Project B.A.S.I.C. Book Nook Collection Adapted K-1teamtn.tnvoices.org/sites/teamtn/files/K-1 Adapt BOOK...Everybody Cooks Rice Dooley, Norah Friendship, Culture K-2nd Enemy Pie Munson,

Project B.A.S.I.C. Book Nook Collection Adapted K-1

Title Author Topic Age

Andrew's Angry Words Lachner, Dorothea & Khing, Tjong

Coping with Feelings PK-2nd

Simon's Hook Burnett, Karen Gedig Coping with Feelings, Teasing K-2nd

Swimmy Lionni, Leo Friendship Skills PK-2nd

Odd Velvet Whitcomb, Mary E. Friendship Skills K-2nd

Mr. Peabody's Apples Madonna Friendship Skills, Gossip K-3rd

The Band-Aid Chicken Henton, Becky Rangel Friendship Skills, Peer Pressure PK-2nd

Everybody Cooks Rice Dooley, Norah Friendship, Culture K-2nd

Enemy Pie Munson, Derek Friendship, Culture K-2nd

Click, Clack, Moo: Cows that Type

Cronin, Doreen Problem Solving K-2nd

The True Story of the Three Little Pigs

Scieszka, Jon Problem Solving, Taking Responsibility PK-3rd

A Bad Case of Stripes Shannon, David Self-esteem, Being yourself PK-3rd

Stand Tall, Molly Lou Melon

Kinney, Susan Self-esteem, Bullying PK-2nd

THIS BOOK NOOK CREATED BY STAFF OF PROJECT B.A.S.I.C. of EAST TENNESSEE

BOOK NOOK – Stand Tall, Molly Lou Melon

Molly Lou Melon is short and clumsy, has buckteeth, and has a voice

that sounds like a bullfrog being squeezed by a boa constrictor. She

doesn't mind. Her grandma has always told her to walk proud, smile big,

and sing loud, and she takes that to heart.

But then Molly Lou has to start in a new school. Ronald Durkin calls her

"SHRIMPO!" and "BUCKY‐TOOTH BEAVER!" But Molly Lou has learned a

lot from her grandma and knows just how to put him in his place‐in a

very satisfying way.

Questions for Discussion:

Before Reading:

Have you ever had a time when someone was not nice to you?

Have you ever been called names because people thought you were different?

How did that make you feel?

What did you do to solve the problem?

After Reading:

What made Molly Lou different from her classmates?

What did Molly Lou look like?

What happened when Molly Lou tried to fit in?

Who did Molly Lou look to for advice?

What did she do when her classmate picked on her?

How do you think Molly Lou felt about herself? How do you know?

How did Molly Lou “stand tall” in the story?

What was unique about her? What made her stand out among her friends?

What are some unique things about you that make you stand out?

How did her grandmother know what to tell Molly Lou to do?

Follow‐up Activities:

Create “Me Collages” by using magazine pictures depicting things that make each individual special.

Create a flyer or a bumper sticker with one of the phrases that Molly Lou’s grandmother

told her and inform through use of the flyer or bumper sticker what it means.

Write a letter to someone and thank them for accepting you for who you are.

Put students in cooperative pairs and have each interview one another using a blanket set of questions which will enable students to find out unique facts about one another and share two facts discovered during the interviews.

Write a story about a time when you were new or felt different from those around you. How did you feel? What happened?

Make a bulletin board displaying the unique qualities of each child in the class‐for example‐a garden of flowers, the center of each flower is a picture of a child from your class, have children write unique qualities on each petal, place a poem in the center of the board about being unique.

Create a book for your classroom, have each child write and illustrate a page for the book about what makes them special.

THIS BOOK NOOK CREATED BY STAFF OF PROJECT B.A.S.I.C. of EAST TENNESSEE

BOOK NOOK – Everybody Cooks Rice

Carrie travels from one house to another, looking for her brother at

dinnertime. Each family invites her in for a taste of what they are cooking;

thus, she samples the ethnic diversity of her neighborhood through the rice

dishes they prepare. At home, her own Italian family is indulging in risi e bisi .

All the recipes are included at the end of the book. Yes, everybody cooks rice, and everybody

eats rice—these commonalities do bring us together, a lesson worth repeating again and again.


Before Reading:

What is your favorite meal your mom cooks?

Do you help your mom cook?

Do you like the same foods your friends do?

Have you ever had foods from another country? Did you like it?

After Reading:

Why does Carrie travel through her neighborhood?

What does she do at each neighbor’s home?

How do you think Carrie feels as she travels from home to home?

Which dish sounds best to you?

Have you ever eaten any of these rice dishes?

What does Carrie discover?

Follow‐Up Activities:

Have the students make recipes for being kind or tolerant of others and their

differences

Provide an opportunity for children to taste foods from other cultures or to use chop

sticks, one way to do this would be to ask parent volunteers to make something and

bring it in at a special time

Allow students to work in cooperative pairs and interview each other about where they

come from, how are they alike and how are they different, than have the pairs illustrate

or write about what they discovered

Have the children make pictures using uncooked rice to decorate the pictures,

encourage the children to illustrate a way they can be tolerant of others or something

that makes them unique.

Have each child bring a favorite recipe from home and put all the recipes in a book.

Make a copy of the book for each student

THIS BOOK NOOK CREATED BY PROJECT B.A.S.I.C. STAFF OF EAST TENNESSEE

Book Nook – Enemy Pie

It was the perfect summer. That is, until Jeremy Ross moved into

the house down the street and became Enemy Number One.

Luckily, Dad has a surefire way to get rid of enemies‐Enemy Pie.

But one of the secret ingredients is spending an entire day with the

enemy!

In this funny yet endearing story, one little boy learns an effective

recipe for turning a best enemy into a best friend. With charming

illustrations that bring to life the difficulties and ultimate rewards

of making new friends, Enemy Pie serves up a sweet lesson in

friendship.


Before Reading:

What is an enemy?

What might “enemy pie” be?

How might an enemy act?

Can you tell what a person is like by looking at her or him? How?

After Reading:

Why did the boy need an enemy list?

What kinds of things are in enemy pie?

How was the pie going to work for the boy?

What did the boy have to do for enemy pie to work?

What kinds of things did the boy and Jeremy do together?

Why did the boy tell Jeremy to wait before he would let him into the tree house?

What did the boy learn about Jeremy during dinner?

What did the boy learn about Jeremy – his enemy?

How did the boy fix or resolve his issues with his enemy?

What would you have done, that was not mean, to deal with your enemy?

Follow‐Up Activities:

Have students make a class friendship chain. Invite students to watch for instances in which

classmates are being a friend and then write what they saw on a link – adding for each friend

sighting.

Book Nook – Enemy Pie

Have students make “Wanted – Best Friend” posters. Discuss desirable qualities of a best friend

and they types of pictures they might draw to illustrate the posters.

Have students brainstorm of list of “friendly” words, phrases, and actions, concentrating on

words that demonstrate community, illustrate peacemaking, offer compliments, and unite the

class as a group. Have students put these on display, using sentence strips, construction paper,

balloons, etc., around the classroom.

Have students write recipes for “Friendship Stew” or “Friendship Cake” or a similar dish. Gather

some children’s cookbooks for them to look at. Discuss measurement quantities, including

specific terms (e.g., “cup” and “tablespoon”) and non‐specific terms (e.g., “dash” or “sprinkle”).

Look at the directions for cooking vocabulary, such as “mix,” “blend,” “simmer,” “bake,”etc. Call

their attention to all of the friendship words and actions that appear on charts, in books, and in

activities that students have done in the classroom, and direct them to use these words as their

“ingredients.” Make a book, “Recipes for Friendship,” and place it in the school library.

Make a Friendship Bulletin Board. The center of the board will be a giant pie plate, your class

will fill the pie. You can choose one of several different ways to fill the pie. You will need die cuts

of a fruit or some other filling to place in the pie. You could fill the pie with pictures of students

from your class, or have the children write ways to be a great friend on each die cut, or

something they want others to know about them like they like to paint, sing, dance, play

baseball, etc.

What do you look for in a friend? Discuss similarities and differences in people, how everyone is

unique and you do not have to like all the same things to be friends. People have different

qualities that make them special. Take pre-made 2 piece puzzle pieces (take a picture from a

magazine or computer image, mount it on card board and cut it into 2 pieces) and let children

randomly pick puzzle piece and then search the class to match it with the person that has their

puzzle piece match. Once they find their match, have children to “learn” a fun fact about their

partner and give their partner a compliment by telling them one quality that they like about

them. The children can share their partner’s fun fact with the class.

THIS BOOK NOOK CREATED BY STAFF OF PROJECT B.A.S.I.C. OF EAST TENNESSEE

BOOK NOOK – A Bad Case of Stripes

What we have here is a bad case of stripes. One of the worst I’ve ever

seen!”Camilla Cream loves lima beans, but she never eats them. Why?

Because the other kids in her school don’t like them. And Camilla Cream is

very, very worried about what other people think of her. In fact, she’s so

worried that she’s about to break out in…a bad case of stripes!”


Before Reading:

Just by looking at the cover, what do you think this book will be about?

Do you have a favorite food?

Do you like the same foods your friends like?

Has someone ever teased you about something you liked but they didn’t?

How did that make you feel?

After Reading:

Do you like Lima Beans? Can you imagine them being your favorite food?

Do you like something that no one else does?

Would you be willing to give up something you love just to not be teased about it?

What was Camilla’s problem?

Why do you think Camilla was afraid to have people find out that she liked lima beans?

What did she give up for people to like her?

Did it work? Did she get what she wanted?

What happened to Camilla?

How do you think Camilla felt when she was teased?

How did she solve her problem?

Do you think we should change who we are so people will like us better?

Follow Up Activities:

Have students draw a picture about a time they were teased

Decorate a small box, inside the box place a small mirror‐tell the children that this is

your magic box and it contains something more precious than money, gold, diamonds

(let them name precious things) but that it is a secret and they can’t tell anyone else‐

allow them to peep into the box‐after everyone has a turn discuss what was in the box

Have students do self portraits including the things that make them special

Make rainbows with a pot of gold at the end but instead of placing a picture of gold in

the pot have them put a picture of themselves – could be a drawn picture or a

photograph

Draw a picture of yourself in Camilla’s situation‐what kind of situations would create

your patterns. Decorate it with things you like. What things do they like that other

people like? What things do you like that no one else likes?


BOOK NOOK – Andrew’s Angry Words

Andrew shouted angry words when his sister spilled his toys. He was

instantly sorry, but Marion had already shouted the angry words over

the phone to Ted. Andrew ran to Ted's house‐‐but it was too late. Ted

had already passed them along, and the angry words were loose in the

world. Children learn very early just how powerful words can be.


Before Reading:

Have you ever been feeling happy and someone does something to change how you

feel?

What did you do about it?

Do you believe we can “catch” a mood or feeling from others?

After Reading:

What happened to Andrew in the story?

How did his sister, her boyfriend, others in the story react to Andrew?

What happened to the Angry Words in the story?

How does Andrew solve his problem?

What happened to the others in the story? Were the nice words contagious like the

angry words were?

Follow up Activities:

Angry Ball: Tell the students that you are like Andrew and have brought in your own “Angry Words”. Hold up the labeled bag with the yarn ball inside. These words are so angry that they are kept confined in this bag, but for today they are going to behave and cooperate with the class. They are going to be a teaching tool so that we can experience the effect they have on us and our environment. Carefully take out the yarn ball saturated in a strong smelling powder. Ask the students, “What do you notice? Has the environment changed in some way?” Talk about the fact that I am the only one with the “angry words,” yet they notice that something is different in the atmosphere. My “angry words” have an impact on their classroom. Pass the yarn ball around so that each

student touches it. Point out that even after the “angry words” leave them, a residue remains on their hands. How is this like angry words in reality? Even after we feel better and/or say we are sorry, a residue remains. Things do not quickly return to the way they were. Trust has been nicked and it takes time to heal. Point out that “angry words” between just a couple of people can have an impact on a whole classroom (or household) just like the scent from my “angry words.”

Have the children divide a piece of construction paper in half. On one side of the paper have them write the words that make them feel angry and on the other side of the paper have them write the words that make them feel better. Have the children tear the paper in half, throw away all those words that spread anger and keep the nice words.

Use a black cardboard box decorated with symbols of the angry words from the story. Allow children to shout angry words into the box

Make a “kind and happy word” bouquet. Provide a paper plate, with a hole punched in the top, piece of yarn, markers and/or glitter and glue. Give out 4 or 5 die cut shapes similar to those in the book (flower, sunshine, smiley faces, etc) Have students write kind and happy words on each shape and glue onto the plate. Decorate with markers or glitter. Hang in a prominent position in the classroom to remind students of the power of their words.

Do the toothpaste experiment. In cooperative groups, ask students to squeeze all the toothpaste (use trial size tubes) out of the tube onto a paper plate. Ask the students to put the toothpaste back into the tube. Brainstorm and discuss how this is like our angry words (easier to say than take back, messy, etc)


BOOK NOOK – The Band‐Aid Chicken

A new chicken enters the barnyard excited and eager to make new

friends. However, she soon discovers that she must endure the painful

initiation of being pecked by the other chickens. She survives her ordeal

and is accepted into the group. Noticing her bruised head, the farmer

covers her sores with a band‐aid and names her the Band‐Aid Chicken.

When a new chicken enters the yard, the Band‐Aid Chicken refuses to

participate in the pecking initiation and convinces the other chickens to refuse, too. This story

sends the message that it isn't necessary to do what others want just to be accepted into the

group.

Questions for Discussion

Before Reading:

Have you ever had to make new friends?

Were you nervous about making friends when you started school or a new class?

Were people mean to you? How did that make you feel?

Have you ever felt pressured to tease another child? What did you do?

What was the hardest thing about making new friends?

What did you worry about?

After Reading:

What happened to the Band‐Aid Chicken when she came to the barnyard?

How did she feel about what happened to her?

What did she do about it?

Did it make her feel better?

Did it solve the problem?

Do you think the Band‐Aid Chicken was brave?

What about you? Are there things you think are wrong and need to be changed?


Make the paper bag Chicken puppet at the back of the book or Chicken stick puppets,

place a band‐aid on the chicken puppets and give each child a band‐aid as a sticker for

the activity to remind them about the lesson

Have children design posters about being tolerant of others, have a poster contest

Allow the children to help design and decorate a bulletin board about how to get along

with others or about being tolerant of others.

Allow the students to role play situations about resisting peer pressure, being tolerant

Have students design bumper stickers about resisting peer pressure or bullying

In cooperative groups, have the students draw and design a classroom that would be

tolerant of others, discuss what they included, what they excluded and why


BOOK NOOK – The True Story of the 3 Little Pigs

The big bad wolf has spent ten years in pig prison for the destruction

of the three little pigs, and he has quite a story to tell that just might

prove his innocence! Alexander T. Wolf writes his own account of this

infamous meeting, and insists that he was railroaded in the classic

fairytale. After all, it was only an innocent sneeze (he had a bad cold),

and all he wanted was to borrow a cup of sugar from one of the pigs.

Why is he now the bad guy?


Before Reading:

Who remembers the story of The Three Little Pigs?

In that story what happened to the pigs?

Who do you think was telling the story?

Do you believe it happened the way the narrator told the story?

Are there more ways that it could have happened?

After Reading:

Who is telling this story?

Do you believe him?

Why or why not?

What was the Wolf trying to do in this story?

Have you ever made excuses for your behavior?

When you have a disagreement with a friend, do you believe that both of you have a side? Can two people be right?

How can you resolve a problem like that?


Have students role play the story or similar situations

Have some sample situations or stories ready and ask that the students re‐tell the stories from a different perspective

Have students illustrate the book

In cooperative groups, have students work puzzles or play games that require problem solving skills (line up by birth‐date without speaking, move a hula hoop around a circle

without breaking the circle, solve a puzzle without speaking, etc) After the game, have students share their perspective of the problem)


BOOK NOOK – Swimmy

Swimmy is the sole survivor of an encounter between a school of small

fish and a tuna. When he meets a new group of his kind hiding among the

rocks, he is determined to hatch a plan so they can safely explore their

world. This visually rich, life‐affirming book teaches kids that relationships

matter.


Before Reading:

Were you nervous about coming to school for the first time or being in a new class?

Did you think you would make friends?

What did you do to make new friends?

After Reading:

How did Swimmy feel when he escaped from the tuna and swam alone in the deep sea?

What helped Swimmy feel happy again?

Why didn't the new school of fish want to swim and play and see things?

Did Swimmy think the fish were right to lie still so they wouldn't get eaten? Why do you think Swimmy thought what he thought?

What did Swimmy do to help the fish solve their problem?

Why do you think Swimmy offered to be the eye of the fish?


Have students create a picture of cooperation taking place in the classroom, school, or

community.

Have children make a picture individually or as a group entitled “I can be a good friend

by…”

Have the students write or draw about someone they know who is a “problem solver”

what do they like about this person, what kinds of problems do they solve, do they think

this person has a difficult job, why or why not?

Have students make posters showing how they can be a good friend

Pair students with another student that they would not normally choose to do an

activity together, play a game that encourages each pair to learn about each other

and introduce each other to the class sharing what they have learned.


BOOK NOOK – Click, Clack, MOO: Cows that type

"Cows that type? Impossible!" That's what Farmer Brown thinks when he

first hears the "click, clack" from the barn, but then he reads the note the

cows write him. All they want is electric blankets for the cold barn. When he

refuses, they go on strike. What's worse for the farmer is that the strike

spreads to the cold hens as well. Duck finally negotiates a compromise.

Unfortunately for Farmer Brown, the ducks have learned from all this,

leaving us with a smile at the ending.


Before reading:

What do you think this book is about?

Have you ever seen an animal that can do something that only people do like type?

Have you ever tried to solve a problem by refusing to do something? How did it work?

After reading:

What did you think about the cows going on strike?

Were their demands reasonable?

Did it work out for them? Why or Why not?

How did the ducks help?

What did the farmer learn?

What did the cows learn? What did the hens learn? What did the ducks learn?

Could you use this way to solve a problem that you have? Why or why not?

Follow‐up activities:

Play games that allow the students to solve a problem such as “Stinky Shoe” Have the

students sit in a circle, have them take one shoe off, put all the shoes in a trash bag.

Give each child a new shoe, be sure that the shoe they get is not their own or their

neighbors. The children must figure out how to get their own shoe back but they cannot

talk, reach across the circle or throw the shoes.

Have the students make posters that illustrate the steps for problem solving

Have students role play the story


BOOK NOOK – Mr. Peabody’s Apples

Mr. Peabody is the beloved elementary school teacher and baseball coach, who one day finds himself ostracized when rumors spread through the small town. Mr. Peabody silences the gossip with an unforgettable and poignant lesson about how we must choose our words carefully to avoid causing harm to others.

Questions for Discussion: Before Reading:

From looking at the cover of the book, what do you think it is about?

Has anyone ever said something about you that wasn’t true? How did you feel?

What is gossip?

Do you believe gossip is harmful?

Has anyone ever spread gossip about you? After Reading:

What was the rumor about Mr. Peabody?

How did Mr. Peabody feel about the rumor? About the boys?

What should Tommy have done when he saw Mr. Peabody take the apples?

What was the reason for having Tommy cut open the pillowcase and letting the feathers fly?

Do you think words are powerful? Why or why not?

Have you ever had a rumor started about you? How did you feel? What did you do about it?


Play the Telephone Game

Fill a pillow case with feathers that have slips of paper attached that have……

In cooperative groups, have the children squeeze all the toothpaste out of a tube (trail size) and instruct them to replace all the toothpaste into the tube. Lead the class in a discussion that just as we can’t ever put all the toothpaste back into the tube we can’t undo what we say


BOOK NOOK – Odd Velvet

Velvet is odd. Instead of dolls that talk and cry, Velvet brings a

milkweed pod for show and tell. She wins the class art contest using

only an eight‐pack of crayons. She likes to collect rocks. Even her

name is strange‐Velvet But as the school year unfolds, the things

Velvet does and the things that Velvet says slowly begin to make

sense. And, in the end, Velvet's classmates discover that being

different is what makes Velvet so much fun


Before Reading:

What does the word “odd” mean?

Are all people alike? Different?

Is it hard to be different?

Do you like all the same things your friends do?

Have you ever been teased because you were different or liked something different

than your friends?

After Reading:

How is Velvet different from the other kids at school?

How do the other children treat Velvet in the beginning? Do they eventually accept her?

What is her attitude like?

Does she seem upset to be different?

Does she seem comfortable with what she has and who she is?

Does she seem to feel like she is noble or special regardless of what others think of her?

What are some of her virtues?

What are some of your virtues?


In cooperative pairs have the children write something they admire about their partner

on apple die cuts

Have the children draw self portraits and decorate them in all the ways they are unique

Make “Handful of Unique Students” poster. Label top of poster. Each student needs to

trace their hand onto a piece of construction paper. Write their name on their hand, cut

it out, and glue it onto the poster board and hang in the classroom

Have students color rainbows with pots of gold at one end, on the gold coins allow

children to identify their unique qualities

Make butterflies and decorate them to show their unique qualities


BOOK NOOK – Simon’s Hook

Simon experiences a "bad hair day" after his sister cuts out

portions of his hair to remove some chewing gum. When his

friends tease him, the boy rushes home in tears. He finds

consolation when his Grandmother Rose tells him "a fish story"

that illustrates the pitfalls of providing an easy target for teasing

by "biting the hook." Simon's self‐esteem returns, and he rejoins

his friends and withstands their comments by following his

grandmother's sage advice.

Questions for Discussion

Before Reading:

Just by looking at the cover, what do you think this book will be about?

Have you ever been fishing? What did you catch?

Did you ever put a worm on a fish hook?

What does it mean when a fish bites a hook?

After Reading:

Why was Simon teased?

How do you think he felt when he was teased?

What did he do when he was teased?

What did his grandmother tell him?

Have you ever been teased? How did you feel?

Do you think it was hard for Simon to go back?

Do you think you lose when you get upset, mad, or return the put‐down?

Do you think it was hard for Simon to not “bite the hook?”

How do think Simon felt when he didn’t “bite the hook?”


Using the examples at the end of the book, allow the students to practice through role

play

Draw cartoons of fish swimming near hooks with put‐downs attached to the hooks,

have the students draw conversation bubbles with a response for each hook

Using die cuts of fish, write the responses on the fish, attach a paper clip to each fish;

make a fishing pole using a dow rod with a string attached and a magnet at the end of

the string. Allow the children to “fish” for the responses

Allow students to draw self portraits of themselves resisting “hooks” using one of the

examples

On half sheets of construction paper, glue a white sheet of paper that says “Compliment

Card” at the top, than Name_____________ And My Friends say that I am…. And have

about 4 lines numbered under that. Punch two holes in the top, thread with a piece of

yarn and make a necklace. Allow students to visit around the room, collecting

compliments for their compliment card


Documents

Project B.A.S.I.C. Book Nook Collection Adapted K-1teamtn.tnvoices.org/sites/teamtn/files/K-1 Adapt BOOK...Everybody Cooks Rice Dooley, Norah Friendship, Culture K-2nd Enemy Pie Munson,