Baby

Lesson 4 Moms meet back at watering hole and switch babies back.

Mom Mom

Subplot: Copycat Subplot: Copycat New New 3. Disaster second 2. Disaster first Baby Baby mom has with new mom has with new baby: Baby won’t baby: Baby tries to sleep in her pouch. sleep in her pouch He runs away and and jumps on her tail she spends all night and head. She searching for him. spends all night running from her crazy baby.

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Encounter:

Motive: complain about Complaint: how bad their babies are Complaint: Action: decide to switch babies for a night.

Baby Baby

Lesson 4 Moms meet back at watering hole and switch babies back.

Mom Mom

Subplot: Copycat Subplot: Copycat New New Lesson 3 Lesson 2 Baby Baby Disaster first mom Disaster second mom has with new baby: has with new baby:

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Lion Lesson 1 Mouse Setting: Savannah Encounter: Bumped into each other Disaster: unknowingly got each other’s noises Motive: Lion wants his roar back

Roars Squeaks

Lesson 4 Mouse falls into the hole Lion has dug, lands on top of him, and in that instant they both get back their own noises.

Lion Mouse

Subplot: Copycat Subplot: Copycat 2. Lion’s Disaster: 3. Mouse’s Disaster: Mouse goes home to his He tries to scare a ze- Squeaks Roars bra by roaring. It family, opens his mouth comes out as a high to greet them and scares pitched squeak and the them all half to death. zebra howls with They all run away and laughter. Lion slinks leave him alone. He goes away and digs himself through the grass acci- a hole in the ground to dentally scaring all his hide in. friends away.

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Character Lesson 1 Character Setting: Encounter:

Disaster/trick/Act of God:

Motive:

Noise: Noise:

Lesson 4: Noises switched back when:

Character: Character:

Subplot: Subplot: Lesson 2 New noise: New noise: Lesson 3

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© JoAnne Moore, revised January 2021 www.books4results.com Bag Switch Story based on the book Babar Loses His Crown Scientist Lesson 1 Supermodel Setting:Airport Encounter: Bumped into each other Disaster: unknowingly got each other’s luggage Motive: They both want their suitcases back.

Suitcase Suitcase

Lesson 4 As things turn out, the two are staying in the same hotel. Going down the hall one night, the scientist encounters the thugs as they are attempting to break into the Supermodel’s room to steal the CD. He rescues her, gets back his bag and she gets back hers. After all is said and done they fall in love and are married after she wins the pageant.

Scientist Supermodel

Subplot: Contest Subplot: Contest 2. Scientist’s Disaster: 3. Supermodel’s Disaster: Wrong bag Wrong bag When he lost his suitcase When she lost her suitcase with with laptop he lost his computer she lost her cosmetics and cosmetics computer which had a secret best dress for the Miss Uni- and CD in it. formula for curing bald- verse show. On top of ness on it. He goes in things some scary looking search of the supermodel. thugs wearing dark glasses have been following her around the hotel. She keeps trying to play the CD, but can’t get a single song out of it. 257 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

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Character Character Lesson 1 Setting: Encounter:

Disaster: unknowingly got each other’s bag Motive: They both want their bags back.

bag bag

Lesson 4: Switching bags back when:

Character Character

Subplot: Subplot: Lesson 2 Lesson 3 Wrong bag Wrong bag . containing: containing:

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© JoAnne Moore, revised January 2021 www.books4results.com Job Switch Story based on the book The Rooster and the Weather Vane or The Other Author Arthur Mailbox Spider Lesson 1 Setting: Spring time on a block Encounter: Mailbox felt something crawling on- him. Motive: They both brag that they have the most important jobs and decide to switch jobs to find out.

Job: Job: Hold letters Spin webs & catch bugs

Lesson 4 They meet back the following morning and decide to switch jobs back, because they have learned that both their jobs are important.

Mailbox Spider

Subplot: Contest Subplot: Contest 2. Mailbox’s Disaster: 3. Spider’s Disaster: The mailbox tried to spin New job: New job: The mailman delivered the webs, but the only thing Spin webs & Hold letters letters and the little spider he could do was open and catch bugs sat on the top to hold them. shut his lid. It made such When the wind got up, he a racket that you could spun mountains of webs. hear it all over the neigh- However, the letters blew borhood. The bugs all ran all down the block and the for the lives and the mailman was very upset. neighbors were upset with the noise.

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Choose One Animal:

Cat’s Job: Spider’s Job: Ant’s Job: Robin’s Job: Dog’s Job: to catch to spin webs to dig tun- to build nests, to protect house mice & catch bugs nels & feed hatch eggs, & from burglars by the colony feed babies barking

Choose One Object:

Lamp’s Washing ma- Telephone’s Thermometer’s Doorbell’s Job: Job: chine’s Job: job: job: to ring loudly to light the to fill with to ring and to tell the and let the peo- house at water and connect temperature ple of the house night to spin in order phone lines know when there keep peo- to wash together so are visitors ple from clothes people can bumping talk to each into things other at night

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Character Lesson 1 Character Setting:

Encounter:

Motive: They both brag that they have the most important jobs and decide to switch jobs to find out.

Job: Job:

Lesson 4 They meet back the following morning and decide to switch jobs back, because they have learned that both their jobs are important.

Character Character

Subplot: Contest Subplot: Contest Lesson Two Disaster: Lesson Three Disaster: New job: New job: .

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Character Lesson 1 Character

Setting:

Motive: to help free the character from his/her stuck story

Encounters Stuck: other character when:

Lesson 4 Two characters promise to be friends forever.

Character Character

Subplot:Stuck Subplot: Stuck 2. Character stuck by a 3. Other Character gets trick/disaster/act of god: Stuck: Encounters stuck by a trick/disaster/ other character act of god: when:

Character freed when Character freed when other character: helps, other character: helps, uses force, magic, hard uses force, magic, hard work, plays a trick work, plays a trick 265 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Position Switch Story based on The Prince and the Pauper or The Country Mouse and the City Mouse Jared Lesson 1 Thomas Setting: Shopping Mall Encounter: Two boys bump into each other walking through the mall. Motive: They sit down to chat and discover that Jared always wanted to find out what life’ slike on a Hut- terite colony and Thomas wants to find out what city life is about. The two boys switch spots for a day.

life in the life on a Hut- city terite colony

Lesson 4 Jared and Thomas are both glad to go home.

Jared Thomas

Subplot:Copycat Subplot: Copycat 3. Thomas’s Disaster: 2. Jared’s Disaster: life on a Hut- Thomas’ Father is the life in the Jared has a paper route and terite Chicken Boss on the city so Thomas is supposed to Colony. colony. He wants Jared to deliver the papers. He is help him collect the eggs. unfamiliar with the city, Jared trips over a tree root gets lost, and delivers the and drops a whole crate of papers to the wrong street. eggs. What an expensive He couldn’t wait to get mess Jared had to clean back to the colony! up. He couldn’t wait to go home.

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Character Lesson 1 Character Setting:

Encounter:

Motive: Each character wants to find out what it would be like living in the other’s world.

life in/on the life in/on the

Lesson 4 Both Characters are glad to go home.

Character Character

Subplot:Copycat Subplot: Copycat 2. Character’s Disaster: 3. Character’s Disaster: Choose: accident/wreck some- life in/on the Choose: accident/wreck something/ get yourself or an object life in/on the thing/ get yourself or an object stuck/get hurt/get embarrassed stuck/get hurt/get embarrassed when nothing or the wrong when nothing or the wrong thing thing happens happens

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Encounter:

Motive:

Lesson 4

Character: Character:

Lesson Two: Lesson Three: Subplot: Subplot:

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Cut out and laminate the arrows separately from the rest of the poster. After the poster and the arrows have been laminated, attach the arrows to the poster with a paper fastener so that they can switch back and forth.

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Character Character Switch Story Poster Setting Encounter Motive Materials: scissors felt markers to colour graphics with glue stick metre stick for measuring

3 pieces of poster board (1 darker coloured and 2 neon colours) Subplot: Subplot:

Switch Story Poster: 1. Choose a darker coloured poster board for your background (blue, green, purple). 2.Trace four rectangles (two large, two smaller) on neon paper and glue down as shown above. 3. Cut out words “switch story” and glue on neon paper. Cut out with Fiskar scissors to border the title and glue down at top of poster. 4. Trace and cut out your arrows on neon paper. Don’t glue your arrows down. They need to be laminated separately and tacked on with a butterfly pin later. 5. Trace on neon paper, cut out and glue down as shown above. 6. Colour all character graphics, cut out, laminate, and cut out again for use with your contest story poster.

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© JoAnne Moore, revised January 2021 www.books4results.com 272 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

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Trace two on neon paper, cut out and glue down at Subplot:

Subplot:

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Motive:

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Each assignment in this section requires the teacher to work with the whole class by: a. Reading the suggested book and collecting ideas together. b. Model a story map by creating a transparency of the students’ story map and writing the teacher example on it. c. Brainstorm with students prior to having them plan their own story map. For example: in the character transformation story, look at the given character graphics and brainstorm (with your students) for each one what he won’t do, and why he changes to do it. d. After brainstorming around the concept taken from the shared book, have students choose their own characters from those given and plan their own transformation story using the brainstorming.

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© JoAnne Moore, revised January 2021 www.books4results.com Subplots for the Character Transformation Stories When a child chooses to write a character transformation story he receives the beginning and ending of his story, because character transformation stories usually start with: a) a character’s distinctive quality and end with that character changing his distinctive quality or all other characters changing to accommodate their uniqueness or b) a character’s belief about something and end with the belief being changed or all other characters belief systems changing to agree with what the main character believes, or c) a character who wishes to become something he is not or achieve a certain goal. Some examples of a character tranformation story would be: a) the character may be a greedy king who is transformed into a generous king, or b) the character may have a very loud voice and everyone dislikes this, but in the end the other characters come to accept and even appreciate this distinct quality, or c) the character may wish to become an inventor, but in the beginning is a failure and only succeeds at the end. An example of a belief transformation story in which the character may believe that people who eat different foods are weird, but at the end make friends with a person that eats different foods and grows to appreciate and even like these new foods. Character and belief transformation stories do not address the plot or problem in the body of the story, because once the distinctive quality or belief has been established the child will be left wondering what problem will transform the character or belife. This is where the subplots or stand alone story patterns come in. There is usually one or more of three subplots found inside a transformation story. These are: copycat, stuck or contest. Sometimes a circle or a physical transformation may be used. In longer stories or novels many combinations of these subplots will be used. Once the subplot is introduced and resolved it will cause the transformation and thus complete the story. Tak- ing a look at literature, we might begin with Midas whose belief that if everything were gold is transformed when his daught is stuck as a gold statue. Here we have a belief transformation with a stuck subplot. Moving on to The Toad Sleeps Over by John Bianchi, we find prejudice addressed with a predator and prey (contest) subplot. Looking at a complex character such as Edmund ,from C.S. Lewis’ The Lion, the Witch, and the Wardrobe, we find that his goal is to become a ruler of Narnia like the Witch. The Witch has no intention of sharing her power with Edmund and kidnaps him. She intends on killing him. Eventually Edmund is transformed when he witnesses her ruthless behaviour and the way she turns the squirrel family into stone statues (stuck subplot) for questioning her authority. Through this process along with his rescue from the Witch’s power, Edmund is transformed into a true King of Narnia with com- passion for others. The goal then is to teach children the two types of transformation stories (physical and character) as well as the three main subplots of copycat, stuck, and contest so that the child will know how to start and end the story as well as include a successful story problem (copycat, stuck or contest). In novels, as well as picture books there may be numerous combinations of these three basic story plots as well as circle and switch subplots.

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The character transformation stories show the permanent changes which occur in a character’s distinctive qualities or their belief systems. These stories usually begin with: a) a character’s distinctive quality and end with that character changing his distinctive quality or all other characters changing to accommodate their uniqueness or b) a character’s belief about something and end with the belief being changed or all other characters belief systems changing to agree with what the main character believes, or c) a character who wishes to become something he is not or achieve a certain goal. They require a subplot to show how this change is achieved. The three basic subplots are: copycat, stuck, and all the contest variations listed in the contest story section. Some examples of books include: Shaggy by Marcus Pfister, The Quilt Maker’s Gift by Jeff Brumbeau, and Wemberley Worried by Kevin Henkes. Other character transformation stories are shown by a linear journey where the character escapes to a safe place and is transformed from being in danger to having freedom. Examples include: Underground to Canada by Barbara Smucker and Selina and the Bear Paw Quilt by Barbara Smucker. Character Transformation Stories Example: A baby skunk is born into the skunk family, but he won’t spray his scent. He’s always spritzing Unique Quality of Character everyone with cologne and putting air fresheners in the Show your character’s unique quality. It could be something nest when the other skunks are absent. that is the opposite of other characters like him. Subplot: Predator and Prey Subplot: Stuck, Contest, Copycat 1. A coyote corners the baby skunk and is about to eat Which subplot will you choose to show your character’s him. transformation? 2. The baby skunk trips over a log trying to escape. 3. Baby skunk sprays his scent and the coyote disap- Transformation Complete: pears. How is your character transformed? Transformation Complete: Baby skunk sprays his scent as needed and is glad to have this protection.

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© JoAnne Moore, revised January 2021 www.books4results.com Character Transformation Linear Journey Stories Keys for Planning Transformation Story Subplots: Unique Quality of Character Show your character’s unique quality. It could be something Stuck subplots caused by: Act of God (weather or magic) that is the opposite of other characters like him. Where is he Disaster (accident or something you did to yourself) traveling to? Trick Rescues from stuck problems occur due to: Subplot: Stuck, Contest, Copycat help, trick, hard work, act of God Which subplot will you choose to show your character’s transformation? Copycat subplots caused by: Transformation Complete: *Forced to copy a different species/culture for survival How is your character transformed when he arrives at his desti- *Desire to make a friend nation? *Desire to learn a new skill/ability/job Copying stops due to: Review of Teaching Steps: *escaping present circumstances when found or rescued 1. Read the class a picture book example of the plot pattern *disasters (accidents, wrecking something, getting hurt, you are studying. getting stuck, copying when nothing happens or something 2. Gather concepts/ideas from the book and add them to your embarrassing happens) Idea Bank. *acquiring a new skill/ability/job 3. Choose character graphics. 4. Create a story map for the children using one or more new character graphics. Base your story map on the concept bor- Contest subplots caused by: rowed from the book read to the children. *Desire to win 5. Have children create their own story map using one or Contest subplots are built and they are won or lost due to: more of the new character graphics you provide them. They *help will also base their story problem on the same concept/idea *hard work you modelled and collected from the author. Do not have *trick children write the story. The point of these story planning *disaster (see copycat subplot for types of disasters) sessions is to build the concepts of story problem and resolu- *act of God (weather or magic) tion. *force 6. Repeat this process of: reading books, collecting ideas, *skill modelling a story map, and students creating own story map *courage five times. If students show a strong grasp of the plot struc- *lucky break ture go on to writing a story which uses this pattern. *truth confessed or revealed (used to win contest)

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The physical transformation stories involve the permanent change that comes from the stages of growth and development in people and animals. These are marked stages researched from science and psychology which may not require a subplot to occur. Looking at literature examples you will find such books as: The Very Hungry Caterpillar by Eric Carle, The Snowy Day by Ezra Jack Keats, Whistle for Willie by Ezra Jack Keats, or Jeremiah Learns to Read by Jo Ellen Bogart. However, these stories may use a subplot such as in The Ugly Duckling by Hans Christian Anderson where we find that a switch of eggs in the nest results in the baby swan believing he is an ugly duckling. Here you see an example of the mesh- ing of a physical and character transformation using a switch subplot.

Physical Transformation Stories Example: From an underwater egg out hatches a baby tadpole. Appearance of Character Show an interesting way for us to meet your character. Is he Stages of Growth and Development: born, hatched, pop out of a hole? 1. Clings to underwater plants, swims between them, and eats them. Follows around other baby tadpoles. Stages of Growth and Development: 2. Grows back legs and tail grows smaller. 1. List three stages of growth and development. 3. Grows front legs and tail disappears. 2. If you want a subplot: Does your character copy anyone during this time? Does he get stuck anywhere? Does anyone try to Transformation Complete: eat him or have a contest with him? Tadpole becomes a frog and one day has an urge to hop out of the water and discovers he has developed lungs Transformation Complete: and can breathe on land. He also finds out that he likes How is your character transformed? to eat flies!

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© JoAnne Moore, revised January 2021 www.books4results.com Transformation Idea Bank: Brainstormed and Written on Transparency by the Teacher Title of Book: Type of Tranformation Subplot(s): Predator and Prey Contest Use in a New Story: 1. Wow! It’s Great Character Mr. Fox tries to trick Lillee into believing he is What animal refuses to behave like Being a Duck by *Lillee won’t swim or fly her friend by fattening her up with delicious its own species until a predator tries Joan Rankin until she meets dangerous snacks. She figures it out when he turns mean to eat it? ISBN 0-689-84047-0 Mr. Fox that tries to eat and chases her. her. 2. Princess Lulu Goes to Character Contest and Switch Which character doesn’t have any Camp by Kathryn *Princess Lulu has no Princess Lulu is sent to a camp where she has friends because he refuses to behave Cristaldi friends, because she is so disasters because she doesn’t know how to be- himself? What disaster is he res- ISBN 0-448-41125-3 demanding and won’t behave or be a friend. Each time she has a disas- cued from that changes his attitude? have as a friend. ter another girl rescues her. At the end of the story, her friend has a disaster and Princess Lulu saves her from the disaster. Princess Lulu learns how to be a friend and how to behave. 3. Effie Character Contest Which character has a loud voice by Beverley Allinson *Effie is an ant that has a Effie is looking for a friend and experiences and is not appreciated by all his ISBN 0-590-74031-8 loud voice and no one disasters when each attempt ends in failure. friends? How does he use his loud will listen to her. She Effie saves the colony from the elephant and voice to save his friends and become goes in search of a friend, has success, because she makes friends with appreciated? but no one will be her the elephants and the ants appreciate her loud friend. At the end, her voice from then on. friends’ lives are in danger from an elephant. Effie saves the colony by yelling at the elephant. Effie makes friends with the elephants and the ants like her, too!

281 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

282 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

The purpose of the transformation poster is to teach students some ways the transformation plot and resolution can work. The first way focuses on a character transformation. Character transformation stories may be linear journeys and they require one or more of the following subplots: copycat, stuck, contest, circle, switch. The second way focuses on a physical transformation which does not require a subplot, because the story is based on a person or animal’s scientific stage of growth and development or a person or animal’s exploration of a physical change in the world. Three steps of the stage may be written about before bringing the story to a conclusion. Modelling possibilities for these two plot and resolution frames helps students to separate the concept from the context. It also shows that the genre only gives the child the setting and character choices while the patterns provide the story problems and resolutions. As shown in this section, you can write a transformation story in any genre using the transformation story frame combined with one of the subplots. These examples are meant to teach you how to use the posters and to demonstrate for your students how to create many stories from one simple basic frame by changing the genre, setting, and characters. The teacher models are followed by character graphics and student exercises.

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© JoAnne Moore, revised January 2021 www.books4results.com Transformation stories occur when something/someone/viewpoint is changed. The change may be physical, a viewpoint change that occurs within a character or the character is transformed. Viewpoint and character transformation stories require at least one subplot. The subplot will usually be: contest, stuck or copycat. Transformation Stories to Share with your Class Prior to Writing Title Author Type of Transformation ISBN The Ugly Ducklin g Hans Anderson Physical 0-14-038352-2 The Snowy Day Ezra Jack Keats Physical 0-14-050182-7 Whistle for Willie Ezra Jack Keats Physical 0-14-050202-5 Amber on the Mountain Tony Johnston Character/Physical 0-14-056408-X Cinderella Grimms Physical 0-7358-1051-6 Cinderella Penguin Janet Perlman Physical 1-55074-181-0 Dinorella Pamela Duncan EdwardsPhysical 0-7868-1173-0 Bubba the Cowboy Prince Helen Ketteman Physical 0-590-25506-1 The Irish Cinderlad Shirley Climo Physical 0-06-443577-6 Pinocchio Carlo Collodi Character 014036708X A Porcupine Named Fluffy Helen Lester Viewpoint 0-395-36895-2 Princess Lulu Goes to Camp Kathryn Cristaldi Viewpoint 0-448-41125-3 Wemberly Worried Kevin Henkes Viewpoint 0-688-17027-7 The Toad Sleeps Over John Bianchi Viewpoint 0-921285-40-X Shaggy Marcus Pfister Viewpoint 1-55858-625-3 The Sandwich Ian Wallace Viewpoint ASIN: 0919964028 Effie Beverly Allinson Viewpoint 0-590-74031-8 The Little Prince Antoine de Saint Exupery Viewpoint ASIN: 0330239457 Sarah Plain and Tall Patricia MacLachlan Viewpoint 0-06-440205-3 Sister Anne’s Hands Marybeth Lorbiecki Viewpoint 0-14-056534-5 The Youngest Fairy Godmother Ever Stephen Krensky Viewpoint 0-689-82011-9 Anne of Green Gables 1st & last Chapter L. Montgomery Character 0-7704-2205-5 Never Fear, Snake My Dear Rolf Siegenthaler Character 0-7358-1333-7 Just So Stories Rudyard Kipling Physical 0-14-036702-0 Pirate Pearl Phoebe Gilman Character 059012495-1 Esmerelda Karen Wallace Character 0-333-76051-4 284 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Title Author Type of Transformation ISBN Bubba and Trixie Lisa Campbell Ernst Physical & Viewpoint ASIN: 0689813570 The Quiltmaker’s Gift Jeff Brumbeau Character ISBN: 0-439-30910-7 Selina and the Bear Paw Quilt Barbara Smucker Journey/Viewpoint ASIN: 0517709104 Two So Small Hazel Hutchins Journey/Viewpoint ISBN: 1550376519 Jeremiah Learns to Read Jo Ellen Bogart Character & Physical ISBN: 059051527-6 Underground to Canada Barbara Smucker Journey/Character ASIN: 014031122X Daisy Comes Home Jan Brett Character ISBN: 039923618X The Wild Christmas Reindeer Jan Brett Character/Physical ISBN: 0698116526 When Lightning Comes in a Jar Patricia Polacco Physical ISBN: 0399231641 Mr. Lincoln’s Way Patricia Polacco Character/Viewpoint ISBN: 0399237542 Betty Doll Patricia Polacco Character/Physical ISBN: 0399236384 Thundercake Patricia Polacco Character ISBN: 0399222316 Lyle, Lyle Crocodile Bernard Waber Prejudice/Character ISBN: 0395137209 The Elves and the Shoemaker Paul Galdone Physical ISBN: 0899194222 Friend Frog Alma Flor Ada Friendship ISBN: 0152015221 The Malachite Palace Alma Flor Ada Friendship (stuck subplot) ASIN: 068931972X Milo’s Hat Trick Jon Agee Physical (ability) ISBN: B0002OK9Z0 Mack Made Movies Don Brown Physical (ability) ISBN: 0761315381 Sneakers, the Seaside Cat Margaret Wise Brown Pysical (explore landscape) ISBN: 0060286938 Boxes for Katje Candace Fleming Physical (friendship & gifts) ISBN: 0374309221 The Wild Boy Mordicai Gerstein Character ISBN: 0374483965 The Very Hungry Caterpillar Eric Carle Physical ISBN: 0399226907 The Gift Stone Robyn Eversole Physical (stuck subplot) ASIN: 0679886842 Sweet Clara and the Freedom Quilt Deborah Hopkinson Linear Journey (character) ISBN: 0679874720 Wanted Dead or Alive: The True Story of Harriet Tubman Linear Journey (slavery to freedom) ISBN: 0590442120 Ann McGovern, Richard Powers The Legend of Saint Christopher Margaret Hodges Linear Journey ISBN: 0802850774 Born in the Breezes: The Seafaring Life of Joshua Slocum Kathryn Lasky Linear Journey ISBN: 0439293057 The Story of the Tooth Fairy Tom Paxton Character(friendship) ISBN: 0-688-17523-6

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© JoAnne Moore, revised January 2021 www.books4results.com Title Author Type of Transformation ISBN Ben has Something to Say Laurie Lears, Karen Ritz Character Transformation ISBN: 0807506338 Cindy Ellen: A Wild Western Cinderella Susan Lowell Character Transformation ISBN: 0064438643 The Knight Who was Afraide of the Dark Barbara Shook Hazen Character Transformation ISBN: 0833586521 How the Camel Got His Hump Rudyard Kipling Physical Transformation ISBN: 0735818703 Uncle Jed’s Barbershop Margaree King Mitchell Physical Transformation ISBN: 0689819137 The Little Snowgirl: a Russian Tale Carolyn Croll Physical Transformation ASIN: 039921691X Bad Hare Day Miriam Moss Physical Transformation ISBN: 1582347859 Big Al Andrew Clements Character Transformation ISBN: 0689817223 Farfallina and Marcel Holly Keller Character Transformation ISBN: 006623932X Abel and the Wolf Sergio Lairla Character Transformation ISBN: 0735819025 Hopper Marcus Pfister Physical Transformation ISBN: 1558583521 Salt in His Shoes: Michael Jordan in Pursuit of a Dream Kadir Nelson ISBN: 0689834195 White Socks Only Evelyn Coleman Character Transformation ISBN: 080758956X The Tin Forest Helen Ward Physical Transformation ISBN: 0525467874 Something Might Happen Helen Lester Character Transformation ISBN: 0618254064 Raisel’s Riddle Erica Silverman Character Transformation ISBN: 0374361681 Daisy and the Egg Jane Simmons Physical Transformation ISBN: 0316797472 Coyote Places the Stars Harriet Peck Taylor Physical Transformation ISBN: 0613021347 The Real Tooth Fairy Marilyn Kaye Physical Transformation ISBN: 0152001204 How the Stars Fell into the Sky: a Navajo Legend Jerrie Oughton ISBN: 0395779383 The Legend of the Indian Paintbrush Tomie de Paola Physical Transformation ISBN: 0698113608 Max (Superhero) Bob Graham Character Transformation ISBN: 0763618578 The Subway Mouse Barbara Reid Linear Journey/Character ISBN: 0-439-97468-2 Tiger’s New Cowboy Boots Irene Morck Linear Journey/Character ISBN: 0-88995-181-0 Wow! It’s Great Being a Duck! Joan Rankin Linear Journey/Character ISBN: 0-689-84047-0 Jabuti: The Tortoise Gerald McDermott Physical Transformation ISBN: 0-15-200496-3 Jeremy Thatcher, Dragon Hatcher Bruce Coville Linear Journey/Character ISBN: 0-671-74782-7 The Giver Lois Lowry Linear Journey/Character ISBN: 0-440-23768-8 Awake and Dreaming Kit Pearson Lineary Journey/Character ISBN: 014038166-X

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Lesson One: 1. Setting:

2. Character:

3. Motive:

Lesson Two: Unsuccessful attempt at achieving desired goal.

Feeling:

Lesson Three: Unsuccessful attempt at achieving desired goal.

Feeling:

Lesson Four: Goal is achieved when....

Feeling:

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© JoAnne Moore, revised January 2021 www.books4results.com 1. Character Transformation Story based on the book Wow! It’s Great being a Duck by Joan Rankin Lesson One: 1. Setting: Forest 2. Character: Sammy Skunk 3. Encounter: Sammy hears his mother coming and tries to hide in a bush. She finds him and wants him to practice spraying his scent. Sammy refuses. 4. Motive: Sammy Skunk doesn’t want to spray his scent, because he can’t stand the smell. His mother is upset.

Lesson Two: Contest One night Sammy’s baby brother skunk is practicing spraying his scent. Sammy gets so upset with the smell that he makes per- fume from flowers and spritzes his baby brother in cologne. Mother Skunk is very worried that Sammy will get eaten by a predator, because he isn’t learning to take care of himself.

Lesson Three: Physical Transformation Another night one of the skunks has sprayed up the nest so the rest of the parents can safely go looking for food. When they return Sammy has put flowers all over their den.

Lesson Four: Predator and Prey Goal is achieved when....one night Sammy is home alone and a fox comes sniffing around the den. Sammy finds himself staring at two glowing eyes in the dark and suddenly his instincts kick in. He paws the ground, lifts his tail, and lets his spray loose!

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289 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Lesson One: 1. Setting: 2. Character:

3. Encounter:

4. Motive: Character doesn’t like______so he/she won’t______.

Lesson Two:

Lesson Three:

Lesson Four: Predator and Prey Contest

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Lesson One: 1. Setting: Farm 2. Character: Peter Piglet 3. Encounter: Peter hears his mother snorting under the fence and waddles further away. She asks him to come roll in the mud with the other piglets. 4. Motive: Peter Piglet doesn’t want to get dirty or eat from the trough at the same time as the other piglets, because he doesn’t like to get dirty. For this reason he has no friends, and his mother is very worried.

Lesson Two: Physical Transformation One day it was very hot and Peter was panting and panting. One of the little piglets, Porky, saw how uncomfortable he was . He called to Peter and told him that the mud was a wonderful way to keep cool. Saunter- ing over to the mud, Peter cautiously dipped one foot in. It was nice and cool! Soon he squeezed under the fence and spent the rest of the day rolling and soaking content- edly.

Lesson Three: Physical Transformation That night at supper time after Peter had waited for all the pigs to eat their supper from the trough, he discovered that the trough was empty! Porker, gave him a corn cob to gnaw on, but Peter was so hungry he cried all night.

Lesson Four: Character Transformaton Goal is achieved the following morning when Peter tells his mother that he likes staying cool by soaking in the mud and that from now on he’s going to eat with the others so he doesn’t ever have to go hungry again. Then he waddled over to Porky and the two raced over to the trough for their breakfast!

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fairy penguins are found in Australia

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Lesson One: 1. Setting: 2. Character:

3. Encounter:

4. Motive: Character has no friends, because he/she doesn’t want to

Lesson Two: Physical Transformation

Lesson Three: Physical Transformation

Lesson Four: Character Transformaton

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© JoAnne Moore, revised January 2021 www.books4results.com 3. Character Transformation Story based on the book Effie by Beverley Allinson Lesson One: 1. Setting: Plains 2. Character: Little Dove 3. Encounter: Little Dove heard the children playing tag behind her teepee. When she asked to join them, her voice was so loud that the children all covered their ears and ran away. 4. Motive: Little Dove wanted to find someone that would be her friend and appreciate her very loud voice.

Lesson Two: Circle That afternoon, Little Dove climbed high onto the hill. There she saw three beautiful does nibbling on grass. When she opened her mouth to ask if they would play, the deer all sprang away down the hill and into the forest. She was so loud she had frightened them away. Sadly, she returned home.

Lesson Three: Predator and Prey That evening after the campfire had turned into glowing embers, all the children were dozing quietly beside it. Their parents were over by the chief’s teepe to discuss the up- coming buffalo hunt. Little Dove looked up and saw a bear creeping towards all the children. She began to yell loudly. The bear was so startled that he leaped backwards, whirled around and stormed off into the bushes.

Lesson Four: Character Transformation Goal is achieved when all the parents came running, because they heard Little Dove’s loud voice. One of the boys told the chief how Little Dove was so brave that she had frightened a bear away with her loud voice. All the parents and children were so thankful that they gave Little Dove a pair of beautiful beaded moccasins. After that she had lots of friends and the parents were never scared to let their children play, because they knew Little Dove could use her loud voice to call them or to frighten enemies away.

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Hutterite boy Chicken Boss Colony Boss Field Boss

Cow Boss Hutterite girl Kitchen Boss Sheep Boss

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Lesson One: 1. Setting:

2. Character:

3. Encounter:

4. Motive: ______wanted to find someone that would be his/her friend and appreciate his/her very loud voice.

Lesson Two: Journey Circle (failure)

Lesson Three: Predator and Prey or Danger

Lesson Four: Character Transformation

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297 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Transformation Story Poster

Subplot: Materials: scissors felt markers to colour graphics with glue stick metre stick for measuring 3 pieces of poster board (1 darker coloured and 2 neon colours)

Transformed when:

Posters: 1. Choose one darker coloured poster boards (blue, green, purple) as a background. 2. Use the remaining two sheets to trace your shapes, mount words and pictures on. You will use most of the scraps so keep them. Transformation Story Poster: 1. Choose a darker coloured poster board for your background (blue, green, purple). 2.Trace two rectangles on neon paper and glue down as shown above. 3. Cut out words “Transformation” and glue on neon paper. Cut out with Fiskar scissors to border the title and glue down at top of poster. 4. Trace, and cut out your large arrow on neon paper as shown above. Glue down. 5. Trace, and cut out your small arrow on contrasting/black paper as shown above. Glue down. 6. Colour all character graphics, cut out, laminate, and cut out again for use with your transformation story poster.

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© JoAnne Moore, revised January 2021 www.books4results.com 299 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Trace two on neon paper and cut out. Glue onto poster board as shown.

Transformation:

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2. Trace and cut out on neon paper. Glue down on poster as shown.

Subplot:

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Story Conferencing: Do you know the most important question to ask a child whose story does not make sense?

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© JoAnne Moore, revised January 2021 www.books4results.com Motives The driving force behind the plot structure of all stories is the motive(s) of the character(s). It determines the events, plot, and subplots. Motive at the simplest level is what each character wants or doesn’t want or needs. A character doesn’t just want or need something and have it handed to him on a silver platter. Motive is followed by the story complications which make the story entertaining. The story complications can be described as “buts”. The categories of “buts” are: tricks, disasters, acts of god (weather, miracles, magic), and use of force (physical or political). Motives are completed when the character overcomes the “buts” and the reader finds out if he gets what he wants and likes or dislikes it. In a story if a main character does not get what he wants, he will usually try something different. When Mercer Mayer wrote the book Just for You he laid out motive at its simplest form. “I wanted to______just for you, but...a trick, disaster, act of god, use of force prevented me or caused______.” Use this picture book to teach children about motive and story complications (“buts”). When a child’s story does not make sense it is either because he did not clearly lay out what the character wants at the beginning of the story, or because the action of the character did not match the motive (what the character wants or needs). The middle of the story should contain the complications to make the story interesting. The complications are the: tricks, disasters, acts of god, use of force which create suspense and keep the reader wondering if the character will succeed. The end of a story should show if the character did /didn’t get what he wanted and if he did/didn’t like it. When conferencing with a child whose story does not make sense, the number one question to ask is “What does your character want?” Until the child can answer this pivotal question, he should not continue writing. It is excellent practice to get in the habit of having your students always record the main character’s motive after the setting on story maps/outlines. Let us compare the simplest of picture books with a complex novel as an example. Pat Hutchins wrote the classic picture book Rosie’s Walk and J.R. Tolkien wrote the wonderful novel Lord of the Rings . As an illustration, let’s compare the largest motive of the protagonist and antagonist in each. In Rosie’s Walk , Rosie is a hen that wants to go for a walk. She gets what she wants and she likes it. She leaves her hen house, goes for a walk, and returns in time for dinner. The fox wants to eat Rosie, but does not get what he wants due to a series of accidents, and he doesn’t like it. This picture book is a journey circle story with a contest (predator and prey) subplot. In Lord of the Rings, Frodo leaves the Shire on a journey with the Ring. He wants to destroy the Ring, gets what he wants and likes it. At the end of the book he returns to the Shire. Sauron wants the ring, does not get what he wants, and does not like it (he is destroyed). This book is also a journey circle story with a contest (man Vs. man) subplot. While the novel, Lord of the Rings , has numerous subplots with varying motives, the overriding motives of the protagonists and antagonists in both books are somewhat similar. This ability to find and express the motives of the characters is a significant part of reading and writing successful fiction. Teaching motive can be illustrated with something children want. The next page shows a game that can be played to teach the various motives using candy. Start by asking one student what kind of candy he wants. Follow the six motives through from beginning to end using different kinds of candy.

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© JoAnne Moore, revised January 2021 www.books4results.com Children’s Motives Illustrated with Candy: 1. I want....but a: trick, disaster, act of god, use of force causes...eventually I get what I want. I like it.

M & M’s M & M’s M & M’s

2. I want...but..a: trick, disaster, act of god, use of force causes... eventually I get what I want. I don’t like it.

M & M’s M & M’s M & M’s

3. I want.... but..a: trick, disaster, act of god, use of force causes... and so I didn’t get what I want. I don’t like it.

M & M’s Skittles Skittles

4. I want....but..a: trick, disaster, act of god, use of force causes... and so I didn’t get what I want. I like it.

M & M’s Skittles Skittles

5. I have ______. I’m tired I get something new I want. but I don’t like it because a trick, disaster, . of it/don’t want it. I want something new. act of god, use of force causes______. Finally, I go back to ______.

M & M’s Skittles M & M’s

6. I have ______. I’m tired Eventually, I get something new I want. I like it.. of it/don’t want it. I want something new. but..a: trick, disaster, act of god, use of force causes some problems.

M & M’s Skittles Skittles 304 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

2. I want...but..a: trick, disaster, act of god, use of force causes... eventually I get what I want. I don’t like it.

3. I want.... but..a: trick, disaster, act of god, use of force causes... and so I didn’t get what I want. I don’t like it.

4. I want....but..a: trick, disaster, act of god, use of force causes... and so I didn’t get what I want. I like it.

6. I have ______. I’m tired Eventually, I get something new I want. I like it.. of it/don’t want it. I want something new. but..a: trick, disaster, act of god, use of force causes some problems.

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beliefs Student Difficulties:

wants/doesn’t want Motive: Story Plot: needs None Yes, but we don’t *physical know why the action *emotional is happening. *psychological Yes *Yes, but action *social doesn’t match the motive *Stories inference a character’s beliefs. *A story is formed out of what a character needs, Just for You by Mercer Mayer wants or doesn’t want. I wanted to______but a *trick I didn’t want______but a *disaster *The motive is what the character wants or needs. I needed______but a *act of god The need or want is complicated with a “but”. *use of force Some of the “buts” are” Dialogue Guidelines (thoughts or speech) *trick 1. Motive: To tell what the characters want, don’t *disaster want or need. *act of god 2. To tell how the characters plan to get what they *use of force want, don’t want, or need. 3. Express Strong Emotion. *A story doesn’t make sense when what the charac- 4. An invitation from one character to another in ter wants or needs is unknown to the reader. helping him get what he wants or needs. *A story makes no sense when the character’s actions don’t match his want or need.

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© JoAnne Moore, revised January 2021 www.books4results.com Motive is Directly Linked to the Story Plot Patterns (Story Problems) Motive establishes the “why” in a story. In choosing a plot pattern the student also chooses the motive. When the character or omniscient narrator tells you what the character thinks or says the reader learns why the character feels a certain way or why he will take a particular course of action. Motive is wrapped around what the character wants or doesn’t want. Dialogue as well as what the character thinks, are both used to build motive. 5. Circle Story (May have two motives because of subplot) 1. Copycat Story Journey I want to go to______. *I want to be your friend. Lost and Found Help! I’m lost and I want to get found! *I’m so curious I just have to try.... I lost my______and I want it *I want to learn how to______just like you. back! *Help! I’ve been framed for a crime I didn’t commit! Discontentment I want to be happy. I want to like myself. 2. Switch Story (May have two motives because of subplot) Run Away I’m leaving because I don’t want or *I want to switch______with you because..... like______. *Help! I got the wrong letter/bag/suitcase/painting/jewellery/purse etc. Dream I want to sleep because I’m so tired...... I want mine back. Time Travel I want to travel to.... Where am I going? 3. Contest Story Self Acceptance I like myself. I don’t like myself. I do *Man vs. Man I want to beat you. I’m better than you and I’ll like myself. prove it by..... *Predator vs. Prey I want to eat you. 6. Transformation Story (may have two motives because I want to trick you and get away. of subplot) *The Dare I dare you to..... *Man vs. Machine I want to beat you. Physical *Man vs. Evil I want to beat you. *I wish I could..... I want to learn how to/become...... *Man vs. Nature I want to stay alive. *Man vs. gods I want to beat you. Viewpoint *I believe.... My belief changed because.... 4. Stuck Story *I am ...... (fearful, worrier, messy, careless, stinky, crazy, *I want to get free! mean, unconfident, etc.) *Help! My______is stuck and I want it back! I changed and now I am....

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308 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Encounters show how two main characters meet in a story. They are usually one of the weakest parts of a child’s writing and end up sounding like, “Hi, how are you?” “Fine. How are you?” “Good. Let’s be friends.” “Okay.” Authors use sensory imagery (what is heard, felt, smelled, and seen) to create effective encounters and suspenseful ones between the protagonist and antagonist. The response of the protagonist/antagonist to the meeting is depicted with the “showing” technique (facial expressions, body language, speech, or actions). Creative meetings make the reader curious and interested in the characters.

Pay special attention in your reading lessons to the way authors create interesting encounters. Novels often spend an entire chapter on one meeting. In Pippi Longstocking , Astrid Lindgren has Tommy and Anika encounter Pippi when they see (sensory imagery) her walking backward around their street with one foot on the sidewalk and one foot in the gutter until she stops in front of Tommy and Anika’s gate. The children respond to her with silence, and at last Tommy asks her “Why did you walk backward?” Pippi’s response sets the tone for her bizarre behaviour. She says, “Why did I walk backward? Isn’t this a free country? Can’t a person walk any way he wants to?” Each time you come across a unique idea for how two characters meet, add it to the idea banks which follow. Don’t forget to also collect the dialogue which follows the meeting. Variations can be created on this dialogue as a class. The variations can be used to teach children how to dialogue with characters in an interesting fashion. In this example, what are all the ways that a character could move around a block that would get another character’s attention. What are all the things which could be said to that character? This kind of research should become a regular part of reading lesson discussions. It teaches a child how to research a book, make a di- rect connection for writing lessons, and have a bank of ideas which is endless.

This next section contains a collection of interesting ways for characters to meet, as well as some common pieces of dialogue that could be used in writing an encounter. Students could have a copy of page 310, 312, and 317-320 in a writer’s folder/duotang for reference when story mapping and story writing. Each child should have five interesting ways for characters to meet memorized if he/she is preparing for an exam.

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Heard *footsteps pound/thump/tiptoe/creep *door clicked/slammed/knocking/pounding *voice whistle/snarl/screech/squeal/holler/thunder/howl/wheezed/cried whisper/hiss/shriek/gasp/wheeze/greet/call/ring out/puff/blast/croaked *doorbell ring *phone ring *coughing *sneezing *sobbing/blubbering *Honk! nose blowing *whistling *Hurry up we’re late! *You’re late! I’ve been waiting half an hour for you. *Run for your life! *Halt stranger! Who said you could pass?

Smelled *striding passed a character you hold your nose and say “Whew! What stinks?” or “Mmm, mmm! What smells so good?”

Saw *two eyes staring/peeking/glowing from: between fence posts/bushes behind a garbage bin *a flash of colour *rustling in the trees *tears dripped/rolled/streamed/poured/welled/spilled/fell/watered *shadow flickered/stretched/covered/followed/grew/lengthened/loomed/ hovered/reached/tracked/crept/crawled/darkened/hung/faded/slipped

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Heard: Essential Dialogue: *Watch out! *Get out of the way! *Run for your life! Said Synonyms: hollered, shouted

*Bang! Thud! Thump! *flew, hurtled, tumbled, flattened Model: Jared saw a blur or red streaking Felt: pain - shot, flooded towards him. “Fore!” hollered a booming voice. Bang! Hurtling through the air, Essential Dialogue: Jared landed with a thump in a thorn *Help! bush. Pain flooded his right arm. *Yeouch! “Yeouch!” he squealed. “I thought *You klutz! you helped people—not hurt them. Said Synonyms: groaned, whined What’s with you, anyway?” “My cape is stuck on overdrive and Introduce the Motive next in dialogue: I can’t control it! What should I do?” * What does one of the characters need or want? whined Superguy.

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shadow- darkened/loomed/covered/flickered/stretched/hung/hovered/tracked/grew/ covered/enveloped/ followed/crept/shifted/emerged/ dwindled/lengthened/reached/melted tail - smacked/thrashed/swept/smacked/bristled/stood/rose

Main Character Heard: footsteps - echoed/pounded/slapped/shook/padded/thumped/crashed/ echoed/staggered/shuffled/limped/dragged/raced voice - screamed/shrieked/boomed/thundered/echoed/howled/yowled/ cackled/screeched/cried wings - flapped/drummed/smacked/swished/fluttered/flapped fire - snapped/crackled/hissed/popped/gasped/flickered/smoked/raced/ devoured/leaped/scorched/blistered door - slammed/creaked/clicked/pounded/banged/swung

Main Character Felt: heart - raced/pounded/hammered/knocked/tapped/thumped/stopped knees - trembled/knocked/locked/froze/clattered/buckled/ collapsed breath - sucked in/held/ face- turned/grew/became/went white/blue/green body - shook/trembled/froze/fled/whisked/melted/collapsed/fell/tripped/ turned/twisted/raced/darted/shrank/faced

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© JoAnne Moore, revised January 2021 www.books4results.com Suspense: Sensory Imagery Suspense: Sensory Imagery Saw: Model: eyes - glowed, flickered, flashed, locked Frank saw two eyes flickering in the darkness and a tiny shadow lurking in the cor- shadow - hovered, lurked, loomed, crept ner. Pounding, his heart raced while the colour drained from his face. The mouse was back. Heard: footsteps - rapped, padded, slapped voice - cackled, rasped, hissed, roared, raged

Felt:

Protagonist’s heart - raced, beat, knocked face- paled, drained knees - buckled, collapsed, quivered

Steps: 1. Introduce Protagonist. 2. Tell what protagonist sees (body or face parts only or shadow) and hears. 3. Show protagonist’s emotion (fear or otherwise). 4. Tell what he saw.

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© JoAnne Moore, revised January 2021 www.books4results.com Heard footsteps -pitter patter/pounding/thumping/quietly padding/ thundering/soft footsteps on the floor above voice -sang/twittered/scolded/whistled/snapped/snarled/ wild, fierce laugh/merry laugh/warm laugh rang out/ shrieked/screamed/cried/gasped/wheezed/sighed/ growled/cheered/roared/squealed/gibbered/croaked/ gasped/shuddered/rasped/panted/puffed/blasted/ choked/blubbered/sobbed/howled/called/shouted/ cried out/bellowed howling - legs kicking violently and screaming throat-cleared nose -blown/snored/sneezed door -slammed/banged/crashed/creaked/gasped/clicked knock/hammering/tap/pounding sounds- bells -jingled/rang/shook horn -honked/blared/beeped siren -blared/whined/screamed drums -boomed/rolled/called/boom-ba-boom arrows-whizzed/shot/careened car -skidded/screeched/screamed/sprayed gravel/ whizzed metal -clashed against metal/sickening crunch/thud/ clinked/grinding thunder-clap -clattered/boomed/echoed/resounded keys -jingled/clinked/jangled/clicked in the lock glass -smashed/shattered/tinkled noise -Thud! Bump! A...stood in front of....A great cracking/deafening noise ladder - banged against the window and a ...climbed up Predator wings - beat/flapped/fluttered/smacked tail -smacked/thrashed feet -thumped/pounded/padded/scattered sand breathed -heavily/sighed

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© JoAnne Moore, revised January 2021 www.books4results.com Saw eyes -flamed/flashed/glowed/glinted/gleamed/twinkled/ sparkled/winked/grew like saucers/glared/crinkled/ wept/tears trickled/poured/dripped/ran/coursed/ shone/gazed intently/solemnly/ eyebrows -twitched/raised/furrowed nose -twitched/flared/stuck it in the air ears -turned/grew/became scarlet/red/purple/pink smoke/steam poured/curled out feet -a pair of giant/enormous/tiny/delicate feet stood/ planted/ran/danced/plodded/tapped hair -bristled/stood on end/the colour of carrots/shining golden/bushy/two pigtails/pony tail bobbing/flying in the wind legs -a set of tree trunk legs planted/strode/approached/ bounded moved-walked/sauntered/approached/climbed/leaped/dove/ crept/crawled/hovered/tracked/pounced/hurried/ran/ shot like lightning/flashed/darted/dodged/scurried/ scrambled/bounded/flew like the wind shadow-flickered/stretched/covered/followed/grew/lengthened/ loomed/hovered/reached/tracked/crept/crawled/ darkened Animal/Predator wings - beat/flapped/fluttered/hung/covered/enveloped tail -drooped/dragged/wilted/corkscrewed/bristled/ stood on end teeth -glistened/gleamed/spiked/snapped/bit/ mouth -widened Objects door -opened/flung/thrown open/clicked shut/ slammed light -flashed/stunned/blinded/glittered/gleamed/ shimmered/glimmered jets/wisps of smoke -curled/climbed/stretched/spread car -flashed/zipped/shot/sudden halt

Person - sleeping/snoring/curled up fast asleep/nodding off -entered the room -stared and smiled warmly -walking backwards -sitting on the gate/fence post/ladder Pet -escape/run away nose -stuck out the door

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© JoAnne Moore, revised January 2021 www.books4results.com Felt -tripped/fell over -crashed/bumped into/knocked head over heels or flat to the ground/feet kicked out from beneath/under -jumped on -stepped/sat on -flew into -dove on -shot of warm/hot breath/air -biting/stinging/freezing wind/gale -something tickle/nibble/nip ear -struck/hit/pounded by a heavy blow -earth shook/trembled/quaked/quivered -tap on the shoulder -pat/slap/whack on the back -hug/bear hug -gagged and bound/tied/fastened/held tight/gripped -yanked/pulled/tugged/dragged -splashed/spattered/sprayed with....gravel/sand/water/oil -caught/stuck/held fast/trapped by....

Smelled -delicious/sweet smell wafted/flooded/filled/enveloped/ rushed/rose -stench/foul odour/sweat/ sickening smell permeated/pervaded the air/room Dialogue for Encounters Share news Have you heard? Did you know? Invitation Would you come and...? Let’s go and..... Question Do you know how to...? Request Would you help me? Would you teach me? Observation Wow! That’s cool/difficult... Demand Would you quit the.... Hurry up or we’ll be late! Hurry up or we’ll never catch up with the others! If ______doesn’t hurry up he’ll miss seeing.. Complaint I’m so sick of... I wish you’d stop doing that! You’re late! Reaction Get out of my way! Watch where you’re going! Why did you do that?

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© JoAnne Moore, revised January 2021 www.books4results.com Ways to Say Hello * Hello,______! *Hi,______! *Good morning,______! *Good afternoon,______! *Good evening,______! *Good day,______! *Yo,______! *Greetings,______! *Salutations,______! *Howdy,______!

Ways to Say “Yes!” *Sure! *Okay, *Let’s, *I’ll give it a whirl! *I’ll try! *Cool! *Yup! *It looks safe enough. Why not? *I’ve never done it before, but I can learn, *Okey dokey! *I guess so... *Absolutely! *Certainly! *Yahoo! *Sweet!

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© JoAnne Moore, revised January 2021 www.books4results.com Ways to Ask for Help *Is anyone out there? I need help! *Would you______? *Could you______? *Please help me______. *Help! *How would you like to______? *Anyone want to______? *Do you want to______? *I need some help with______. Are you available? *Are you available to______? *Someone! Anyone! Help!

Ways to Say No

*No way! *Nada! *Not on your life! *No way Hosea! *You’ve got to be joking! *You’ve got to be kidding! *What made you think I’d ever do that? *You want me to do what? *Forget it! *Take a hike! *There’s the door! *What part of “no” didn’t you get, the “n” or the”o”?

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© JoAnne Moore, revised January 2021 www.books4results.com Share News *Did you hear about______? *I bet you didn’t know that... *Did you know ______? *Hey, did anyone tell you that______? *Pssst! Be quiet and listen up. *Promise you won’t tell a soul? *Cross your heart hope to die and then I’ll tell you. *Pinkie swear first and then I’ll tell you.

Angry *You turkey! *You dirty rotten cad! *You rascal! *How dare you! *How could you! *I can’t believe this! *What do you mean it was an accident? *Take a hike! *You insolent______! *Now, what will we do? *I don’t know what could be worse than this! *You two-faced jerk!

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*Ouch! *That hurt! *Watch where you’re going! *Why don’t you watch where you’re going? *What do you think I am—a leaning post? *What do you think I am—a door mat? *You clumsy oaf! *Get off me!

Response *Oops! *I’m so sorry! *Are you okay? *Are you all right? *It was an accident! *I tripped! *Why don’t you watch where you’re going? *You’re the one that’s in the way! *You’re the one who’s clumsy! *I’ll try to be more careful next time!

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Grades 2 and up

© JoAnne Moore, revised January 2021 www.books4results.com Overview of Story Writing: Plot and Language Development Reading Lessons: Develop Plot and Resolution Writing: Mini-Lessons to Develop Story Language

1. Choose a plot structure to be studied (copycat, 1. Five lessons to teach the “showing” of five differ- stuck, contest, circle, switch, transformation). I ent emotions using face parts plus verbs, body parts recommend using copycat, stuck or circle to begin plus verbs, synonyms for “said”, and verbs to show with, because they are easier. the actions of the character which match his emotion. 2. Read several picture books illustrating the chosen The five emotions are: happy, sad, angry, scared, plot structure and discuss the plot and resolution. shocked/upset/surprised. This is done by: using ex- 3. Collect ideas from the book’s structure which can amples from authors, webbing an emotion dictionary be used in new settings with new characters. e.g. a (face parts plus verbs, body parts plus verbs, syn- character gets stuck in a pipe could be used in a farm onyms for “said”, action words to illustrate the emo- setting and in a factory setting. tion), modelling three times how to use the nouns and 3. Using a story map, plan your own story using the verbs to create sentences, and then having students plot structure studied with a new setting and differ- use the dictionary to create their sentences which ent characters (copycat, stuck, contest, circle, show this emotion. The dictionaries are placed into a switch, transformation). duotang for future reference during story writing. 4. Have the students use their own story maps and e.g. Frank’s eyebrows lowered as steam began to rise plan their own stories using the plot structure studied from the back of his neck. “Get out of my office!” he with a new setting and different characters. thundered as he turned to chase the little mouse. 5. Try to do this four times. 2. Five lessons to teach synonyms for the word “went” and how to combine it with prepositional My Story Map My Story Map phrases. Process of teaching is outlined in number Choose: Choose: one. e.g. Charlie flew over the chimney, around the copycat copycat poplar tree, and through a cloud. Prepositional phrase stuck stuck dictionaries are placed in writing duotang. circle circle 3. Five lessons to teach settings using sensory imagery contest contest (what the character sees, hears, feels, smells, tastes) switch switch with a verb-based language. Process of teaching is transformation transformation outlined in number one. Sensory imagery setting dictionaries are placed in writing duotang. 4. Five lessons to teach encounters (meetings be- My Story Map My Story Map tween characters) using sensory imagery with a verb- Choose: Choose: based language. Process of teaching is outlined in copycat copycat number one. Sensory imagery encounter dictionary is stuck stuck placed in writing duotang. circle circle 5. Five lessons to teach suspenseful encounters using contest contest sensory imagery with a verb-based language. Process switch switch of teaching is outlined in number one. Sensory im- transformation transformation agery suspense dictionary is placed in writing duotang.

Story Writing Begins After Story Mapping and Mini-lessons on Story Language 1. Write a story project with your class from beginning to end based on the pattern you read about, mapped, and discussed. See project process outlined on page four or the books Copycat Story Writing or Circle Story Writing for an example of a story project to teach your students. If you have been to a follow-up writing workshop use this project with your class. These include: Matthew’s Dragon (circle story), This Can’t Be Happening At Macdonald Hall (contest story), Blue- berries for Sal (switch story), It’s not Easy Being a Bunny (circle story), and Chick and Duckling (copycat story). 2. Have students go back and choose one of their four story maps to turn into a story. First have them label the emotions on the map, the motive, choose an interesting encounter (meeting) for their characters, identify places the character “went” so they can substitute a synonym for “went” and incorporate prepositional phrases, and finally highlight the setting, and any places of suspense to remind themselves to use sensory imagery in these places. The goal is to learn the structure and apply it many times with new characters and settings using the story language techniques. The new settings and characters will allow a child to use one structure to write a story in any genre which will turn out differently each time because of the change in setting and characters. The language techniques free students to sound like an “author”. 3. Choose new plot structure and begin again. Review writing techniques with single lessons as time permits.

© JoAnne Moore, revised January 2021 www.books4results.com Long Range Plans for the Elementary Classroom (Grades 2 -6): Prior to Writing a Big Class Project: 1. Choose a plot structure to study. If you choose circle, switch or character transformation you must study two plots at the same time, because these all function with a subplot. The three basic stand alone stories or subplots are: copycat, stuck, and contest. Copycat functions in two ways: Protagonist meets another character and copies him/her twice with success, but the third time ends in disaster. Protagonist quits copying. The second way is when: Protagonist wants to acquire a skill the other character has. He makes three attempts to acquire the skill. The first and second attempts end in disaster and the third succeeds. The disasters for copycat may be when the character or an object of his gets stuck. Stuck plots happen when a character or an object of his gets stuck. This can happen by accident or deliberately when another character dislikes him. The plot functions around freeing the stuck person or object. Two solutions which fail, but the third succeeds. Contest has the most variations, because there are at least eight different motives. These include, but are not limited to: man vs. man, predator and prey, the dare stories, romance ( I will win your affections), man vs. himself, man vs. evil, man vs. the gods, man vs. nature. What makes a good contest story in many cases are the tricks (one character preventing another from winning through a trick), disasters (character has an accident) or acts of god (weather or magic).

2. Read many examples of this plot structure with your class (ten picture books). Collect ideas for: copying, reasons things get stuck, ways to get stuck and freed, tricks, disasters, and acts of god from contest stories, types of circles (dream, lost and found, self-acceptance, journey, time travel), types of transformation (physical transformation: like a caterpillar turning into a butterfly or character transformation: like a greedy king turning into a kind and generous king), types of switches (job, object, position, character).

3. Story map four times with your class prior to writing a large class project. Use the story maps in this book and have students story map their own story creation using the same plot structure (copycat, contest, stuck, circle, switch or transformation), but combining it with a new setting and different characters four different times. They will use the pattern you are studying until they begin to show a grasp of this pattern. Generating ideas and practice in the planning process is crucial for mastery. After mapping the plot structure four times, write a big story project using the chosen pattern(s). See the teaching process as outlined on page 324. The more practice a child receives with story mapping, the better they will become at planning and carrying out their ideas.

4. Teach your students the story language writing techniques they will need prior to writing your class story pattern project. These are listed beginning on page 325.

5. Write a class story project on the chosen pattern together. Use the step by step procedure shown on page 324.

6. Have students now write their own story using one of the story maps they created prior to the class project. Their story should be written in a verb-based vocabulary with: sensory imagery for the setting, “showing” for the emotions and motives of the characters, sensory imagery for the encounters, sensory imagery for suspense, synonyms for “went” combined with prepositional phrases. 323 © by J. Moore 2003 Do Not Reproduce

© JoAnne Moore, revised January 2021 www.books4results.com Creating Story Projects for the Classroom: Prior to Teaching a Big Project Teacher Completes Numbers One through Eight: 1. Choose Plot Structure. Choices or Combinations of: circle, copycat, contest, stuck, switch, and transformation.

2. Choose a simple book which exemplifies the plot structure.

3. Write the story in a new setting with different characters. Does it work in a new setting with different characters? Are there more possibilities for your students when you alter the setting and characters? Could you create it again with multiple settings?

4. If number three was a success, break your story model into two to four sentence segments.

5. Write a target sentence for each segment. Examples: Target one: Introduce your main character and the setting. (sensory imagery) Target two: Show the meeting between the main characters. (sensory imagery) Target three:Show the main character’s motive. (showing)

6. Teacher decides on the settings and character choices for students to choose from.

7. Teacher researches the setting and characters from other novels, picture books or encyclopaedias, history books, etc. Setting Research Example: time travel excerpts from time travel books to help you develop effective time travelling language and language to describe the world you enter, as well as to build background knowledge Character Research Example: Thomas Edison What did Thomas Edison do? invent, created a light bulb with electricity, etc.

8. Prior to the lesson being taught, the teacher webs the writing technique (showing, onomatopoeia, dialogue, sensory imagery, prepositional phrases along with synonyms for “went”) required for writing the target sentence from the beginning of the story to the end (see sample targets in number five).

9. The Writing Process (for Each Target Sentence of the Story) with Students: Research With the Class (as needed to write the target sentence or complete outline) Web (technique as required:sensory imagery and “showing” using verbs, prepositional phrases) Model (three times how to turn the sensory imagery or “showing” web into sentences) Write (students write between one and four sentences of their own stories using the language created in the web combined with their own characters) Share (students share what they have written with the class) Edit (students edit what has been written before going on to the next part of the story) Repeat Process for all target sentences until students’ stories are completed. Project books following the process described above include: Circle Story Writing with Results and Copycat Story Writing by J. Moore. There are also five workshops which follow the process described above.

© JoAnne Moore, revised January 2021 www.books4results.com Story Language Mini-Lessons (Teach 5 mini-writing lessons per concept) The mini-lessons are built by reading stories or portions of stories to find effective writing techniques, creating dictionary webs, teacher modelling the writing technique by using the language from the dictionary web, and ending with students writing paragraphs which use the language created in the dictionary web. 1. Present how to “show” Emotions (teach: angry, sad, happy, shocked/upset/surprised, scared) Verb-based description of face parts, body parts, synonyms for “said”, and actions of character. action words which reflect the emotion (e.g. charging down the street). (See Dynamite Story Dictionaries or Writing with Results ) a. Read a story illustrating the emotion. (e.g. The Toad Sleeps Over by Jon Bianchi) b. Dramatize the emotion and then web the “showing” technique as a dictionary for the chosen emotion. Remember, “showing” means: face parts and body parts plus verbs, synonyms for “said”, and actions of the character which reflect the emotion (e.g. charging down the street). (See Dynamite Story Dictionaries or Writing with Results ) c. Model three different ways to use the language created in the dictionary web by writing three different paragraphs. d. Students use the language to write a short paragraph (two to four sentences) which use the “showing” webbing/dictionary. e. Do this until students have learned how to “show” the five basic emotions needed for stories. f. On the third “showing” an emotion writing lesson introduce participial phrases to students. Look at the language webbed. A participial phrase is a sentence that begins with an “ing” verb. Because you have created a web full of verbs the child chooses two verbs for a body part, face part, or action (instead of one) when beginning a sentence with a participial phrase. See the example below: Sample Dictionary Webbing for Emotion of Anger Face eyes - flashed/glared/glowed/gleamed/glinted steam - poured/gushed/spewed/rose/flooded Body fists- clenched/pounded/drilled/thundered Said thundered/howled/roared/bellowed/snarled Actions chased/ran/corned/followed/charged

1st Example of how to Vary Sentence Structure by Writing a Sentence which Begins with a Participial Phrase: Clenching his fists, Jack drilled them on the table as his eyes flashed. Steam poured out his ears as he chased Janet down the hall. “You’ll pay for this!” he bellowed. 2nd Example of how to Vary Sentence Structure by Writing a Sentence which Begins with a Participial Phrase: Charging down the path, Jack chased the bear towards the creek. His eyes flashed as steam rose from his ears. 3rd Example of how to Vary Sentence Structure by Writing a Sentence which Begins with a Participial Phrase: Roaring at the giant, Jack snarled and his eyes glowed. Steam spewed from his ears as he cornered it at the end of the castle’s long hallway.

© JoAnne Moore, revised January 2021 www.books4results.com 2. In five mini-lessons present how to effectively write a sentence in which the character goes somewhere using prepositional phrases. In each lesson, have students write a sentence applying this strategy themselves. See exercise below taken from Smart Start Companion . a. Read a portion of a story which illustrates this. For example: Two so Small by Hazel Hutchins. b. Choose a clip art character. Dramatize and brainstorm synonyms for “went”. c. Introduce the prepositions and refer back to the book Two so Small by Hazel Hutchins. The prepositions are: about, above, across, after, along, among, around, as, at, before, behind, below, beside, between, by, down, for, from, in, inside, into, like, of, off, on, onto, out, outside, over, through, to, toward, under, underneath, until, up, upon, with, within. d. Present a sheet with the prepositions and pictures of nouns in the clip art character’s settings. e. Model three examples of how to combine a character with a synonym for “went”, three prepositions, and three nouns. See below for examples.

above across after around behind below beside between by down in inside into over through toward under underneath

Jungle

palm tree boa constrictor ant hill fence

giraffes cattails orchids path hollow log

Step 1: choose a word to substitute for “went” Step 2: circle a positional word and an object (see above) Step 3: circle another positional word and an object Step 4: circle a final positional word and object used to take your character where he wants to go. Synonyms for “went” and Prepositional Phrases Example One: The lion darted down the path, around a group of giraffes, and into the cattails. Example Two: The elephant lumbered over a hollow log, around a palm tree, and down the path. Example Three Starting with a Participial Phrase: Slithering under the fence, the boa constrictor slid over an ant hill, and between two palm trees.

© JoAnne Moore, revised January 2021 www.books4results.com 3. In five mini-lessons present how to effectively write a setting using sensory imagery (five senses). Make sure to include at least one indoor setting as they are much more difficult to generate verbs for. a. Read a portion of a story which illustrates sensory imagery. For example choose a setting from: Charlie and the Chocolate Factory by Roald Dahl. b. Choose a clip art picture or a calendar photo/painting of a setting. List the nouns in the setting and the actions they do (verbs). See Dynamite Story Dictionaries for thirty-six webbed sensory imagery settings. Simple example of how to web a kitchen setting using sensory imagery: Setting Sensory Imagery Dictionary for a Kitchen Saw: track lights - flooded/flickered/lit/glowed/shone/cast shadows curtains - framed/billowed/rustled/swayed sunlight - streamed/filtered/shone

Heard: kettle - hummed/whistled/steamed/sang clock - ticked/tocked furnace - hissed/kicked on or off/cut in or out/clunked c. Model how not to use the language first. Tell students you will glue two ideas together to form a single sentence using the glue words “as” or “and”.

Example of how not to use the language: You saw the curtains billow and the sunlight streaming through the windows. You heard the kettle whistle and the furnace kick on.

Ask students what the matter is with your example after you have written it. Then ask if it includes sensory imagery (it does). Next ask, how did “you” get in the story? All the “you’s” must be omitted. Begin with a character’s name to make it easier.

Example of how to use the language with a character: Karen saw the curtains billow as the sunlight streamed through the window. She heard the kettle whistle and the furnace kick on.

Example of how to use the language without a character: The curtains billowed and the sunlight streamed through the window. The kettle whistled and the furnace kicked on.

Example of how to use the language with a participial phrase and a character: Karen saw the curtains billow as the sunlight streamed through the window. Whistling, the kettle sang and the furnace kicked on.

Example of how to use the language with a participial phrase and no character: The curtains rustled as the sunlight poured through the window. Singing, the kettle whistled and the clock ticked quietly.

© JoAnne Moore, revised January 2021 www.books4results.com d. Next, have students use the webbed sensory imagery language you created together to write their own two to three sentence paragraphs. e. Repeat these steps with other settings four more times until students show a grasp of creating and using sensory imagery for their settings.

4. In five mini-lessons present how to effectively write an encounter (meeting between main characters) using sensory imagery (five senses). This is much harder than writing a setting. a. Read a portion of a story which illustrates sensory imagery in an encounter between characters. For example choose a meeting from: The Magician’s Nephew by C.S. Lewis. (e.g. Polly saw a boy’s head pop over the fence.) Don’t forget to collect the dialogue that follows the sensory imagery meetings as it can be used to model how characters speak to each other after meeting. b. Choose two character clip art pictures that could meet each other. Under the five senses categories list the interesting ways they could meet. Use sensory imagery meetings and dialogue collected from stories children have read or you have read to them. Dramatize these meetings. Examples:

Encounters using Sensory Imagery Felt *tripped over *collided/bumped/crashed/banged/flew into *stepped/stomped on Heard *footsteps pound/thump/tiptoe/creep/boom/crash *door clicked/slammed/knocking/pounding *coughing *sneezing *sobbing/blubbering *nose blowing *whistling *rustling/snort/howl/scream/shout/growl/roar *Hurry up we’re late! *You’re late! I’ve been waiting half an hour for you. *Run for your life! *Halt stranger! Who said you could pass? Smelled *striding passed a character you hold your nose and say “Whew! What stinks?” or “Mmm, mmm! What smells so good?” Saw *two eyes staring/peeking/glowing from: between fence posts/bushes/in the dark *character drop his personal belonging on the ground *a flash of colour *head popped over/around a fence/bush/car

© JoAnne Moore, revised January 2021 www.books4results.com c. Model ways that the two characters could meet. Example number one: Darting down the path, Bat smacked straight into Bear. Whack! “Yeouch!” hollered Bear rubbing his head. “You should watch where you’re going!” “You’re right!” agreed Bat, “I’m really sorry!”

Example number two: Bear lumbered down the path, around two pine trees and headed deep into the forest. Shadows grew as the sun sank behind the hills. Suddenly, Bear saw two glowing eyes staring at him. “Wwwwhooo are you?” shook Bear. “I’m a bat,” squeaked the little creature.

Example number three: Bear rolled over and yawned in the dark. Moonlight streamed through the trees beside him when suddenly he heard a sharp shriek fill the air. Bear sat straight up and his fur bristled. “Who’s there?” he thundered. “It’s me, Batty!” called the little Bat. d. Have students use two characters (be sure to give them graphics) and show how they meet for the first time by dramatizing and then writing it down. Create five different lessons and have students write five different paragraphs using different characters each time to show a new way for them to meet.

Suspenseful Encounters using Sensory Imagery

5. In five mini-lessons present how to effectively write a suspenseful/scary meeting between characters using sensory imagery (five senses). a. Read a portion of a story which illustrates suspense using sensory imagery. For example choose a setting from: Lord of the Rings by J. R.R. Tolkien. b. List scary creatures/people that you might meet in a story: dragon, giant, wizard, witch, monster, alien, criminal. c. List body and face parts you might see and their scary verbs beside them. (see next page) d. List the body and face parts of the main character and the verbs beside them which show his fear. Next, choose a main character and a scary creature for him to meet. e. Model how to use the language with your students. Example one: Standing on the edge of the path, the knight sucked in his breath. High above him a shadow flickered and swept across his path. Suddenly, a branch burst into flames and plunged to the ground. The dragon had arrived.

Example two: Reaching the cliff, the knight’s heart hammered and his face turned pale as he peered over the edge. Two glowing eyes filled the darkness and shriek flooded his ears. The dragon soared over his head, above the nearest cloud, and back again. f. Have students choose a main character and a scary character. Have them dramatize their meeting and write it down in a paragraph using the language from the suspense dictionary (page ten).

1. “Showing” Exercises Writing with Results by J. Moore Dynamite Story Dictionaries by J. Moore Smart Start Companion by J. Moore 2. Sensory Imagery Exercises Dynamite Story Dictionaries by J. Moore 3. Prepositional Phrase Exercises Smart Start Companion by J. Moore 4. Story Projects Writing with Results by J. Moore Circle Story Writing with Results by J. Moore Copycat Story Writing by J. Moore

Workshop Story Projects include: Switch Story Project Contest Story Project Stuck Story Project Time Travel Circle Story Project Journey Circle Story Project

Phone: 403-271-9085Fax: 403-278-1160 web site: books4results.com

Verbs Showing Sensory Imagery

331 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 1. Verbs and Movie Making Writing that lives is like a movie. It is a moving picture which engages the reader. The only part of speech which moves is a verb. When we focus on adjectives writing may be descriptive, but it doesn’t create movies in the mind of the reader the way vivid verbs do. See the illustration below.

Most children come to school with a wide range of adjectives. This is due to the fact that preschools as well as television programming are geared to teaching mastery of adjectives. Basic concepts covered include (but are not limited to): colours, shapes, numbers, and sizes. All of these are adjectives. While television is a moving picture depicting verbs, it is not a medium being used on the whole to expand a child’s verb vocabulary. In writing fiction, poetry, and non-ficion the verb has become the tool of our times. It creates action-packed writing which is fluent, exciting, and not wordy. Teachers who take the time to build a verb vocabulary will see an improve- ment in reading comprehension as children begin to understand the action of the story, as well as wonderful progress in their written work. It is significant to note that Paulette Bourgeois, famous for her Franklin books, spends one afternoon writing her stories and three months searching for verbs to make her stories come alive. All the language described in this section is based on widening that verb vocabulary. The book Dynamite Story Dictionaries is full of story writing verb dictionaries for children.

Telling (focus on adjectives) Tom, a middle aged man, was reading in the paper when he discovered his lovely wife had put their yellow house up for sale without telling him! He was very angry and yelled at her. Showing (focus on verbs) Tom’s hair stood on end. His eyes bugged out and his chin dropped. The more he read the more purple his face got . Soon his hands were shaking . “Julie!” he thundered , “You put our house up for sale?”

*Note: Verbs are used as often as possible in the webbing of lessons.

332 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 2. Showing vs. Telling a. Emotions Writers never state the emotions characters experience. Instead they create a movie in the mind of the reader by using verbs to describe their facial expressions, body language, speech/thoughts, and actions.

Show Emotions by Describing: Facial Expressions: forehead, eyebrows, eyes, ears, nose, mouth, chin

Body Language: position/movement of head, shoulders, back, arm, hands, legs, feet

Speech/Thoughts: *what the character wants, doesn’t want or needs *manner in which it is said or thought Actions: what the character does to get what he wants or needs

Example of Anger: Frank’s eyes bulged and the veins in his forehead pulsed. He hunched his shoulders and stomped towards me. *Note: It is not necessary to describe all four aspects each time. Two aspects is usually enough to convey the emotion to the reader.

b. Motives Writers never state a character’s motive. Instead they show the motive by using verbs to describe their facial expressions, body language, speech/ thoughts, and actions. Motive is what the character wants, doesn’t want or needs. Show Motives by Describing: Facial Expressions: forehead, eyebrows, eyes, ears, nose, mouth, chin

Body Language: position/movement of head, shoulders, back, arm, hands, legs, feet

*Speech/Thoughts are a MUST: what the character wants, doesn’t want or needs

Actions: what the character does to get what he wants or needs 333 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Questioning Techniques for Webbing Emotions or Motives Showing is used to write about a character’s emotions or motives. The reader infers the emotions or motives based on these descriptions. To generate this type of webbing with students ask the following questions:

Explanation of how to web an emotion/motive (Anger):

a. Facial Expressions: Question: What would his eyes/eyebrows/mouth/chin do? Webbing: eyes - glared/glittered/stared Pattern of Webbing: noun - verb/verb/verb

b. Body Language: Question: What would his shoulders/arms/hands/legs/feet do? Webbing: fists - shook/clenched/pounded Pattern of Webbing: noun - verb/verb/verb

c. Speech/Thoughts: Questions: What would he say or think? How would he say it? Webbing “I’ll get you!” thundered/shouted/bellowed Pattern of Webbing: phrases followed by verbs

d. Actions: Question: What would he do? Webbing: John - chased/followed/pursued Pattern of Webbing: noun -verb/verb/verb

Chalkboard might look like this: face eyes - glared/glittered/stared

body fists - shook/clenched/pounded

speech “I’ll get you!” thundered/shouted/bellowed

actions John - trailed/followed/pursued

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© JoAnne Moore, revised January 2021 www.books4results.com 3. Sensory Imagery Sensory Imagery is a writing technique based on the five senses. By using verbs to describe what is seen, heard, felt, smelled, and tasted in certain situations the reader is drawn into the story. a. Setting Using sensory imagery in the setting helps the reader to feel transported into the place where the story takes place.

1. What did you see? (one or two aspects) 2. What did you hear? 3. What did you feel? 4. What did you smell? 5. What did you taste?

Example of a Setting: Crunch! Crunch! Crunch! Joe’s boots broke the forest’s silence. A full moon peeked out from behind two clouds. Tree shadows licked the snow drifts in its shimmering light. Joe shivered as a cold gust of wind blew

b. New Experience Using sensory imagery when a character experiences something for the first time enables the reader to realistically identify with it.

1. What did you see? (one or two aspects) 2. What did you hear? 3. What did you feel? 4. What did you smell? 5. What did you taste?

Example of a New Experience: Bumpity, bump! Bumpity, bump! Sheila’s knees wobbled as she teetered down the sidewalk in her new skates.

335 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com c. Encounters (initial meetings between characters) By using sensory imagery the reader feels as though he is meeting the protagonist or antagonist for the first time. Suspense is created this way.

1. What did you see? (one or two aspects) 2. What did you hear? 3. What did you feel? 4. What did you smell? 5. What did you taste?

Example of an Encounter:

There was a cracking sound as the gigantic egg split in two. Tim’s eye’s widened and his chin dropped. Two gold-flecked eyes glittered at him in the dim light. A long spiked tail swished back and forth. A slight odour filled the room.

In summary: The second goal is for students to master the technique of showing. Therefore, the teaching will be based on learning to show emotions and motives by using verbs to describe: a. Facial Expressions b. Body Language c. Speech/Thoughts d. Actions and using sensory imagery to describe settings, encounters and new experiences: a. What was Seen b. What was Heard c. What was Felt d. What was Smelled e. What was Tasted In order to teach “movie making” the bulk of the vocabulary taught to students and generated by students will be based on verbs not adjectives, because verbs show movement.

336 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Questioning Techniques for Webbing Settings, Encounters, New Experiences Sensory Imagery is used for settings, encounters/meetings, and new experiences To generate this type of webbing with students ask the following questions:

1. What would you hear? What was it doing? What are other words that means the same? 2. What would you see? What was it doing? What are other words that means the same? 3. What would you feel? What was it doing? What are other words that means the same? 4. What are other words for smelled? What did they smell? 5. What are other words for tasted? What did they taste?

Chalkboard might look like this:

heard noun - verb/verb/ verb (pattern) lion - growled//roared/thundered (example)

saw noun - verb/verb/verb (pattern) trees - waved/rustled/swayed (example)

felt noun -verb/verb/verb (pattern) rain - splashed/dripped/fell (example)

smelled noun- verb/verb/verb (pattern) scent of flowers wafted/floated/drifted (example)

tasted noun-verb/verb/verb (pattern) flavour of berries exploded/ burst/ shot (example)

337 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

338 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Directions: 1. Choose a darker coloured poster board (blue, green, purple) for your background. 2. Cut out words “Sensory Imagery” and glue on contrasting neon poster board. Cut out with Fiskar scissors to edge the title and glue down at top of poster. 2. Cut out words “heard”, “saw”, “felt”, “smelled”, “tasted” and “onomatopoeia”. Glue down on contrasting neon poster board. Cut out to create a small border. Use Fiskar scissors for special effects if you like. 4. Colour, and cut out pictures of ear, eyes, hand, nose, and mouth. Cut out with scissors. Mount on contrasting background. Cut out leaving a small border around the edge. 5. Glue down in order: Picture Word

Sensory Imagery

heard onomatopoeia

saw

felt

smelled

tasted

setting suspense encounter new experiences

6. On the back of the poster write the places this technique is used: settings, suspense, encounters (meetings between characters), and new experiences.

339 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 340 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 341 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 342 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 343 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 344 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 345 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

Directions: 1. Choose a darker coloured poster board (blue, green, purple) for your background. 2. Cut out word “Showing” and glue on contrasting neon poster board. Cut out with Fiskar scissors to border the title and glue down at top of poster. 2. Cut out words “facial expressions”, “body language”, “speech”, “actions”, “onomatopoeia”. Glue down on contrasting neon poster board. Cut out leaving a border. Use Fiskar scissors for special effects if you like. 4. Colour, and cut out pictures of face, body, speech bubble, and character running. Glue down on contrasting background. Cut out with scissors leaving a small border around edge. 5. Glue down in order: Picture Word

Showing

facial expressions

body language

speech/thoughts

actions onomatopoeia

*emotions *motives

6. Cut out, glue down on contrasting paper, cut out with Fiskars the words “emotion” and “motive” at bottom of the page.

346 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 347 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 348 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 349 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 350 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 351 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com 352 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

353 © by J. Moore 2003 Permission granted for ONE classroom teacher to reproduce this page for ONE classroom of children. Reproduction outside of classroom use is prohibited.

© JoAnne Moore, revised January 2021 www.books4results.com Sequencing the Problem In story planning elementary children can usually choose a character and a setting with success. They may experience difficulty when asked to establish the main character’s motive (what he wants), create effective meetings between characters, choose a story problem and resolve it. Story mapping is a way to give children lots of experience in these areas without having to write a full length story. This activity can be incorporated regularly as part of your reading lessons. It covers all the parts of a story, story summarization, sequencing and synthesis. Once the children have chosen a story problem (copycat, stuck, contest) and decided how to resolve it, they face a second difficulty. Very few can list in point form the sequence of steps the character goes through in his/her problem. The best way to develop this ability is to model it and then have the children list and number the order of events in a story problem you give them. Once this is successful, follow it up by having them choose and use their own story problems. They should write a word/phrase/single sentence to describe each step. Next, they should look through the vocabulary dictionary (following this introduction) and choose one or more interesting action words to use with each step(where possible). Some examples are shown below. If regular practice in story mapping and sequencing the steps of the story problem occurs significant progress will be made. Sequencing the steps of the story problem should be done on the back of the story map. Steps to Copycat Problem: Racoon Vocabulary Chosen for problem: tries to hang upside down like a bat. Order of Events:

1. climbs 1. scrambles, ascends 2. hangs upside down 2. swung upside down 3. it works for a second 3. dangles 4. falls 4. plummets, plunges 5. hits ground 5. crashed, slammed

Steps to Stuck Problem: Princess Vocabulary Chosen for problem: turned into an eagle by a fairy Order of Events: 1. zapped by a fairy 1. enchanted 2. sees a prince fall into a river 2. prince topples, plunges 3. eagle pulls prince out by claws 3. eagle snatches, plucks 4. eagle is suddenly turned back into a 4. eagle fades and transforms princess 5. heart beats wildly with love 5. prince falls in love.

Steps to Contest Problem: Two boys Vocabulary Chosen for problem: have a race to see who is the fastest. Order of Events: 1. line up and start race 2. run 1. On your marks, set, go 3. antagonist steps on a wasps’ nest 2. darts, sprints, dashes 4. antagonist runs & jumps into a pond 3. stomps, trips, smashes 5. protagonist wins 4. storms, crashes, dove, leaped 5. crossed, cheered, defeated

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1. Climbed *climbed/crawled/mounted/ascended/scrambled/clambered

2. Jumped *leaped/sprang/pounced/dove/jumped/hopped

3. Swung *dangled/hung/hovered/swung/suspended

4. Made a Noise *grunted/snorted/rasped/oinked/clucked/howled/chirped/ squeaked/squealed/screeched/buzzed/hissed/trumpeted/roared/ shrieked/growled/sputtered/splattered/squawked/roared/thundered/ boomed/yelled

5. Sprayed *squirted/sprayed/splashed/splattered/fogged/clouded/doused/ hosed

6. Blew up *exploded/erupted/burst/ruptured/gushed

7. Squished *squished/squashed/flattened/squeezed/crushed/

8. Filled or covered *covered/plastered/coated/enveloped/flooded/burst/surrounded

9. Choked gasped/sputtered/spluttered/turned blue/drowning

10. Tried to swim thrashed/paddled/flopped/sank

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12. Pulled *tugged/pulled/yanked/grabbed/snatched/pried/jostled/ stretched/rattled/shook/plucked

13. Cried *cried/wept/sobbed/pouted tears rolled/trickled/dribbled/streamed

14. Bumped *hit/smacked/pounded/smashed/knocked/slammed/swatted banged/crashed/thudded

15. Fell *fell/plummeted/plunged/crashed/toppled/tumbled/tripped

16. Pushed shoved/pushed/thrust/forced/jammed/crammed/wedged

17. Flew soared/sailed/glided/winged/floated/hovered/dipped/darted/

18. Ate bit/chomped/chewed/gulped/sucked in/slurped/gnawed licked/sipped/tasted/tried/sampled

20. Collected gathered/found/searched/located

21. Dug shovelled/scratched/clawed/pawed/unearthed/delved

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23. Threw tossed/chucked/hurled/fired/hurtled/pitched/flung/cast/ projected

25. Caught snagged/grabbed/snatched/hooked/surprised/detected/snared/ trapped/captured/arrested/apprehended/surrounded

26. Joked jested/clowned/punned/gagged/wisecracked

27. Disappeared vanished/faded/dipped below/slipped away

28. Suddenly all at once/at that very moment/in a flash/instantly

29. Ran On your marks, get set, go!/raced/sprinted/dashed/zoomed/ zipped/tore/whizzed/flew/soared/hightailed it/sped/stormed

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1. Bumped *hit/smacked/pounded/smashed/knocked/slammed/swatted banged/crashed/thudded

2. Fell *fell/plummeted/plunged/crashed/toppled/tumbled/tripped

3. Stuck jammed/clogged/plugged/caught/hooked/latched/snagged wedged/blocked/crammed/glued/cemented

4. Caught snagged/grabbed/snatched/hooked/surprised/detected/snared/ trapped/captured/arrested/apprehended/surrounded

5. Pulled tugged/pulled/yanked/grabbed/snatched/pried/jostled/ stretched/rattled/shook

6. Freed rescued/liberated/delivered/saved/reclaimed/recovered/helped lifted/raised/cracked/broke/shattered/sawed through/destroyed/ melted/froze

7. Saw spied/scouted/peeked/sneaked/snuck/glanced/uncovered/ discovered/detected

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1. Fought squabbled/quarrelled/bickered/wrangled/spat/disputed/argued competed/battled/skirmished/brushed/encountered/engaged

2. Tricked deceived/fooled/duped

3. Challenged challenged/dared/defied/engaged

4. Defended protected/guarded/warded/shielded/preserved/resisted/stuck up for/ fended off/stood ground/held

5. Lost defeated/gave in/gave up/failed/toiled in vain/missed/blundered/misfired/ backfired/aborted/faltered/floundered/

6. Won defeated/thwarted/foiled/outwitted/routed/conquered/overcame/beat/ vanquished/subdued

7. Cheered hooted/roared/bellowed/howled/cried/thundered/whistled stomped/clapped/waved

8. Booed hissed/wept/jeered/sneered/scoffed/ridiculed/mocked/taunted/ gibed/belittled/

9. Envied/resented/distrusted/resented

10. Frightened/Scared shook/jumped/shuddered/trembled/shivered/froze/fainted

11. Ran On your marks, get set, go!/raced/sprinted/dashed/zoomed/zipped/tore/ whizzed/flew/soared/hightailed it/sped/stormed

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© JoAnne Moore, revised January 2021 www.books4results.com Dictionary for Possible Acts of God & Magic 1. Lightning flashed/lit up/zigzagged/criss-crossed/filled/struck/hit/smashed/ licked/fired/forked/flared/blazed/streaked

2. Thunder cracked/roared/snapped/boomed/echoed/rolled/rumbled/ boomed

3. Fire leaped/licked/climbed/consumed/roared/snapped/crackled/ popped/flared/blazed/smoked/rose/charred/

4. Tornado/Hurricane blew/gusted/hurled/tossed/pitched/flung/cast/slammed/battered/lifted/raised/twisted/turned/spun/whirled/reeled

5. Blizzard covered/enveloped/whirled/twirled/blotted/buried/stormed

6. Wind howled/whistled/called/whispered/rustled/danced/thundered/ roared/nipped/stung/bit/ruffled/lifted/flung/raised/spun/whirled

7. Waves lapped/dipped/slapped/rocked/rolled/thundered/hammered/ roared/buried/whirled/danced/pitched/flung/cast/slammed/ battered/hurled/hurtled

8. Sun burned/scorched/beat/roasted/parched/shrivelled/withered

9. Magic/Spell/Enchantment/Curse zapped/enchanted/cursed/bewitched/cast/hurled/flung/ turned/changed/transformed/transfigured/switched/divined/ hexed/conjured/charmed/waved/rubbed/shook/rattled

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© JoAnne Moore, revised January 2021 www.books4results.com Student’s Research Process: 1. Protagonist(s) & Antagonist *setting (build a word web using sensory imagery language technique) *occupation (e.g. student, super hero, animal’s habits, etc.) *eating habits (if unusual or an animal character) *sleeping habits (if unusual or an animal character) *unusual qualities *best friend *enemies *time period (history, society, religion, arts, government/rulers) *synonyms for “said” (if character is human, collect adverbs to accompany the word “said”) e.g. Isaac said quietly/loudly/angrily/quickly *synonyms for “went” *interesting encounters between: main characters, protagonist and antagonist, and suspenseful scenes (build a word web using sensory imagery language technique) 2. Protagonist’s Motive (must match the plot structure) Choose one: *wants (e.g. an adventure) *doesn’t want (e.g. to do chores) *needs: *social need (e.g. friend) *emotional need (e.g. love) *physical (e.g. shelter) *psychological ( e.g. acceptance)

3. Story Complications for the Motive(s) Character wants/doesn’t want/needs______but (is the complication).... Choose one or more “buts” from the list below or add your own: tricks -lies, booby traps, pit one foe against another, delay, disguise, riddle, detour, distraction, appeal to pride and wear out opponent disasters -accident, wreck/break/destroy something, get yourself or an object stuck, get hurt, get embarrassed when nothing happens, get embarrassed when the wrong thing happens, late, misunderstand what to do (Amelia Bedelia), losing important item act of god - weather (lightning bolt, torndao, hurricane, blizzard, fire) -magic use of force -physical or political (bully, predator, job threatened, union)

4. List Emotions Caused by Story Complications: Build a word web using the “Showing” Language Technique for each emotion: *face parts plus verbs *body parts plus verbs *speech/thoughts *actions

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© JoAnne Moore, revised January 2021 www.books4results.com 5. Plot Structure(s) and Motive(s) Must Match Choose at least one: Stand Alone Story Plots are Essential: *copycat *disaster, disaster, success *success, success, disaster *stuck (object or character physically stuck by disaster or by force) *contest *predator and prey *man Vs. man *man Vs. nature *man Vs. machine *man Vs. himself (temptation stories) *man Vs. God *man Vs. the gods *man Vs. evil *the dare stories *physical transformation (physical changes of growth and development in characters , animals or the world) Story Frame Plots are Optional: (If you choose a frame story plot you must choose at least one subplot from the list above to put inside the story frame) *Circle *time travel *lost and found *journey *entering other worlds *dream *self acceptance *Switch *character *object *position *roles *places *ages *behaviour *jobs *Transformation *Linear Journey to transform Character *Character Qualities (e.g. greedy to generous) 6. Story Resolution *The Story is resolved by showing if the protagonist gets what he wants, doesn’t want or needs. It may also be resolved by showing that his motive has changed. 7. Story Map Based on the plot structure chosen, use the matching story map and plan your story. Include: protagonist(s), antagonist(s), setting, motive(s), enounter(s), complications (tricks, disasters, acts of god, use of physical or political force), and a resolution to the motive and plot structure.

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© JoAnne Moore, revised January 2021 www.books4results.com Cool Strategies for the Writing Process: 1. Sentence Starters: -pluralized nouns (e.g. mountains, stars) -prepositions (e.g. over, under, around) -”ing” words (participials) -”ly” words (adverbs)

2. Synonyms for “Suddenly” *At that instant *Before he could blink/move.. *Instantly *Out of the blue... *At that moment/second *From..above/below/ *All of a sudden inside/beneath/deep in *In the twinkle of an eye *All at once... *In a flash... *As quick as lightning the...

3. Sensory imagery for settings, encounters, suspense:

Settings: saw: noun plus verbs (sun blazed/shone/beamed) heard: noun plus verbs (crickets clicked/chirped/sang) felt: noun plus verbs (wind whispered/ruffled/rustled)

Encounters (how characters meet): saw: noun plus verbs (a furry head pop over a fence) heard: noun plus verbs (whistling) felt: noun plus verbs (tap on shoulder) smell/scent of: gum wafted/filled/flooded (nouns plus verbs)

Suspense: Introduce protagonist: e.g. The knight stood at the edge of the forest. Tell what he saw/heard/smelled plus verbs saw: two eyes gleamed (face or body parts only) heard: evil voice cackled smell/scent of: flesh rotting flooded his nostrils “Show” how he felt using nouns plus verbs: heart: pounded face: paled knees: knocked Tell what he encountered. e.g. The dragon had arrived.

4. Motive After the encounter introduce the motive. Express what the main character wants, doesn’t want or needs. (e.g. Help! The dragon is coming!)

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© JoAnne Moore, revised January 2021 www.books4results.com 5. “Showing” Technique for Emotions and Motives: e.g. Emotion: Sad Face parts plus verbs: e.g. tears: welled, poured, dripped, pooled head: hung, drooped, sagged Body parts plus verbs: e.g. shoulders: slumped, shook, trembled feet: dragged, trudged, plodded Speech/Thoughts plus synonyms for “said”: e.g. How could she have ruined my picture? sobbed, wept, cried Actions: e.g. headed home

6. Prior to writing the story, sequence the Order of Events for the tricks, disasters, acts of god, use of force. e.g. act of god: caught in a storm Sequence Example for being caught in a storm: 1. Sky grew black. 2. Forest becomes still. 3. Lightning flashes and thunder rumbles. 4. Large drops fall to the ground. Skies open to let out a torrent of water. 5. Character soaked to the skin. 6. Character takes cover under a pine tree where he comes face to face with a cougar.

7. Flashback Beginning a story at an exciting part to grab the reader’s attention, and then flashing back to the start of the story to explain how this exciting event came to be.

8. Spice up your Writing with: *Similes a comparison between two things using the words “like” or “as” e.g. The cougar shot like lightning across the rocks. *Metaphors giving a human the qualities of a thing or object without the use of the words “like” or “as” e.g. Old man winter marched across the land whistling the North wind to his side. *Personification giving an object or thing the qualities of a human *Symbols People, Names, Objects which represent something else in the story. This technique will add mystery to your writing and make the reader curious. *Foreshadowing Use weather, names, objects, sinister characters to foreshadow coming events and set the mood. *Interweaving Stories Show how characters in different generations or settings have their lives or motives tied together.

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Australian Animal Graphics page 367 Pet Graphics page 438

Dinosaur Graphics page 370 Predator Graphics page 442

Fairy tale Graphics page 374 Sports Graphics page 447

Farm Graphics page 382

Forest Graphics page 391

Hutterite Graphics page 398

Insect Graphics page 402

Jungle Graphics page 407

Miscellaneous Graphics page 411

First Nations’ Graphics page 419

Ocean Graphics page 424

People Graphics page 429

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