Raspen - VRC Extensions Part 3

VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen
Martina, the Beautiful Cockroach

by Carmen Agra Deedy
The books official website: http://www.beautifulmartina.com/
Some of the activities have been included below, including carmen_says, cockroach_info,
martina_book, Spanish_words. There are others at the above website.
DISCUSSION QUESTIONS:
1) Martinas grandmother gives her some good advice when she is 21 days old. What kind of
advice has your grandmother given you?
2) What do you think of Don Gallo, the rooster? Don Cerdo, the pig? Don Lagarto, the lizard?
Would you marry any of them if you were Martina? Why or why not?
3) How would you react if someone poured coffee on your shoes?
4) Do you think a mouse would make a good husband for a cockroach? Why or why not?
5) Why does Martina choose to marry the mouse? Who would you have chosen to marry?
Why?
The pdf document from the California Young Readers Medal includes some great activities to
use with this book.
The Scholastic Printables site has a couple of pages on this book. The pages that have been
included below are a free download; you dont have to log in to access these pages.
The generic folktale worksheet could be used as a writing activity with this book.
Two different readers theatre scripts are included:
http://www.californiayoungreadermedal.org/2010_2011_3PrimaryReadersTheater.pdf
http://www.thebestclass.org/rtscripts.html
*Character Traits Activitysee below for the entire lesson and writing activity from Carol
Hugar, a librarian in Stafford County Public Schools.
Discuss the Belpre Award with the students. The award is named after Pura Belpr, the first
Latina librarian at the New York Public Library. The Pura Belpr Award, established in 1996, is
presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms,
and celebrates the Latino cultural experience in an outstanding work of literature for children
and youth. (www.ala.org)
*reprinted here with the authors permission.
Martina the Beautiful Cockroach:

A Cuban Folktale
by Carmen Deedy
illustrated by Michael Austin
Synopsis
Martina the beautiful cockroach doesnt know beans about love and marriage. Thats
where her Cuban family comes in. While some of the Cucarachas offer her gifts to make
her more attractive, only Abuela, her grandmother, gives her something useful: un consejo
increble, some shocking advice. You want me to do WHAT?
At first, Martina is skeptical of her Abuelas suggestion, but when suitor after suitor fails
The Coffee Test, she wonders if a little green cockroach can ever find true love. Soon, only
the gardener Perez, a tiny brown mouse is left. But what will happen when Martina offers
him caf cubano?
Hooks
Cockroaches have a terrible reputation, but as you read this and see the wonderful
illustrations you may have a different feeling toward them. Many cultures have
folktales that are a family tradition. Can you tell one that your family often shares?
Look at the illustrations. What do they tell you about the culture of the town where
Martina lives. Do you have any clues that help you?
CYRM Resource Guide 2010-11
Martina the Beautiful Cockroach
Martina the Beautiful Cockroach:

A Cuban Folktale
Meet the AuthorCarmen Agra Deedy

Carmen Agra Deedy has been writing and traveling around the world telling stories for
almost twenty years. Her books, including Agathas Feather Bed, The Library Dragon, and
The Yellow Star received numerous awards and honors. Carmen has performed in many
prestigious venues, but her favorite audience continues to be children. Born in Havana,
Cuba, she drew on her love of Cuban folklore to create Martina, the Beautiful Cockroach.
Meet the Illustrator Michael Austin
Michael Austin has illustrated a number of books, including 13 Monsters Who should Be
Avoided, and Railroad John and the Red Rock Run. Artwork from Late For School, and The
Horned Toad Prince was selected for the Annual Exhibition of the Society of Illustrators in
2000 and 2004, respectively. A graduate of the University of Southern Mississippi, Austin
lives with his wife in Georgia.
Connections for Martina the Beautiful
Cockroach
Cuban Tales
Belpre, Pura. Perez and Martina: A Puerto Rican Folktale. Illustrated by Carlos
Sanchez. Penguin Group USA, 2004.
Gonzalez, Lucia M. and Lulu Delacre. The Bossy Gallito / El Gallo de Bodas:
A Traditional Cuban Folktale. Scholastic, 1999.
Gonzalez, Lucia M. and Lulu Delacre. The Storyteller's Candle / La velita de los cuentos.
Children's Book Press; Bilingual edition, 2008.
Montes, Marisa. Juan Bobo Goes to Work : A Puerto Rican Folk Tale. Illustrated by Joe
Cepeda. HarperCollins, 2000.
Pitre, Felix. Paco and the Witch : A Puerto Rican Folktale. Illustrated by Christy Hale.
Lodestar, 1995.
Sacre, Antonio and Alfredo Aguirre. The Barking Mouse. Albert Whitman &
Company, 2003.
Folktale Collections
Bernier-Grand, Carmen T. Juan Bobo : Four Folktales from Puerto Rico. Illustrated by
Ernesto Ramos Nieves. HarperCollins, 1995.
Campoy, F. Isabel, and Alma Flor Ada. Tales our Abuelitas Told : A Hispanic Folktale
Collection. Illustrated by Felipe Davalos. Atheneum Books for Young Readers,
2006.
Gonzalez, Lucia M. and Lulu Delacre. Seor Cats Romance and Other Favorite Stories
of Latin America. Scholastic, 2001.
Hayes, Joe. Dance, Nana, Dance = Baila, Nana, Baila : Cuban Folktales in English and
Spanish. Illustrated by Mauricio Trenard Sayago. Cinco Puntos Press, 2008.
Loya, Olga. Momentos Magicos : Tales from Latin America Told in English and Spanish.
Translated by Carmen Lizardi-Riveria. August House Publishers, 1997.
Storytime Theme for Martina the Beautiful
Cockroach
Read Aloud
Ada, Alma Flor and Isabel Campoy. Tales Our Abuelitas Told: A Hispanic Folktale
Collection. Illustrated by Felipe Davalos, Susan Guevara, Leyla Torres, and
Vivi Escriva. Atheneum, 2006. Grades 1 - 4. A collection of 12 folktales retold
by Ada and Campoy and illustrated by well-known Latino artists.
Cannon, Janelle. Crickwing. Harcourt, 2000. Gr.K-3. A lonely cockroach named
Crickwing has a creative idea that saves the day for the leaf-cutter ants when
their fierce forest enemies attach them.
Deedy, Carmen. The Library Dragon. Illustration by Michael P. White. Peachtree
Publishers, 1994. Gr. K-2. Miss Lotta Scales, a fire-breathing dragon, is the
new librarian at the school. She fiercely guards her new books. But then she
realizes the children dont necessarily damage books. So she warms up to the
kids and they warm up to her.
Garcia, Cristina. The Dog Who Loved the Moon. Illustrated by Sebastia Serra.
Atheneum, 2008. Gr. K-3. A warm portrayal of a lively, close-knit Cuban
community in a creative story filled with magic and folktale flavor.
McDonald, Megan. Insects Are My Life. Illustrated by Paul Brett Johnson. Orchard
Books, 1995. Gr. K-3. No one at home or school understands Amandas
devotions to insects until she meets Maggie.
Poetry
Rosen, Michael. Itsy-bitsy Beasties: Poems from Around the World. Illustrated by Alan
Baker. Carolrhoda Books, Inc., 1992. Gr. K 3. A collection of poems selected
by Rosen about many different kinds of bugs.
Storytime Theme for Martina the Beautiful
Cockroach
Song and Movement
Every Insect by Dorothy Aldis
Every insect (ant, fly, bee) (Touch fingers, 1, 2, 3)
Is divided into three. (Hold up 3 fingers)
One head, one chest, one stomach part. (Touch each part)
Some have brains. (Touch head)
All have a heart. (Place hand over heart)
Insects have no bones. (Flap arms loosely)
No noses. (Wiggle nose)
But with feelers they can smell. (Pointer fingers by side of head)
Dinner half a mile away. (Spread hands)
Can your nose do half as well? (Touch own nose)
Also youd be in a fix (Shake finger at a friend)
With all those legs to manage: (Shrug shoulders)
SIX ! (Show 6 with fingers)
Art Activity
Make a Litter Bug, using an egg carton section and junk. You will need egg carton
segments, glue and junk recycling material, twigs and other found objects, like plastic lids,
bottle caps, packing material, etc.
Use a single segment of an egg carton for the litter bugs body. Then the children
can get creative using discarded objects to make eyes, mouth, legs (all 6 of them), and other
body parts. Glue them onto the egg carton segment.
Center Activities for Martina the Beautiful
Cockroach
The following are integrated ideas for art, math, literature and social studies.
Literature Activities Folktales
This is a folktale from Cuba. Find some folktales from other countries.
Find some folktales from America.
Social Studies ActivitiesMap Skills
Locate the countries of origin for the folktales on a world map.

Locate Cuba on the map.
Find out about Cuba: size, climate, population, products, language, etc.
Social Studies Activity Customs
Find out about engagement customs in other countries.

Compare these customs with American traditions.
Language Activity Motives
Each suitor had a reason for wanting to marry Martina. What were their motives?
Don Gallo
______________________________________________________
Don Cerdo
______________________________________________________
Don Lagarto ______________________________________________________

the mouse
______________________________________________________
Cockroach
Language ActivitySpanish
What do these Spanish words from the story mean in English?

cucaracha _________________
increble ______________________
seora
_________________
frijoles
ta
_________________
el perico ______________________
una
_________________
peineta
______________________
mantilla
_________________
gallo
______________________
abuela
_________________
muchacha______________________
consejo
_________________
seor
______________________
cerdo
_________________
hola
______________________
seorita
_________________
caf
______________________
lagarto
_________________
cubano
______________________
adis
_________________
mi
______________________
_________________
amor
______________________
______________________
Writing ActivityDescription
Write a description of what you think an acceptable suitor would be like.
Cockroach
ScienceKWL Chart about Cockroaches
(K. What I Know; W. What I Want To Learn; L. What I Have Learned.)
Before doing research fill out the first two sections of the KWL Chart either as a whole
group or have students do it independently.
Cockroaches
What I know about
cockroaches:
What I want to know

about cockroaches:
What I have learned

about cockroaches:
After research go back to the KWL Chart and add facts learned about cockroaches.
Check out www.yucky.com for interesting cockroach facts and activities.
Math/Science ActivityInsects Graph
Make a class graph of favorite insects.
Writing ActivityReport Writing
Choose an insect to study. Write a report about your insect.
Art ActivityInsect Mural
Draw a picture of your favorite insect. Cut it out.

Make a class mural with everyones insects.
Cockroach
Science ActivityBody Parts
Label the body parts of the cockroach.
head
leg
thorax
eye
abdomen
wings
antenna
For more information, check out Martinas website at: www.beautifulmartina.com.
Cockroach
Math ActivityFamilies of Facts
Match the families of facts by drawing lines from the coffee spills to the right coffee cups.
7 + 2
4 + 1
1 + 4
5 - 4
5 - 1
2 + 7
9 - 2
9 - 7
6 + 2
8 - 6
3 + 4
4 + 3
7 - 3
7 - 4
8 - 2
2 + 6
Readers Theater
Martina the Beautiful

Cockroach:
A Cuban Folktale
retold by Carmen Deedy
illustrated by Michael Austin
(Arranged for Readers Theater by CYRM Committee Members, for classroom use only.)
Characters: Narrator 1
Abuela
Prez
Narrator 2
Narrator 3
Martina
Don Gallo
Don Lagarto
Narrator 4
Don Cerdo
Narrator 1:
Martina Josefina Catalina Cucaracha was a beautiful

cockroach.
Narrator 2:
She lived in a cozy street lamp in Old Havana with

her big, lovable family.
Narrator 3:
Now that Martina was 21 days old, she was ready to

give her leg in marriage. The Cucaracha household
was crawling with excitement! Every seora in the
family had something to offer.
Narrator 4:
Ta Cuca gave her una peineta, a seashell comb.
Narrator 1:
Mam gave her una mantilla, a lace shawl.
Narrator 2:
But Abuela, her Cuban grandmother, gave her un

consejo increble, some shocking advice.
Martina:
You want me to do WHAT?
Narrator 3: Martina was aghast.

Abuela:
You are a beautiful cockroach! Finding husbands to

choose from will be easypicking the right one could
be tricky.
Martina:
B-b-buthow will spilling COFFEE on a suitors

shoes help me find a good husband?
Abuela:
It will make him angry! Then youll know how he will

speak to you when he loses his temper. Trust me,
Martina. The Coffee Test never fails.
Martina:
Im not so sure.
Narrator 4: Meanwhile, Pap sent el perico, the parrot, to spread

the word.
Narrator 1: Soon all Havanafrom the busy sidewalks of El
Prado to El Morro castlewas abuzz with the news.
Narrator 2: Martina the beautiful cockroach was ready to choose
a husband.
Narrator 3: As was the custom, Martina would greet her suitors
from the balconyunder her familys many watchful
eyes.
Narrator 4: Daintily, she sat down
Narrator 1: and crossed her legs

Narrator 2: and crossed her legs
Narrator 3: and crossed her legs.
Narrator 4: She didnt have long to wait.
Narrator 1: Don Gallo, the rooster, strutted up first.
Narrator 2: Martina tried not to stare at his splendid shoes.
Narrator 3: Keeping one eye on his reflection, Don Gallo greeted
her with a sweeping bow.
Don Gallo: Caramba! You really are a beautiful cockroach. I
will look even more fabulous with you on my wing.
Narrator 4: With that, he leaned forward and crooned
Don Gallo: Martina
Josefina
Catalina
Cucaracha,
Beautiful muchacha,
Wont you be my wife?
Narrator 1: Martina hesitated only for an instant.
Martina:
Coffee, seor?
Narrator 2: Right on cue, Abuela appeared.

Narrator 3: With a quick glance at her grandmother, Martina

nervously splattered coffee onto the roosters
spotless shoes.
Martina:
Oh, my! Im all feelers today.
Don Gallo: Ki-ki-ri-kiiii! Clumsy cockroach! I will teach you

better manners when you are my wife.
Narrator 4: Martina was stunned. The Coffee Test had worked!
Martina:
A most humble offer, seor, but I cannot accept. You

are much too cocky for me.
Narrator 1: Don Cerdo, the pig, hoofed up next. His smell curled
the little hairs on Martinas legs.
Martina:
What an unimaginable scent! Is it some new pig

cologne?
Don Cerdo: Oh, no, seorita. Its the sweet aroma of my pigsty.
Rotten eggs! Turnip peels! Stinky cheese!
Narrator 2: Don Cerdo licked his chops and sang,
Don Cerdo: Martina
Josefina
Catalina
Cucaracha,
Beautiful muchacha,
Narrator 3: Martina had already left in search of coffee.

Narrator 4: She wasted no time with the pig. She spilled the
coffee onto his shoes.
Don Cerdo: Gronc! Gronc!
Narrator 1: squealed Don Cerdo as he dabbed at the coffee on his
shoes.
Don Cerdo: What a tragedy for my poor loafers!
Martina:
He really is quite a ham
Narrator 2: thought Martina.

Martina:
Calm yourself, seor. Ill clean them for you!
Don Cerdo: Ill say you will. When you are my wife, therell be
no end to cleaning up after me!
Narrator 3: Martina rolled her eyes in disbelief.
Martina:
A most charming offer, seor, but I must decline.

You are much too boorish for me.
Narrator 4: The Coffee Test had saved her from yet another
unsuitable suitor.
Narrator 1: The pig was scarcely out of sight when Don Lagarto,
the lizard, crept over the railing. His oily fingers
brushed the little cockroachs lovely mantilla.
Martina:
You shouldnt sneak up on a lady like that!
Don Lagarto: I dont sneak. I creep.

Narrator 2:
He circled Martina.
Narrator 3:
For some reason this fellow really bugged Martina.
Martina:
Ive had enough of creeps for one day. Adis.
Don Lagarto: But I need you! Wait!

Narrator 4:
The lizard fell on one scaly knee and warbled
Don Lagarto: Martina

Josefina
Catalina
Cucaracha,
Beautiful muchacha,
Martina:
Let me see if theres any coffee left.
Narrator 1:
This time she wasnt taking any chances. Martina

returned with TWO cups for the lizard. She spilled
it on his shoes.
Don Lagarto: Psssst! Psssst!

Narrator 2:
Don Lagarto was livid. He changed colors three

times before he finally found his true one.
Don Lagarto: And to think, I was going to eaterMARRY

you!
Narrator 3:
Martina stared at the lizard. You could have heard a

breadcrumb drop.
Martina:
Food for thought, seor, but I must refuse. You are

much too cold-blooded for me.
Narrator 4:
When her grandmother returned to collect the days

coffee cups, Martina was still fuming.
Martina:
Im going inside, Abuela.
Abuela:
So soon?
Martina:
S! Im afraid of whom I might meet next!
Narrator 1:
Abuela drew Martina to the railing and pointed to

the garden below.
Abuela:
What about him?
Narrator 2:
Martina looked down at the tiny brown mouse, and

her cockroach heart began to beat faster.
Narrator 3:
Ti-ki-tin, ti-ki-tan.
Martina:
Oh, Abuela, hes adorable. Where has he been?
Abuela:
Right here all along.
Martina:
What do I do?
Abuela:
Go talk to himand just be yourself.
Narrator 4: Martina handed Abuela her peineta and mantilla, then

scurried down to the garden. The mouse was waiting.
Narrator 1: Ti-ki-tin, ti-ki-tan.
Prez:
Hola, hello. My name is Prez.
Narrator 2: His voice was like warm honey.

Martina:
Hola. Im Martina
Prez:
the beautiful cockroach.
Martina:
You think Im beautiful?
Narrator 3: The little mouse turned pink under his fur.

Prez:
Well, my eyes are rather weak, but I have excellent

EARS. I know you are strong and good, Martina
Josefina Catalina Cucaracha.
Narrator 4: Then he squinted sweetly.

Prez:
Who cares if you are beautiful?
Narrator 1: TI-KI-TIN, TI-KI-TAN.

Abuela:
Martina-a-a-a-a-a! Dont forget the coffee!
Narrator 2: Martina didnt want to give the Coffee Test to Prez!

Abuela:
Martina Josefina Catalina Cucaracha!
Martina:
S, Abuela.
Narrator 3: Martina knew better than to argue with her Cuban

grandmother.
Narrator 4: With a heavy heart, she reached for the cup.
Narrator 1: But Prez got there first.
Narrator 2: Quick as a mouse, he splashed caf cubano onto
Martinas shoes.
Narrator 3: Now the coffee was on the other foot.
Narrator 4: Martina was too delighted to be angry. At last, shed
found her perfect match. But she had to ask
Martina:
How did you know about the Coffee Test?
Prez:
Well, mi amor, my love

I, too, have a Cuban grandmother.
VARC: Martina the Beautiful Cockroach

Grade Level: 3rd, 4th, and 5th
Book: Martina the Beautiful Cockroach by Carmen Agra Deedy
Objectives: Students will listen to Martina and pay particular attention to the characters and how
the authors word choices make the animals come alive with human characteristics. Students should
listen for strong verbs, descriptive adjectives, animal references, and jokes. Writing prompt: Working
with partners, students will have a chance to choose a new animal suitor and come up with some
appropriate (to that animal) good descriptive words.
SOL Correlation: Eng. 3.5, 3.9, 4.4, 4.7, 5.5, 5.8
Schedule: One 45 minute class plus time for check out.
Materials needed: Martina the Beautiful Cockroach by Carmen Agra Deedy
Lesson:
Pre-Reading Activity:
Show book cover and ask students if they know what a cockroach is. Ask kids if beautiful is a
word they would normally use to describe a cockroach. (Ask them for some good adjectives to
describe real cockroaches.)
Briefly review folktale
Talk about where Cuba is located on a map and what language is spoken there.
Read: Martina and as you read, discuss some of her suitors personalities.
Rooster strutted up too cocky
Pig hoofed up quite a ham too boorish for me
Lizard crept over the railing oily fingers the fellow really bugged her too cold-blooded for
me
Mouse Similes
his voice was like warm honey
quick as a mouse
After-Reading Activity: Lets pretend that Martina has some other animal suitors. What would
they be like? Think of an animal; what characteristics would you give that animal. Following
are some animal suggestions:
Fox
Owl
Horse
Snake
Weasel
Shark
Peacock
Eagle
Rat
Lesson developed by Carol Hugar (SCPS)
Name/names ___________________________________________________________________
Martinas new suitor is
Animal _________________________________________________________________________
Human characteristics _____________________________________________________________
_______________________________________________________________________________
Strong Verbs ____________________________________________________________________
_______________________________________________________________________________
Good Descriptive Adjectives ________________________________________________________
_______________________________________________________________________________
Other good phrases or similes_______________________________________________________
_______________________________________________________________________________
Name/names ___________________________________________________________________
Martinas new suitor is
Animal _________________________________________________________________________
Human characteristics _____________________________________________________________
_______________________________________________________________________________
Strong Verbs ____________________________________________________________________
_______________________________________________________________________________
Good Descriptive Adjectives ________________________________________________________
_______________________________________________________________________________
Other good phrases or similes_______________________________________________________
_______________________________________________________________________________
Folktale Worksheet
Title_____________________
Directions: Write your

answers in complete
sentences.
SettingTime and
Place
Plot and
Problem
Martina the Beautiful Cockroach: A Cuban

Folktale
By: Carmen Agra Deedy
Illustrated By: Michael Austin
Publisher: Peachtree Publishers
Copyright: 2007
Art Medium: Acrylic
Genre: Folk Literature
SUMMARY: In this humorous retelling of a Cuban folktale, a cockroach
interviews prospective husbands and tries to decide whom to marry.
BOOKTALK: Have you ever heard of the Coffee Test? What do you think that
might be? Let's read this book together and see how Martina uses the Coffee
Test. I wonder if any of our predictions will be correct?
AUTHOR:
Carmen Agra Deedy
Carmen Agra Deedy was born in Havana, Cuba. She and her family
moved to the United States in 1963 after the Cuban Revolution. She grew up in
Decatur, Georgia and now lives in Atlanta with her three daughters. She has
been writing and traveling around the world telling stories for almost twenty
years. To learn more about the author, visit her web site at
http://www.carmendeedy.com.
Other books written by the author include:
Agathas Feather Bed: Not Just Another Wild Goose Story
TreeMan
The Secret of Old Zeb
The Last Dance
The Library Dragon
The Yellow Star: The Legend of Christian X of Denmark
ILLUSTRATOR:
Michael Austin
Michael Austin is a graduate of the University of Southern Mississippi.
He lives in Georgia with his wife and sheep dog. Learn more about the author
at http://www.austinillustration.com.
Other books illustrated by the illustrator include:

The Horned Toad Prince
Late for School
Railroad John and the Red Rock Run
13 Monsters Who Should be Avoided
Late For School
Bats! Bats! Bats!
CHALLENGING WORDS (pronunciation, spelling, defining): Senora, tia, una
peineta, una mantilla, abuela, un consejo incredible, gallo, custom, reflection, un
perica
1. Explain what the Coffee Test is. Was it a good test for Martina to use in
the story?
2. Did the storys ending surprise you? Why or why not?
3. Has your grandmother ever given you good advice? What was it?
4. What is a suitor and why were they coming to see Martina?
5. Who finally passed the Coffee Test?
6. How were human items used to decorate Martinas house?
7. What new Spanish words did you learn in the story?
SUGGESTED ACTIVITIES:
Language Arts
When reading the story aloud, stop before the last page and have children
predict how the mouse knew about the coffee test.
Keep a list of all the Spanish words the author uses in the story and
discuss their meanings.
Science
Compare and contrast Martina with real cockroaches
Social Studies
Locate Cuba on a map or globe.
Share information about Cuban culture, foods, customs and history.
Life Skills: Resourcefulness, sense of humor, caring, truthfulness, and common
sense
INTERNET SITES:
Visit the author's web site at http://www.carmendeedy.com/.
Visit the illustrator's web site at http://www.austinillustration.com
Learn more about cockroaches at:
http://www.amentsoc.org/insects/fact-files/orders/blattodea.html
http://yucky.discovery.com/noflash/roaches/
Q & A with Carmen Agra Deedy
Readers and budding writers will get an inside peek into author Carmen Agra Deedy's approach to writing and storytelling. Carmen is a
familiar presence at the Library of Congress' National Book Festival (NBF) held in Washington D.C. Her recent Q & A for NBF's Young
Readers' Online Toolkit is below.
NBF: How did you begin to write Martina the Beautiful Cockroach?
Carmen: I've always loved the traditional version of this story. La Cucarachita Martina, or, Martina the Little Cock
roach, is the Cuban folk tale, which tells of a tiny cockroach who goes a-courtingor, more accurately
sits on her balcony to be a-courted. As enacted by my marvelous storytelling mother, Martina was a true
coquette, who drew many suitors before finding her perfect match. I loved the story so much that as soon
as it ended, I was already begging, "Otra vez!" Again!
NBF: What sparked your imagination?
Carmen: I was invited to speak to an assembly of Spanish-speaking children in North Georgia. Upon arriving at the
school, I was told that 95% of the school population did not speak fluent English. The teachers asked me
to tell a storyin Spanish. Although I'm bilingual, the repertoire of stories I've collected over the past
eighteen years(over 200 now) are primarily in English.
I decided one of those would have to do. I would translate the story to Spanish in my head, as I went along.
Then, before I could begin, an enormous insect flew across the gymnasium and over the heads of the
squealing children. It was a "palmetto bug." This is nothing more, nor less, than a deceptive southern
euphemism for a COCKROACH.
In the interest of science, I told the children this. They made dreadful noises of disgust. As our unwelcome
guest slipped away through an open air vent, I knew exactly which story I needed to tell: Martina.
I told it just as I remembered my mother telling it. Although I was speaking, it was Mami telling the story
complete with character voices, gestures, and sound effects. No sooner had I finished, than my young
audience was chanting, "Otra vez! Otra vez!" Again, indeed.
NBF: What challenges do you face in your writing process?
Carmen: The hardest part is making the time to write. Not finding the time to write, mind you. Making.
NBF: How do you overcome them?
Carmen: I've learned to seize the moments when they appear. I cannot always write at the same time, in the
same place. I work, travel, and have a vigorous family life. If I'm stranded in an airport lobbyI write.
If I have to wait in a doctor's officeI write. If I have a morning or evening to myselfI write. And
sometimes I just turn off the cell phone and leave town. Of course, then ... I don't always write.
NBF: What advice can you share with young students who hope to start writing?
Carmen: Read, read, read. Read GOOD books. You will strengthen your understanding of story. Your vocabulary
will be the richer for it. If you don't know where to start, ask your librarian for help finding books on
topics that interest or excite you. You're more likely to finish a book you enjoy, than one that is feels
like literary drudgery. Great writing and a killer story: that's what you're looking for.
NBF: Can you offer a fun writing topic to get them started?
Carmen: One morning, when you are at the breakfast table, your dog talks to you. No one else in the room
seems to hear him. It took all the telepathic energy he could muster to send you this one all-important
message: what does he say?
...
NBF: Whats on your list of favorite children's books?

Carmen: Eloise, Cloudy with a Chance of Meatballs, Tikki Tikki Tembo, Make Way for Duck
lings, Dr. DeSoto, Where the Wild Things Are, Alexander and the Terrible, Horrible,
No Good, Very Bad, Miss Rumphius, Miss Nelson in Missing, Bootsie Barker Bites, Strong
and Good, Lyle, Lyle, Crocodile, God Bless the Gargoyles, Don't Let the Pigeon Drive the Bus and
NBF: What advice can you give to aspiring storytellers?
Carmen: Listen.
If you thought illustrator Michael Austin made Martina green just for fun, think again! The Cuban cockroach is bright green and
can also be found right here in the United States. Here are some interesting facts about these colorful insects:
Panchlora nivea is the scientific name for the Cuban cockroach. Its also known as the green banana
cockroach, because of the belief that it came into the U.S. in shipments of bananas.
The name Panchlora comes from the Greek word pan, meaning all, and chloros, meaning green. You might
recognize chloros from the word chlorophyllthe green pigment in plants that helps them make food.
The full scientific classification for the Cuban cockroach is:

Kingdom: Animalia (Animals)
Phylum: Arthropoda (Arthropods)
Class: Insecta (Insects)
Order: Dictyoptera (Mantids and Cockroaches)
Family: Blaberidae
Genus: Panchlora
Species: nivea
The Cuban cockroach is in the Blaberidae family, which includes giant cockroaches. Other roaches in this family
include the Giant Cockroach and the Madagascar Hissing Cockroach.
Cuban cockroaches are native to Cuba, but are sometimes found in the lower United States, along the Gulf Coast
from Florida to central Texas. They prefer a subtropical or tropical climate.
Cuban cockroaches do not like to come indoors, preferring to live in woodpiles, thick vegetation, and the trunks
of palm and coconut trees. The young cockroaches are often found in leaf litter and debris.
Like other cockroaches, Cuban cockroaches develop in three stages: the egg, the nymph (the young insect), and the
adult. This life cycle is called incomplete metamorphosis, because the young do not change appearance
from nymph to adult or use a cocoon to mature.
Adult cockroaches love to climb and are very strong fliers. They range in length from three-quarters of an inch to
an inch.
Cuban cockroaches are attracted to light, so often they are found near sources of artificial light like street lights.
They are also nocturnalactive at night and rest during the daytime.
They range in length from three-quarters of an inch to an inch.
Like other cockroaches, Cuban cockroaches are scavengersanimals that feed on dead or decaying matter, like
rotting food, plants, dead animals. They will even eat soap and paper.
Cuban cockroaches are not considered pests, since they dont generally come into houses.
Though many people do not find most roaches very appealing, some keep them as pets! The Cuban cockroach is
valued as a pet for its beautiful bright green color.
Fold Second
fold first
Martina
the Cockroach
Level
F
About the Tale
Word Count
his enchanting Latin-American tale is as familiar to Puerto Rican and
Cuban youngsters as the Three Little Pigs is to American kids. And

its no surprise. After all, what child can resist the antics of a pesky insect?
In this humorous tale, a glamorous cockroach named Martina dabs on some
perfume, puts on a pretty dress, and waits patiently as an assortment of
noisy animals parade by to propose marriage. Who will win her hand? Why,
the dapper mouse, of course, because only he makes the perfect sound
Kiiiii, Kiiiii.
264
Vocabulary
cockroach, couple,
perfume, whistle
Supportive Features
repetitive, patterned text
Challenging Features
onomatopoeia, setting,
dialogue
Discussion Questions
1. Why does Martina decide to marry the mouse?
2. Do you think a mouse would make a good husband for a cockroach?
Comprehension
Use this book with the
Comprehension Quilt
on page 23.
Why or why not?
3. Do you think this story could happen in real life?
Why or why not?
Phonics
Notable Retellings
B La Cucaracha Martina by Daniel Moreton (Turtle Books, 1999). These
humorous and colorful illustrations are super eye-peeling!
B Perez and Martina by Pura Belpr (Penguin Books, 2004). Students

will delight in this detailed version translated from the work of Belpr, a
renowned South-American storyteller.
B Seor Cats Romance and Other Folk Stories From Latin America by
Lucia M. Gonzalez (Scholastic, 2001). This terrific collection includes a
charming version of Martina, illustrated by the great Lulu Delacre.
Companion Reproducible
Name ____
____
________
________
____
Martina love
s the soun
d that a mou
like? Fill in
se makes.
the poem
What anim
below. Then
al sound
draw a pictu
do you
re to go with
The sou
it.
nd of a
_________
_________
_________
Makes me
_______
(animal)
want to
cheer!
Because
it goes
_________
_________
_________
Which is
(sou
____
nd it make
music to
s)
my ears!
44
Folk &
Fairy Tale
Easy Reade
rs
Using the text on page 7,

model reading sentences
with different punctuation.
Then have children chorally
read the story, paying
special attention
to punctuation.
Teaching
Distribute to each student a copy of the reproducible

on page 44. Then invite kids to complete the poem
to tell what animal sound they like best, and draw a
companion picture.
Writing
Ask children to create a
wedding invitation for
Martina and the mouse.
They can even include
a picture of the
happy couple.
Fluency
________
________
___
My Favorit
e Animal
Sound
Focus Skills: Critical and Creative Thinking, Making

Personal Connections, Writing
consonant blends and

digraphs (pretty, sweeping,
floor, dress, smelled, frog;
cockroach, while, should,
she, shoes, share, thank, then,
whistle)
Guide 44
43
Folk & Fairy Tale Easy Readers Teaching Guide Scholastic Teaching Resources
Name _______________________________________________
My Favorite Animal Sound

Martina loves the sound that a mouse makes. What animal sound do you
like? Fill in the poem below. Then draw a picture to go with it.
The sound of a __________________________________

(animal)
Makes me want to cheer!

Because it goes _______________________________
(sound it makes)
Which is music to my ears!
44
Folk & Fairy Tale Easy Readers Teaching Guide Scholastic Teaching Resources
Abuela
ah-BWAY-la
This word means Grandmother. Martina's Abuela plays an important role in the story.
How does she help Martina find a good husband?
adis
ah-dee-OSE
This is Spanish for good-bye."
mi amor
mee ah-MORE
This term of endearment translates into English as my love. Prez calls Martina his amor after she passes the Coffee Test.
caf cubano
kah-FEH coo-BAH-noe
Caf cubano means Cuban coffee. You can tell from the name that this drink comes from Cuba. Caf cubano is strong,
yet tasty. People drink it in the morning, after meals, and when they visit with friends. Martina does the polite thing by
offering her suitors caf cubano, but there's nothing polite about splashing it on their shoes!
Caramba!
kah-RAHM-bah
This word is an expression of surprise. In English, it might mean wow! or goodness! When you write an expression
like this in Spanish, you use two exclamation points: one upside-down at the beginning of the word, and one right-side-up
at the end. What effect do you think the extra exclamation point has? Does it make the expression more powerful?
un consejo increble
oon con-SEH-hoe een-creh-EE-bleh
Consejo means advice, and increble means incredible or shocking. What consejo increble does Abuela give to
Martina? Why is it so very increble?
Don Cerdo
don SEHR-doe
Don is a title for very important men. It is like Mr.in English, except Don shows even more respect and honor. Can you
believe Martina spilled coffee on Don Gallo, Don Cerdo and Don Lagarto? Now Abuela's advice seems even more
shocking! Cerdo, as you may have guessed, is the Spanish word for pig. No wonder Don Cerdo is so sloppy!
Don Gallo
don GUY-yoe
Gallo is the Spanish word for rooster.
How do you think Don Gallo's name is reflected in his personality and the way he acts?
Don Lagarto
don lah-GAHR-toe
Lagarto means lizard. Don Lagarto certainly seems slithery enough to live up to his name!
Gronc! Gronc!
GRAHNK GRAHNK
This is the way a pig squeals in Spanish. Do you think it sounds anything like oink oink?
Havana
hah-BAH-nah
Havana is the capital city of Cuba. Havana is rich in history, trade, and the arts, all of which are centered in a section
called Old Havana. Old Havana is the core of the original city and the place where Martina makes her home.
hola
OH-lah
This word-the opposite of adismeans hello. Remember not to say the H at the beginning of the word; it's silent.
Ki-ki-ri-kiiii!
kee-KEE-ree-KEEEE
This is the way to say Cock-a-doodle-doo in Spanish. Don Gallo yells this when Martina spills coffee on his nice shoes.
Mam
mah-MAH
This is the Spanish word for Mom or Mommy. It's similar to the English word Mama. What are some other Spanish
words from the story that look or sound like words you know in English?
una mantilla
OOH-na mahn-TEE-ya
A mantilla is a delicate scarf made of lace or silk. To dress up, a woman drapes it over her head and shoulders, wearing it
along with a peineta. Doesn't Martina look beautiful in her mantilla and peineta?
Martina Josefina Catalina Cucaracha

mar-TEE-nah hoe-seh-FEE-nah kah-tah-LEE-nah coo-kah-RAH-chah
This is the name of a beautiful Cuban cockroach in search of the right husband. But why is Martina's name so long?
Traditionally, in Cuba and throughout Latin America, people gave their children two or three first names so that the children
would be protected by many different saints. Nowadays, people may give their children several first names in order to
honor family members. Cucaracha is the Spanish word for cockroach. You may have heard it in a popular song.
El Morro
ell MOH-roe
Morro is the name of a beautiful old fortress guarding the entrance to Havana Bay. In the second syllable of Morro you must
roll the Rs. Practice by placing the tip of your tongue on the roof of your mouth and roll an R sound. It sounds like a cat purring.
Dont be discouraged if you cant do it at first! It takes some people a long time to master the rolled Rrrrrrrrrrrrr!
muchacha
moo-CHAH-chah
This is the Spanish word for girl or young woman.
Pap
pah-PAH
Pap is the Spanish word for Dad or Daddy.
una peineta
OOH-nah pay-NET-tah
A peineta is a beautiful comb made of seashell. Traditionally, Latin American women wear peinetas in their hair at festive
occasions such as weddings.
Prez
PEH-rezz
Prez is the little brown mouse who wins Martina's heart in the end. The name Prez is one version of the English name
Peter.
el perico
ell peh-REE-coe
Perico is a word for small birds of the parrot family. Why do you think Pap sent el perico instead of another animal to
spread the news about Martina? (Hint: What things can el perico do that the other animals can't?)
El Prado
ell PRAH-doe
El Prado is a famous street in Havana. It runs from the sea all the way to the capitol building and is filled with music,
shops, and cafes. El Prado attracts all kinds of people every day, from boys on skateboards to dancers and artists.
Psssst! Psssst!
This is the sound a lizard, such as Don Lagarto, might make in Spanish.
seor
see-NYOHR
This is the Spanish term for a man or gentleman. It is polite to address a man as Seor, which is the Spanish equivalent of
Mr.
seora
see-NYOH-rah
This is the Spanish term for a woman or lady. Seora is also the equivalent of Mrs.
seorita
see-nyoh-REE-tah
This is the Spanish term for a young woman. It is the equivalent of Miss.
s
SEE
Perhaps you've heard this common Spanish word before. S means yes.
Ti-ki-tin, ti-ki-tan
tee-kee-TEEN, tee-kee-TAHN
As you can see from the noises in the story like Don Cerdos Gronc!, some sounds in Spanish are different from the
ones in English. Ti-ki-tin, ti-ki-tan is a way to show the pounding of Martinas heart when she meets Prez the mouse.
In English, it might be something like thumpity-thump or pit-a-pat.
Ta Cuca
TEE-ah COO-cah
Ta Cucas name is a pun: Ta means aunt, and Cuca comes from the Spanish word
for cockroach, cucaracha. But waitcuca can also mean shrewd or crafty.
Can you guess what kind of person Ta Cuca might be?
A Readers Theater adaptation of Carmen Agra Deedys Martina the Beautiful

Cockroach
By Dixie Allen
January 2009
Martina the Beautiful Cockroach: A Cuban Folktale by Carmen Agra Deedy,
published by Peachtree Publishers.
Approximately 4 minutes.
Readers:
Narrator 1
Narrator 2
Narrator 3
Narrator 4
Narrator 5
Martina
Abuela
Narrator 2: This is taken from the opening pages of Martina the Beautiful Cockroach
retold by Carmen Agra Deedy.
Narrator 1: Martina Josefina Catalina Cucaracha was a beautiful cockroach.
Narrator 2: She lived in a cozy street lamp in old Havana with her big, lovable family.
Narrator 3: Now that Martina was 21 days old, she was ready to give her leg in
marriage.
Narrator 4: The Cucaracha household was crawling with excitement! Every seora in
the family had something to offer.
Narrator 5: Ta Cuca gave her una peineta, a seashell comb.
Narrator 3: Mam gave her una mantilla, a lace shawl.
Narrator 2: But Abuela, her Cuban grandmother, gave her un consejo increble, some
shocking advice.
Martina: You want me to do WHAT?
Narrator 1: Martina was aghast.
Abuela: You are a beautiful cockroach.
Narrator 4: said Abuela.

Abuela: Finding husbands to choose from will be easypicking the right one could be
tricky.
Martina: B-b-but,
Narrator 5: stammered Martina.
Martina: How will spilling COFFEE on a suitors shoes help me find a good husband?
Narrator 1: Her grandmother smiled.
Abuela: Trust me, Martina. The Coffee Test never fails. You will see the true character
of your suitor.
Narrator 2: Martina wasnt so sure.
Narrator 4: Meanwhile, Pap sent el perico, the parrot, to spread the word.
Narrator 5: Soon all Havanafrom the busy sidewalks of El Prado to El Morro
castlewas abuzz with the news.
Narrator 3: Martina the beautiful cockroach was ready to choose a husband.
Narrator 1: Will Martina find the right husband?
Narrator 4: Will he treat her the way she should be treated?
Narrator 2: Will he be a true gentleman?
Narrator 5: Better yet, will Abuelas coffee test REALLY work?
Narrator 3: Youll want to read the rest of Martina the Beautiful Cockroach and find out
what happens next.
VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen
Rhyming Dust Bunnies

by Jan Thomas
The activity book from the publishers website has some great rhyming activities.
http://books.simonandschuster.com/tagged_assets/20890_dustbunniesactivitysheets4_3850.p
df
From the Illinois Childrens Choice Award list:
Discussion questions: What is a dust bunny? Why do you think it is called a bunny? Where
might dust bunnies hide? What do think will happen to the dust bunnies (at the end of the
story)? How could the dust bunnies get out of the vacuum? Do you feel sorry for the dust
bunnies? Why or why not?
Reading/oral language: Use the characters names in the story to make a rhyming word chart.
Writing: Make up and name a dust bunny and write what the dust bunny says.
Math: As children bring in dust bunnies for the science table, make a bar graph to show where
they found the dust bunnies (under the bed, in the kitchen, under a chair, etc.).
Science: Have children bring in or gather dust bunnies and place them in a zipper bag for a
science table.
Social Studies: Talk about being different like Bob was in the story and write down ways we are
all different.
Cooking/Snack: Make some bunny shaped cookies and sprinkle them with dust (different
colored sprinkles).
Art/Drama: Make dust bunnies out of yarn (like a pom-pom) and attach googly eyes and a
smaller pom-pom nose.
Music/Movement: Make up a rhyming song about dust bunnies using the tune from a simple
song such as Row, Row, Row Your Boat.
From the NC Children Book Award activity guide:
Language Arts/Communication Skills/Information Skills:
Conduct an author study of Jan Thomass picture books. Use dictionaries, thesauri, and
encyclopedias to look up the term dust bunny. Which reference book was most helpful?
Math/Science:
Have a rhyming contest. Divide into teams. Pick one of the words in the book or choose your
own. Teams have one minute to write down rhyming words. Those with the most words win.
Graph the results.
Art/Music/Drama:
Make your own dust bunnies. Wrap yarn around your 2nd and 3rd fingers about fifty times.
Slide yarn off your fingers and tie it tightly in the middle with a small piece of yarn. Trim off the
edges with scissors, cutting all the loops. Add wiggle eyes.
VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen
David Vita, a music teacher in Stafford County, wrote* this song to go with the book. It uses the
Boomwhackers, which are tonal plastic tubes. The tubes are color-coded to go with the notes
in his song.
The fabulous Carol Hugar (Stafford County Public Schools) created this *word sort activity to go
with the characters and rhymes of this book.
I wrote a readers theatre script to go along with the book. It doesnt have a lot of parts (Ed,
Ted, Ned, Bob, two people for a vacuum), but you can couple it with the word sort activity
(above) and have a different group of students work on each activity and then switch. I created
puppets with tissue paper, googly eyes, noses and pencils for the kids to hold. There are also a
couple of other pictures with ideas below.
Also, I included a PowerPoint slide with pictures of real dust bunnies (ew). Some kids didnt
know what they were, so this was helpful.
Help the big, mean dust bunny

learn to rhyme!
Draw a line to match the rhyming words.
Fit, lit, kit . . .
hug
Race, case, vase . . .
cat
Sat, flat, mat . . .
sit
Thug, rug, tug . . .
face
Here Comes the Big, Mean Dust Bunny!

By Jan Thomas
Book ISBN: 9781416991502
Available November 2009
Simon & Schuster Childrens Publishing

KIDS.SimonandSchuster.com
Illustrations 2009 by Jan Thomas
Can you make a scary face?

Draw the faces you would make below!
A happy face!
A scary face!
A funny face!
My favorite face to
make is a __________ one!
Can You Make A Scary Face?

By Jan Thomas
Book ISBN: 9781416985815

What rhymes with bug?
Color in every word that rhymes with bug

and then add your own!
rug
mug
log
tar
dog
jar
hug

By Jan Thomas
Book ISBN: 9781416979760

Answer Key:
Need a little
help with these
activities?
VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen

by Jan Thomas
A Readers Theatre
by Janice Raspen
Ed: Hello! We are Ed, Ned, Tedand Bob

Ned: We rhyme. . .
Ted: all the time! Hey! What rhymes with car?
Ed: far
Ned: jar
Ted: tar
Bob: Look!
Ted: No, Bob. . . Look! does not rhyme with car!
Ed: What rhymes with bug?
Ted: rug
Ned: hug
Ed: mug
Bob: Look out!
Ed: No, Bob. . . Look out! does not rhyme with bug!
Ned: What rhymes with dog?
VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen
Ed: hog
Ted: log
Ned: fog
Bob: Look out! Here comes a big scary monster with a broom!
Ned: Bob, no. . . Look out! Here comes a big scary monster with a broom does
not rhyme with anything, really.
Bob: Okay then, but. . . RUN FOR IT!
Ed, Ned, Ted, and Bob: Ahhh!! (they run under the table)
Ned: Good call, Bob.
Ted: Okay, so where were we? What rhymes with cat?
Ned: sat
Ed: pat
Ted: rat
Bob: Vacuum cleaner!
(three students together arm-in-arm gather around the dust bunnies)
Vacuum cleaner: Thwptt
Ned: Um, Bob, what rhymes with HOW DO WE GET OUT?
Bob: Help?
Grade level: late kindergarten and early first grade.

Objective
To introduce and/or supplement learning of a 4 beat cycle, using quarter notes, with a basic pentachord
(5 note scale construction). To use the concept of corresponding rests (quarter note rests) within the
music.
Skill Sets
Steady Beat, Singing tonal patterns; associating visual cues with sound output; rhyming words; motor
skills.
Materials
1. Book: Rhyming Dust Bunnies.
2. Green, Purple, Red and Blue (F, B-flat, C and A) Boomwhacker Tubes.
3. Blow-up chart of song.
Approach
1.
2.
3.
4.
5.
Introduce and read the book to the class.

Introduce and brainstorm new rhyming words.
Transition to association between the colors of Ed, Ned, Ted and Bob and Boomwhackers .
Demonstrate how each color Boomwhacker has a unique corresponding pitch.
Query the class as to HOW MANY pitches (the fifth pitch is for bridging the other 4)
correspond with Ed, Ned, Ted and Bob.
6. Introduce the song using empty open hand gestures for the quarter note rests with the
teacher (self) singing the question as a solo.
7. As song proficiency emerges, change the rhyming word prompt in the question and add a B
Section in which the students respond to the question
8. Freely, but incrementally, incorporate rhythm instruments, Orff accompaniment and more.
VARC: Rhyming Dust Bunnies

Grade Level: K, 1st
Book: Rhyming Dust Bunnies by Jan Thomas
Objective: Students will listen to Rhyming Dust Bunnies. During the reading, we will briefly talk
about the rhyming words in the book.
Kindergarten classes: using three different sized pom poms, we will review colors of the dust bunnies
(pom poms) and sizes (small, medium and large). Kindergartners will also talk about what is
patterning (by size and color) and do the dust bunnies patterning activity.
First grade: working with partners, students will play Rhyming Dust Bunnies Sorting.
SOL Correlation: Eng. K.1, K.2, 1.1, 1.2

Math K.17, K.18
Schedule: One 45 minute class plus time for check out.

Materials needed: Rhyming Dust Bunnies by Jan Thomas, Stars beneath your bed: the surprising
story of dust by April Pulley Sayre, patterning activity, and rhyming activity.
Lesson:
Pre-Reading Activity:
What is a dust bunny? Discuss answers briefly. Show students a dust pan and talk about how to use
it. If you have time at this point, you might want to read Stars beneath your bed: the surprising
story of dust by April Pulley Sayre
Read: Rhyming Dust Bunnies by Jan Thomas
After-Reading Activity:
Kindergarten: Patterning Dust Bunnies using assorted sizes and colors of pom poms (dust
bunnies) students will make their own dust bunny patterns. I will model how to do this activity.
First: Rhyming Dust Bunnies Sorting. Working with partners, students will take turns picking
up a dust bunny, reading the word, and then placing the bunny in the correct dust pan the one with
the rhyming word.
Related books: Stars beneath your bed: the surprising story of dust by April Pulley Sayre
To make the game, make copies of the dust bunnies. I like to copy games using different
colored paper to help me keep everything organized (so that one game has all green dust
bunnies, one red, etc.) Make five dust pans with words in bold print glued or written on one
word per dust pan. Each game must have the five dust pans which the kids will use for sorting
the words. As the kids take turn reading the words, they will place the dust bunnies into the
correct rhyming word dust pan.
Dust Bunnies Rhyming Words
Car
Bug
Dog
Cat
Sip
Star
Rug
Hog
Hat
Hip
Far
Mug
Log
Sat
Lip
Jar
Slug
Fog
Pat
Rip
Tar
Hug
Slog
Rat
Nip
Dust Bunnies are on separate sheets. I made very simple dust pans.
AR/RC quiz questions for Rhyming Dust Bunnies

1. The author of this story is
a. Jan Thomas
b. Dr. Seuss
c. Mark Brown
d. Mrs. Foreman
2. The characters of this story are
a. Ed, Ned, Ted and Bob
b. Paul, Chris, Eric, and Tom
c. Fred, Kevin, Peter and Paul
d. Mike, Tom, John and Rob
3. All the time they
a. rhyme
b. sing
c. dance
d. draw
4. Ed, Ned, Tom and Bob want to know
a. what rhymes with car
b. where to hide
c. what's for lunch
d. what's for dinner
5. Bob is told that Look does not rhyme with
a. car
b. room
c. book
d. candy
6. What rhymes with bug?
a. mug, hug, rug
b. look out, star, car, tar
c. fan, man, can
d. bat, mat, hat
7. What rhymes with dog?
a. hog, log, fog
b. fan, man, can
c. top, mop, cop
d. jug, mug, hug
8. What was the monster carrying?

a. broom
b. wet wipes
c. juice box
d. back pack
9. Ed, Ned, Ted and Bob _________ from it
a. run
b. swim
c. skate
d. jump
10. What do they do to get out of the vacuum?
a. yell for Help
b. rip the bag
c. stay there
d. start rhyming words again
Rhyming Dust
Bunnies
VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen
Too Many Toys

by David Shannon
1. Heres a link to the author reading an excerpt from Too Many Toys:
http://www2.scholastic.com/browse/video.jsp?pID=1640183585&bcpid=1640183585&bclid=1
917532414&bctid=1915374850
2. Felicia Staggs, another librarian from Stafford County Public Schools, has developed an
*activity using centers, where the children explore and create different toys.
3. Gather some empty boxes from around the school (ask the bookkeeper, cafeteria) of
different sizes and let the students explore playing with them.
4. A teacher from Stafford County created this discussion/writing lesson using this book.
5. Emily Sheckels developed this persuasive writing activity using this book.
Writing Lesson - Persuasive Writing

Too Many Toys by David Shannon
Materials:
- Each child needs to bring a toy to school!
- The book, Too Many Toys
- White paper for brainstorming
- Writing paper
Objective:
-Students will write a paragraph listing at least 3 reasons why their toy is important.
Activity:
1. Read, Too Many Toys.
2. Discuss how the main character could convince his mother that he needs to keep his
toys.
3. Tell students that they get to pretend to be the main character. They need to explain
in writing why they need to keep their toy. Ask students to take out their toy and
share their toy with their neighbor, telling their neighbor why they need to keep the
toy.
4. Model how students should fold a blank piece of paper into 4 squares. In the first
square write, Why I need to keep my ______. Use one toy as an example. As a
class, come up with 3 reasons why you need to keep the toy. Draw a picture for
each reason in the remaining 3 squares.
5. Next, model on chart paper how you would turn each square into a sentence to write
a paragraph. Add a concluding sentence.
6. Pass out white papers, have students fold the paper into four squares, and have them
begin writing why they need to keep their toy.
7. When students have 3 pictures, pass out writing paper. Ask students to write their
paragraph based on their graphic organizer (the 3 pictures).
8. When students are finished with their writing, you could edit, revise, and/or share.
Felicia Staggs
Too Many Toys
By David Shannon
Grade Level: K
SOL Correlations:
Science K.1 The student will conduct investigations in which:
a) basic properties of objects are identified by direct observation;

b) observations are made from multiple positions to achieve different perspectives;
c) objects are described both pictorially and verbally;
d) a set of objects is sequenced according to size;
e) a set of objects is separated into two groups based on a single physical attribute;
f) nonstandard units are used to measure common objects;
g) a question is developed from one or more observations;
Science K.4 The student will investigate and understand that the position, motion, and physical
properties of an object can be described. Key concepts include
a) colors (red, orange, yellow, green, blue, purple), white, and black;
b) shapes (circle, triangle, square, and rectangle) and forms (flexible/stiff,
straight/curved);
c) textures (rough/smooth) and feel (hard/soft);
d) relative size and weight (big/little, large/small, heavy/light, wide/thin, long/short);
and
e) position (over/under, in/out, above/below, left/right) and speed (fast/slow).
Lesson Objectives: To conduct investigations of toys, describe, classify, and sort them according
to various physical attributes
Time Allocation: one library period ~ 45 minutes
Resources and Materials: 2 adult volunteers, various types of toys for the students to
investigatetoy cars, building blocks, small dolls, action figures, stuffed animals, Legos, puzzles,
etc., sorting hoops or mats, mystery box, 3 matching sets of toys for mystery box, scissors, glue,
markers, glitter, fabric scraps, feathers, craft eyes, old socks (student brings their own sock)
Vocabulary: sort, attribute, color, shape, texture, size, weight, speed
Learning Activities:
Introduction: After reading and discussing the story Too Many Toys, inform students they will
be rotating through three centersinvestigating toys through sorting activities, a mystery box,
and making a sock puppet. All centers are described to students, instructions are given and
activities modeled for students. The grade level paraprofessional or library assistant and a
parent volunteer are needed to help monitor and facilitate the centers for this lesson.
Center #1: Sorting and classifying

1. In a small group situation, the students and teacher sort a variety of materials such as
shells, pen tops, buttons, or bread tags. Discuss how materials are sortedcolor, shape,
etc.
2. Students are then given toys as a type of manipulative and are instructed to sort the
material in at least two different ways using the colored sorting hoops.
Center #2: Mystery box (adapted from Gryphon House Activities
http://www.gryphonhouse.com)
1. Prep Workbuild a touch box out of a large cardboard box. The box should have 2
openings so that two children may work together. Attach old socks over the openings so
hands can slip into the box and not be seen.
2. Place 2 sets of items in the box. Also place a set in sight of the two participants.
3. Have a child reach in and describe one of the objects in the box by touch. The child can
look at the visible objects, using the sense of sight to help support his or her touch
descriptions.
4. As one child describes the object, the other child is to find that object in the box by
using the sense of touch. Both of them pull out their shapes. Do they match? How are
they similar and/or different? Look at any incorrect shapes, review the characteristics
described, and put them back. Try again.
Center #3: Creating a new toy
1. Students are given art materials to create their own sock puppet. The puppet can be
Spencer (from the story) or another character. Show a completed sock puppet as an
example. Brainstorm ideas for making their own unique puppet.
2. Explain safety rules, remind about sharing materials, help students as needed.
Extension: Ask students (with parents permission) to find a few toys (or books) that they are
ready to pass onto some other child who will use and enjoy them. Collect and give the students
donations to Hope House, Salvation Army, Red Cross, or other charity.
Variation: Have students complete just two of the centers instead of all threesuggest center
#1 and #3 or center #2 and #3.
Evaluation: student observation
Too Many Toys by David Shannon

Writing Prompt Since all students are familiar with toys, this book makes a great start for a
whole school, or just whole class, writing prompt. Read the story to all students, then have
students follow the writing process to complete a finished product. Some questions that could
prompt the writing of elementary age students are as follows:
What is your favorite toy?

How do you decide which toys to get rid of?
What can you do with toys you do not want anymore?
Spencer has toys that fuel his mind and some that dont. Which toys are best? Why?
Rank order these types of toys from best to least best (#1 - #11) and then explain why:
stuffed animal, transportation toys (cars, trains, planes,), electronic toys,
puzzles/board games, video games, bath toys, outdoor toys (sandbox), musical toys, art
supplies, building toys, or cardboard boxes.
Do kids have too many toys? How do you decide what is too many?
After students write, have them accompany their writing with a picture that relates to their
answer to the question they responded to. Hang the writing samples and pictures outside your
room or on a bulletin board for reading pleasure.
For older students you could even have a debate on some of these questions in which you
could have them do research on types of toys and their purposes. Great for oral language and
point of view!
Too Many Toys

By: David Shannon
Illustrated by: David Shannon
Publisher: Blue Sky Press
Copyright: 2008
Art Medium: watercolor
Genre: Humorous story
Lifeskills: Responsilbility, sense of humor, resourcefulness,
SYNOPSIS: Spencer has too many toys! Finally, his mom says that is enough and he
has to get rid of some. There is just one thing he decides he cant part withand its not
what you think!
BOOKTALK: Have your parents ever said to you, You have too many toys! ? What
would you say? What would you do if you have to give some away?
AUTHOR AND ILLUSTRATOR:

David Shannon
David Shannons works for children are very popular, including his David
books. He is the author and illustrator of nearly 2 dozen picture books. He lives with his
family in California.
Other books written by the author:
Alice the Fairy
A Bad Case of Stripes
How Georgie Radbourne Saved Baseball
No, David!
David Goes to School
Duck on a Bike
The Rain Came Down
CHALLENGING WORDS:
Bellowed, castastrophe , convoy, dramatic, electronic, frenzied, fueled, fleet, gigantic,
hazard, miniature.
1. Why does Spencer not want to give away his toys?
2.
3.
4.
5.
6.
How did Spencer end up with so many toys?

How many toys are too many?
What could he do with the toys he doesnt play with?
Which of Spencers toys are like yours?
Were you surprised at Spencers best toy ever? Why or why not?
ACTIVITIES:
Art:
Decorate a box to use to give something (toys) away
Language Arts:
Your mom is going to get rid of your toys. Pick the one you want to keep
the most. Write a letter to mom telling her why you should get to keep it.
Mathematics:
Create story problems using Spencers toys. Discuss how many is too
many.
Research:
Look up the history of some toys. Which ones were the most popular ten
years ago? 20? 30? Who first created toys? How are some of them
made?
Science:
Select one page of toys from the story. List all the toys you see and put
them in different categories (i.e. board games, electronic, etc)
Social Studies:
Discuss how Spencer could donate some of his toys to charities. Consider
the community services that are in your local community and have a toy
drive for them.
GRADES K-3 INDIANA STANDARDS MET BY THIS PICTURE BOOK:
Language Arts: 1.1.2: identify letters, words and sentences
2.2.4: Ask and respond to questions (when, who, where,
why, what if, how) to aid comprehension about important
elements of informational texts.
3.4.1: Find ideas for writing stories and descriptions in
conversations with others; in books, magazines, or
school textbooks; or on the Internet.
Mathematics: 1.3.2: Create word problems that match given number
sentences involving addition and subtraction.
2.2.6: Use mental arithmetic to add or subtract 0, 1, 2, 3, 4,

5, or 10 with numbers less than 100.
3.3.6: Solve simple problems involving functional
relationships between two problems.
Science:
1.1.1: Observe, describe, draw, and sort objects carefully to
learn about them.
2.2.6: Draw pictures and write brief descriptions that
correctly portray key features of an object.
Social Studies: 1.4.6: Explain that people exchange goods and services
to get the things they want.
3.4.1: Give examples from the local community that
illustrate the scarcity of productive resources. Explain
how this scarcity requires people to make choices and
incur opportunity costs.
Write a letter to your mom and dad explaining why you should keep a certain toy or
toys:
Dear Mom and Dad:

I would like to keep _____________ because:
VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen
Wangaris Trees of Peace: a True Story from Africa

by Jeanette Winter
1. Adapted from the website: http://www.suite101.com/content/teach-using-wangaris-treesof-peace-a124914
Every day is Earth Day when your class reads Wangari's Trees of Peace. First, set the stage for
learning to respect the environment, then proceed to teach skills of time line, cause and effect,
leadership, and even investment. Students of any age will be inspired. This unit will give them
multicultural understandings and historical perspective to bring to the reading of any
biography.
This book can be used on Earth Day or any day in school in order to help students understand
more about both the environment and the process of making positive change in the world.
Wangari Maathai, a winner of the Nobel Peace Prize, has a true life story which will inspire and
motivate children and adults alike. Students will need access to this book and other similar
biographies during most of the activities to encourage rereading, reading for information,
checking sequence, and other related research skills.
Setting the Stage for a Unit on the Environment or Earth Day
Set up a table or center with this wonderful book about Wangari and other related books. Be
sure to include A Seed is a Promise by Claire Merrill [Scholastic Trade,1990]. A project to be
done across time can be gradual construction of a tree by daily gluing seeds or beans onto a
poster board in the shape or outline of a tree. (This can be done as a reward for each task
accomplished on the unit of study.) Over the time period of the unit, students will see the tree
appearing before their eyes, thus experiencing some of Wangari's happiness at seeing progress
toward a long term goal.
Time Lines to Help Children Understand Projects across Time
Part of teaching students historical perspective is to develop appreciation of projects that took
time and perseverance to accomplish. In groups or individually, students can make a time line
of the activities from the book. This is a wonderful chance to reinforce sequence as students
give careful attention to the order of the events on the time line. To extend and apply the idea,
they can take an event at home, school, or in the community and make a time line to show how
one accomplishment can grow from many past events.
Cause and Effect Skills
Make cards with cause on one side and effect on the other. Some may choose cause on the top
half and effect on the bottom, folding in the middle. Another variation is to cut them into two
groups of cause and effect and use them for matching games at an activity center.
During extra moments here and there, an oral game may be played: The leader says an effect
(from this story or elsewhere) and the person chosen tells a possible cause for it. Since
language skills are first developed orally, time spent developing concepts this way is invaluable.
Concept of Investment
In teaching across the curriculum, a math concept of compound interest can be developed
here. Discuss how investment of time and energy eventually made a significant difference.
Compare that with how adding a few seeds each day gradually makes the classroom tree begin
to appear.
*reproduced here with authors permission
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Janice Raspen
While Wangari was in prison, her investment in the idea of planting trees grew as others
continued planting. Students can make charts and line or bar graphs to show progress toward
the goal.
To extend the idea, some students may want to research compound interest and report back to
the class. Here the class can compare how the charts and graphs of trees are like financial
investments which over a long time can grow. (Some may notice that there are setbacks in the
economy; this presents a great chance to discuss setbacks in accomplishing a goal.)
Biography Studies during Unit on Environment or Earth Day
Discuss how Wangari was only one person, yet she voiced her concerns and acted on her ideas.
Instead of just criticizing or griping, she used a problem-solving approach and followed through
to remedy the situation.
Students may use writing, time line, or poster activities to present a real, imagined, or historical
problem and show how a character made a difference. To extend, tell how others joined and
the efforts grew. End by how it made the world, community, or classroom a better place.
2. Discussion questions from www.peacesites.org
What was the issue that Wangari observed and what did she do to try to solve the problem she
was noticing?
Are there similar problems where you live? How clean is your water? Is there an issue with
deforestation? Are there any pollution problems?
People make choices that impact the environment. When the environment around us changes
it impacts people in very direct and indirect ways. What kinds of choices are we making that
negatively impact the environment around us? This is a big question students can look at this
through their personal choices, through the businesses in the community in which they live,
and through the national and international actions and policies of corporations, governments,
laws and policies (depending on their age).
3. Lesson idea from www.lessonopoly.org
Anticipatory Set (Lead-in):
Today readers, we are going to read a book together that may help us grow some important ideas about
our world.
Lesson Plan Procedure:
Begin reading. After the first three pages stop. "I can tell that trees and plants must be really important to
Wangari because these three pages all talk about them in some way. Why do you think they are so
important to her? Are they only important to her, or do you think trees and plants are important for
everyone? Why?"
Reading the next page. Stop to comment. "Wow, I love the language on this page. It is connecting how
Wangari is growing up into a woman with how trees grow."
Next 2 pages. "Oh no! Look at this picture. Does this look like the Kenya Wangari left? What has
changed?"
Following page. "Wow, Wangari is noticing a serious problem. What do you think she will do about that
problem?"
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Janice Raspen
Following page. "Readers, I think this a good place for us to stop and make sure we understand everything
that is happening to Wangari so far in this story. Let's close our eyes and play the story back in our mind
like a movie. Now let's talk about all that we remember so that we know we are not missing anything
important."
Next two pages. "Wow, look what these women are doing. They are making their own lives better AND
making their community a better place AND helping our earth stay healthy."
Next page. "How do you feel about this page when the men say that women can't handle serious
work? Do you think that is OK for them to say?"
Next few pages. "Look how her work is growing!"
Next page. "How do you think Wangari feels when she sees that all the hard work she has been doing is
still being ruined? What do you think she will do?"
Following pages. "Wow. This must be so hard for her. I can tell that she believes this is the right thing to
do so strongly that nothing will stop her. Sometimes when we want to do something that we believe is
right it is not an easy thing to do."
Next few pages. "But now the work that she has started is continuing. It all started with her, but her
message has spread so far! She's just one person, but she ended up making this huge change!"
Read the next few pages. "Let's talk about what Wangari's work has done for people and the earth. These
pages have listed out so many things her work has helped with. We want to make sure we don't miss
anything, so let's go back and look at all of those great improvements again."
Read to end. "Wow, when I look at the view from the top of this mountain I feel so amazed that Wangari,
one person, was able to create so much change!"
Closure (Reflect Anticipatory Set):
A whole-class conversation can now be conducted about the deeper themes of the book and how they can
be applied to our own lives. The teacher can facilitate this discussion by asking the students broad
questions regarding their opinions/ideas about the book, or more specific questions such as: what can this
book teach us? How can we take what we have learned from this story into our own lives? What can you
do to make change? How can you teach others what you have learned about from this book? Do you think
that you could write a book that sends a powerful message like Jeanette Winter did?
4. The play entitled *A Tree Grows in Kenya was written in 2006 by volunteers from the Common Ground
program. It could be adapted for younger readers and used as a readers theatre.
5. National Geographic Kids
http://kids.nationalgeographic.com/Places/Find/Kenya?source=pincl
Colorful site with facts and photos of Kenya
6. Wangari Maathai Planting Trees for our Childrens Future
http://www.youtube.com/watch?v=HcP8XJUQcrY&NR=1
Watch an interview with Wangari Maathai (approximately 3 minutes) in which she explains the importance
of planting trees in Kenya.
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Janice Raspen
7. Teach students some of the language from Kenya. The official language is Swahili.
8. Watch a video of Wangari talking about her life, from PBS:
http://www.pbs.org/independentlens/takingroot/classroom.html
Use Video Module 1.
9. From the Social Justice Literature blog: http://2009bookclubblog.blogspot.com
USE: This book is a wonderful tool to discuss how one person can create big and meaningful change.
Wangari recognized a problem in her community and was driven to do something to change it. Through her
hard work and motivation she was able to make a difference in her world and the lives for those around
her. Her story is an inspiring one, one that I think children will really enjoy. I might use this book in a larger
unit study on the importance of taking care of our environment. This book would be great for introducing
words like deforestation, etc. I can also use this book in a larger unit study of personal accounts of
individuals that have created/are currently creating change. The culminating activity can result in the
students finding an issue that they would like to address and change within their community and/or the
world at large. I feel like exposure to these stories would be such great motivation in executing this activity.
Incorporating some sort of arts activity would also be fun in conjunction with reading this book and others
within this unit. Perhaps making a collage, painting, or acting out the story. Such artistic representation
would help the students become more familiar with the stories as well as help make their messages more
real.
STAGES OF SOCIAL JUSTICE EDUCATION:
--Exploring Issues of Social Justice: Wangari is persecuted and thrown in jail because her efforts were not in
line with those of government officials. This book also touches upon sexism as her persecutors condemn
her for her "unwomanly-like" actions.
--Social Movements and Social Change: Wangari struggled to create change as she was beaten and thrown
in jail for her passionate determination.
--Taking Social Action: Wangari started the Green Belt Movement which resulted in the reforestation of
Kenya and the planting of over 40 million trees.
10. This link will take you to Library Sparks magazine webquest of Peace Partners. It uses a
different book than Wangaris Trees of Peace, but it can be adapted to suit your needs:
http://www.highsmith.com/pdf/librarysparks/2010/lsp_augsept10_tech%20wqstudent.pdf
11. Make a peace plan using another Library Sparks lesson:
http://www.highsmith.com/pdf/librarysparks/2010/lsp_augsept10_ll_repros.pdf
VRC Extensions
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October 29, 2010
Janice Raspen
Wangaris Trees of Peace

by Jeanette Winter
Learn some words of the people of Kenya. Swahili is Kenyas official language.
Hello
Jambo (JAHM-boh)
Thank you
Asante (ah-SAHN-teh)
Goodbye
Kwaheri (kwah-HAIR-ree)
Cool!
Poa! (POH-ah)
Im fine
Nzuri (moo-ZOO-ree)
Welcome
Karibu (kah-ree-boo)
A Tree Grows in Kenya 2006

The Wangari Maathai Story
Written by: Amanda Pressner, Holly Corbett, Jennifer Baggett and
Irene Scher
Performed by: Common Ground
Characters
Grandmother Constance
Granddaughter Faith
Young Wangari
Grandmother Maathai
Adult Wangari
UN Representative/Nobel Prize Presenter
Wangaris Husband
President Moi
Police Officer/Head Thug
Female Voting Official
Chorus (Women, Thugs)
Scene 1: The Family Farm, 2006

(Grandmother Constance is busy planting trees at stage right. Granddaughter Faith
enters the scene from stage left. She runs around her grandmother excitedly,
motioning for the old woman to join her)
Faith: Bibi, Bibi! Come watch me play a game of cati with my friends!
Grandmother Constance: Maybe later, little Faith, but right now I am working on
something very important.
Faith: But why cant you come? What are you doing thats more important than
playing!?
Grandmother Constance: Come over here and Ill show you. (Faith walks over to
her Bibi to look) Today I am planting a tree for Kenya. I am placing this seed into the
ground. Soon it will sprout into a sapling. Over time, with water, sunshine and my
care, it will grow into a big, tall tree.
Faith: But what does planting a tree have to do with Kenya?
Grandmother Constance: Thats a very good question. In fact, a little girl just like
you asked her Bibi the same question nearly 60 years ago. The answer would mark a
new chapter in Kenyas history. Come sit with me, Faith, and Ill tell you the story.
(Faith sits down next to her grandmother. They turn their backs to the audience and
shift to the side of the stage.)
Scene 2: The Maathai Farm, 1946

(As Constance begins to explain the story, young WM and her grandmother enter
stage left. They are focused on a fig tree on the family property. Grandmother
Maathai is tending to the fig tree by breaking up soil and watering it).
Wangari: Good morning, Bibi.
Grandmother Maathai: Good morning, Wangari.
Wangari: You sure do love your tree, Bibi. But why do you pay so much attention to
this one?
Grandmother Maathai: Well, Wangari. This is a fig tree, which is very sacred to our
people. It helps keep our land beautiful by carrying water from the river through its
roots to share with smaller plants and bushes. It is our duty as Kenyans to protect
this special fig tree and make sure that future generations do the same.
Wangari: Wow, Bibi. This tree is very important. What can I do to help?
Grandmother Maathai: Keep tending to this tree. Always remember that the land,
the trees, the animals and the people are all connected. By giving your love to one
living thing, it spreads to other living things.

(Constance continues to narrate stage right)
Grandmother Constance: Little Wangari went off to school when she was seven
years old, but she never forgot what her bibi told her about the fig tree. Even as she
passed through primary school and high school, the love of her familys land stayed
fresh in her mind. At her convent school, she excelled in the sciences and graduated
near the top of her class. Her dedication to learning was enough to win her a
Kennedy Scholarship to study in America.
Faith: America?!
Grandmother Constance: Yes, the USA! She earned her Masters Degree in
Biology. Thats the study of living things, like the fig tree that she and her
grandmother loved so much. Later, after she came home to Kenya, she went on to
become the first woman in East Africa to earn a Ph.D. from the University of Nairobi
in biological sciences.
Faith: Wangari must have been a smart woman! But didnt she ever miss her family
and her farm?
Grandmother Constance: Of course she did. Thats why after getting her degree in
America, she headed straight home to visit the people and places she loved in
Kenya.
Scene 4: Nyeri Region, near Mount Kenya, circa 1970

(WM enters from the back of the room and walks towards stage left. The smile on her
face quickly disappears as she looks around. The trees in Kenya have been cut
down, the streams have dried up and women in the village are walking, heads down,
searching for wood unsuccessfully. They crisscross that stage in a steady stream, not
paying any attention to Wangaris presence.)
WM (calling out to various women): What has happened to our beautiful town?
Where are all the trees? Is this the same river in which I used to fish for tadpoles?
(The women ignore her. WM comes to the center of the stage where the fig tree is
placed, its now dead).
WM (tears streaming down her face, she grabs the hand of the woman walking by):
Whats happened to my grandmothers fig tree?
(The woman tries to walk away, but WM pulls her back)
WM: Please, I beg of you, explain to me whats happened to this land. It once was
green. Now its brown. It once was filled with tall trees. Now theyre dead. It once had
a clean, flowing river. Now its dried up.
Woman 1: We used to be able to find firewood by our homes. But all the trees have
been cut down. We have to walk for hours and hours to find a single piece of wood.
Our children are left alone while we search.
Woman 2: The land was stripped. Fertilizer was poured on the ground to grow cash
crops. But the rain washed away the dirt and fertilizer, making the river dirty and
brown. There is no longer clean water to drink. My family is thirsty.
Woman 3: I, too, have no clean water to drink. With no trees left, the sun is drying up
the soil. The dry soil will not allow crops to grow. I dont have enough food to feed my
family. We are hungry.
Woman 4: The government is to blame. They should be providing us with water!
Woman 5: The trees are gone because my neighbors keep cutting too many of them.
(Pointing to woman #3) I saw you cut the last tree!
Woman 6: But your husband poisoned the soil with fertilizer. Now there is no clean
drinking water left.
(The group of women argues amongst each other, pointing fingers and placing
blame)
WM: Women, women! Your fighting will solve nothing. It will not help the trees to
grow. It will not bring clean water. It will not grow food. We must all work together to
find a solution and fix the problem before its too late.
Woman 7: But what can we do to help? The problem is too big and I am so tired.
WM: My grandmother once told me taking care of one small fig tree can help
because all living things are connected. Every one of us is capable of planting a tree.
Anyone can dig a hole, put in a seedling and nurture it. When you plant a tree, you
feel connected to the earth and have a stake in its survival. Here, take these seeds
and start planting them near your homes, on your farms and in the community. Share
the seeds with your neighbors and encourage them to do their part to bring life back
to our land.
Chorus: We can do this! Lets start now!
(WM hands the group seeds and all the women gather around to start planting. More
and more women enter the stage to join in until its full of women planting.
Scene 5: Nairobi, Kenya, 1981

(Constance continues to narrate)
Grandmother Constance: At first, the movement started small. The women planted
in whatever containers they could find, including old tin cans and broken cups. Just
as these first few plants began to sprout and flourish, so did the movement. In 1981,
their first big victory was to capture the attention of the United Nations Development
Fund for Women.
UN Representative: Of Behalf of the United Nations, wed like to present you and
the women of the Green Belt Movement with this large sum of money to purchase
more seeds for planting. This funding will transform your efforts from a few tree
nurseries to a large number with thousands of seedlings.
WM: Thank you so much. Due to your support, well be able to mobilize thousands of
women across Kenya to begin planting more trees in their own communities. These
foresters without diplomas are essential to the survival of the movement as well as
Kenya as a nation.
Scene 6: Various Kenyan towns and cities, circa 1983

(The planting gets underway across various parts of the stage. Women work alone
and in small groups, helping and praising each others efforts)
Grandmother Constance: Wangari was right. The Green Belt Movement started
spreading like a brushfire across the countrybut not everyone was in support of
these women taking action.
Wangaris Husband: My wife should be at home cooking my dinner, not running
around until all hours and taking other women away from their husbands. Wangari is
too educated, too strong, too successful, too stubborn and too hard to control. We
must divorce immediately.
Police Officer: Wangaris actions are inappropriate. She shouldnt be encouraging
groups of women to meet. Plus, its against the law to meet with more than nine
people without a license.
President Moi: Wangari is a threat to the order and security of the country. She is a
madwoman who speaks out too much and must be stopped!
Woman 8: I know Wangari is trying to help, but how can she expect us to go against
our husbands and the government? Im too afraid to join her movement.
Grandmother Constance: Despite her opponents, Wangari felt in her heart that she
was doing the right thing. These challenges only fueled her passion and commitment
to continue promoting the Green Belt Movement and fighting for what she believed
in.
Scene 7: Karura Forest, 1999

(WM and group of women go to protest the deforestation of an area for a luxury
housing project. They gather near the front gate, bags of seeds and spades in hand.)
WM: Women, friends, we are here today to defend a national treasure and resource,
the Karura Forest. This forest is the life blood of Kenya, and if we allow it to be cut
down for luxury housing developments, we will only see a greater rift between the
rich and the poor.
Woman 1: But how will we stop them? They have already started to clear the forests.
WM: We will start by replanting trees at the gate. Although they may try to stop us,
the trees will be a symbol of the forest belonging to the public.
(The thugs start to file out on the opposite side of the stage, brandishing clubs,
whips, and other crude weapons)
Woman 2: (shrieks) Look there inside the gate! Hundreds of men are coming our
way!
Woman 3: They are carrying weapons!
Woman 4: What should we do?
WM: There are nearly 200 of them and fewer than 20 of us. These thugs are spoiling
for trouble and the police will not protect us. Lets plant one tree outside the gate and
leave. (Wangari begins to walk forward, a shovel and tree seed in hand, the women
close behind)
Thug 1: Stop her! Do not let her plant a single tree!
Thug 2: Get them!
(The men charge; they yell and pretend to beat the women. The leader whips WM in
the head as she kneels to dig the hole, and she falls to the ground. The women
surround her to protect her and take her to the far side of the stage tending to her
wounds.)
Faith: Was Wangari alright? What happened next?
Constance: Well, as Wangari predicted, the police did not help her and would not
investigate the accident. She insisted on filing a police report, however, and signed it
with the blood from her head wound. Wangari had to spend several days recovering
in the hospital, stating
(Her voice trails off)
WM: (Wangari rises from her position on the stage). As soon as I recover I shall
return to Karura Forest, even if they bury me there!
(All cast files off stage.)
Scene 8: Kitale, Kenya, 2002

(Constance continues to narrate. Two boxes are placed center-stage to represent
voting booths. Women are lined up to cast votes on oversized piece of paper. They
are holding signs Vote Mwai Kibaki and Make your voice heard! At stage left,
women are listening to speeches given in support of the Green Belt Movement and
Wangari Maathai.)
Grandmother Constance: Despite incredible setbacks like the one at the Karura
Forest, regular beatings during peaceful demonstrations, vilification by the
government and forceful resistance by the police, Wangari never stopped fighting for
the principles that she believed in and the land that she loved. It took decades, but
the Green Belt Movement swept the country and gained overwhelming support
among the people of Kenya. Even as Wangari was beaten down, other women
carried on her legacy.
Woman 8: Wangari fought to restore the beauty of Kenya and maintain a true
democracy. Lets keep her vision alive!
Female voting official: (monitoring the voting): Step right up, cast your vote in the
2002 multi-party elections! Every voice is important; every vote counts!
(Women continue to vote, shoving papers in the ballot)
Grandmother Constance: The Green Belt movement was also instrumental in
causing the collapse of the repressive presidential regime under Daniel arap Moi.
Wangaris fight for justice, along with the support of tens of thousands of women
across Kenya helped to bring democracy to the country through peaceful means.
Female voting official: (pulling the ballots from the box) The votes have been tallied
and the new president of Kenya is.Mwai Kibaki!)
All women: Hooray!!
Women 1: (running in from stage left) This just in! Wangari Maathai has been voted
to the national parliament with a landslide victoryover 98 percent of the votes!
Kibaki has appointed her as the Deputy Minister of the Environment!
All women: Praise the lord! Our prayers have been answered! Hooray!
Scene 9: Nairobi, Kenya, 2004

(Constance narrates as WM accepts the Nobel Peace Prize.)
Grandmother Constance: It seemed that Wangaris faith and commitment to the
future of Kenya had brought her many new blessingsbut one of the best
achievements was yet to come.
Nobel Peace Presenter: And the winner of the 2004 Nobel Peace Prize
is..Wangari Maathai!
Audience: (erupting into applause) Woo-hoo!
WM: (entering stage left in a nice dress and walking to stand behind a podium):
Ladies and Gentlemen, I stand before you and the world humbled by this recognition
and uplifted by the honor of being the 2004 Nobel Peace Laureate.
As the first African woman to receive this prize, I accept it on behalf of the people of
Kenya and Africa, and indeed the world. I am especially mindful of women and the
girl child. I hope it will encourage them to raise their voices and take more space for
leadership. As a mother, I appreciate the inspiration this brings to the youth and urge
them to use it to pursue their dreams.
I know that African people everywhere are encouraged by this news. Let us embrace
democratic governance, protect human rights and protect our environment. I am
confident that we shall rise to the occasion. I have always believed that solutions to
most of our problems must come from us.
Grandmother Constance: Wangari felt that the Nobel Committee had given her the
award to send a message that protecting and restoring the environment contributes
to peace. The day she received the news that she had been selected, she celebrated
by planting a tree in her home region of Nyeri in the face of Mount Kenya. The words
of her speech not only echoed through the crowd that day, but were passed from
woman to woman, from mother to child for years to come.
Woman 2: Together, we have planted over 30 million trees that provide fuel, food,
shelter, and income to support their childrens education and household needs. The
activity also creates employment and improves soils and watersheds. Through their
involvement, women gain some degree of power over their lives, especially their
social and economic position and relevance in the family. This work continues.
Woman 3: Although initially the Green Belt Movements tree planting activities did not
address issues of democracy and peace, it soon became clear that responsible
governance of the environment was impossible without democratic space. Therefore,

the tree became a symbol for the democratic struggle in Kenya.
Woman 4: In time, the tree also became a symbol for peace and conflict resolution,
especially during ethnic conflicts in Kenya when the Green Belt Movement used
peace trees to reconcile disputing communities. Using trees as a symbol of peace is
in keeping with a widespread African tradition. For example, the elders of the Kikuyu
carried a staff from the thigi tree that, when placed between two disputing sides,
caused them to stop fighting and seek reconciliation. Many communities in Africa
have these traditions.
Woman 5: I would like to call on young people to commit themselves to activities that
contribute toward achieving their long-term dreams. They have the energy and
creativity to shape a sustainable future. To the young people I say, you are a gift to
your communities and indeed the world. You are our hope and our future.
Woman 6: Africans, especially, should re-discover positive aspects of their culture. In
accepting them, they would give themselves a sense of belonging, identity and selfconfidence. Ladies and Gentlemen, In the course of history, there comes a time
when humanity is called to shift to a new level of consciousness, to reach a higher
moral ground. A time when we have to shed our fear and give hope to each other.
That time is now.
Whole cast chorus: That time is now!

(Everyone except Constance and Faith file offstage.)
Faith: Wow, Bibi. I had no idea how important this treeand all treesare to our
land and our country. Wangari Maathai sounds like an amazing woman, and I want to
be just like her when I grow up.
Grandmother Constance: That sounds like a great idea, Faith. Wangari Maathai is
a role model for all women. But why do you have to wait until you grow up to be just
like her?
Faith (thinks about it for a moment): Youre right, Bibi, I can play cati later. Ive got
something more important to do now. (Pause) Bibi, will you help me to plant a tree.
Grandmother Constance: Of course I will. Lets dig a hole and get started.
(Constance and faith dig a hole; they take a sapling and together, place it in the
ground.)
--THE END--
Village Volunteers
5100 S Dawson St. Suite 105 Seattle, WA 98118
206.709.1404 [email protected]
www.villagevolunteers.org
VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen
[email protected]
PERMISSIONS
The following people have graciously given permission for their works to be included in this CD resource
packet.
TOM LICHTENHELD
Janice,
Thanks for contacting me. I'm happy to grant permission, and I've gotten the thumbs-up from Maria Walther, who
I collaborated with on the presentation.
Please use this line for attribution:
Created by Tom Lichtenheld & Maria Walther, IRA Convention 2010, All Rights Reserved Artwork 2010 Tom
LIchtenheld
You will find activity guides for many of my books here. Feel free to download and distribute them as you see fit.
And I've attached a couple of extra things for Duck!Rabbit! which you are free to use.
If possible, I'd love to see a copy of any materials you create.
Thanks for your support,
Tom L.
A TREE GROWS IN KENYA

Hi Janice,
Thank you for inquiring. We would be more than happy for you to use this in your presentation. The play was
written by three of our volunteers during their time at our Common Ground program. These young women
volunteered with us during their trip around the world and their experience was recently published in their book,
"The Lost Girls". We would love to have any updates and/or pictures of students performing the play!
All the best,
Caroline Cardosi
[email protected]
WRITING FIXCORBETT HARRISON
Hi Janice,
Thanks for contacting us. As long as you keep the page citations intact, you may share that lesson in the
way you have described. Thanks for thinking one of my lessons was good enough for your presentation!
Always nice to hear.
--Corbett Harrison, WritingFix Webmaster
ANASTASIA SUEN
Hi Janice,
Thanks so much for asking. Yes, you can use this lesson for your workshop. I'd love to have a copy!
Anastasia Suen
PO Box 262472
Plano, TX 75026-2472
Thanks!
:-) Anastasia
VRC Extensions
VEMA Conference
October 29, 2010
Janice Raspen
[email protected]
MARY ANNE MALSTROMCHESTER

Janice,
I am honored that you want to use my lesson. You are more than welcomed to use the lesson for your class. I feel
that it is important that educators share ideas. Thank you for the class this summer.
Have a nice day!
Mary Anne Malstrom
DAVID VITARHYMING DUST BUNNIES
Janice,
I would be honored! If I can support you in any way, let me know (a more refined copy of the song, whatever....).
Feel free to give out copies and I confer use to all.
Thanks for asking.
David
EMILY SHECKLESDOG AND BEAR
Hi Janice,
Sure! Help yourself. :) Thanks for including me!
Thanks,
Emily
VERBAL PERMISSION WAS GRANTED FROM:
Stafford County Librarians: Angela Hopkins, Carol Hugar, Brenda Love, Felicia Staggs, and Pat Loew (librarians
extraordinaire!)
Contact Me:
Janice Raspen
School Librarian
Conway Elementary School
Stafford County Public Schools
105 Primmer House Road
Fredericksburg, Virginia 22405
[email protected]
[email protected]
540-361-1455

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Martina, the Beautiful Cockroach

*reprinted here with the authors permission.

Martina the Beautiful Cockroach:

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Martina the Beautiful Cockroach:

Meet the AuthorCarmen Agra Deedy

Meet the Illustrator Michael Austin

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Connections for Martina the Beautiful

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Storytime Theme for Martina the Beautiful

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Storytime Theme for Martina the Beautiful

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Center Activities for Martina the Beautiful

Literature Activities Folktales

Social Studies ActivitiesMap Skills

Locate the countries of origin for the folktales on a world map.

Social Studies Activity Customs

Find out about engagement customs in other countries.

Language Activity Motives

Don Lagarto ______________________________________________________

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Center Activities for Martina the Beautiful

What do these Spanish words from the story mean in English?

Write a description of what you think an acceptable suitor would be like.

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Center Activities for Martina the Beautiful

What I want to know

What I have learned

Math/Science ActivityInsects Graph

Make a class graph of favorite insects.

Writing ActivityReport Writing

Choose an insect to study. Write a report about your insect.

Art ActivityInsect Mural

Draw a picture of your favorite insect. Cut it out.

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Center Activities for Martina the Beautiful

Label the body parts of the cockroach.

For more information, check out Martinas website at: www.beautifulmartina.com.

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Center Activities for Martina the Beautiful

CYRM Resource Guide 2010-11

Martina the Beautiful Cockroach

Martina the Beautiful

Martina Josefina Catalina Cucaracha was a beautiful

She lived in a cozy street lamp in Old Havana with

Now that Martina was 21 days old, she was ready to

Ta Cuca gave her una peineta, a seashell comb.

Mam gave her una mantilla, a lace shawl.