mr popper s penguins chap book

7/24/2019 Mr Popper s Penguins Chap Book

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Mr. Popper’s Penguins Recommended for Grade 2

Title/Author: Mr. Popper’s Penguins by Richard and Florence Atwater

Suggested Time to Spend: 4! "ee#s $Recommendation: one session per day% at least 2& minutes per

day'

(ommon (ore gradele)el *+A/+iteracy Standards: R+,2,-% R+,2,2% R+,2,.%

R+,2,% R+,2,0% R+,2,-&1 ",2,2% ",2,1 S+,2,-% S+,2,2% S+,2,4% S+2,!% S+,2,1 +,2,-%

+,2,2% +,2,4% +,2,!% +2,

Teacher 3nstructions

Before the Lesson

1. Read the ig 3deas and 5ey 6nderstandings and the Synopsis below, Please do not read this to the

students, This is a description to help you prepare to teach the boo# and be clear about what you

want your children to ta#e away from the wor#,

ig 3deas/5ey 6nderstandings/Focusing 7uestion

The primary purpose of this boo# is entertainment and there are no hea)y underlying layers of

meaning, The lighter theme to e8plore is to #eep your dreams ali)e because anything can happen

regardless of your age, 9r, opper is a dreamer who uses his curiosity and imagination to respond to

the e)ents of ordinary daily life as well as more challenging decisions he is re;uired to ma#e, <e is

continuously see#ing to =broaden> his #nowledge and e8perience,

Synopsis




9r, opper% a seasonal house painter in the small town of Stillwater% dreams of e8peditions to the

Arctic and the Antarctic, <e lo)es learning about penguins most of all, 3n response to a letter 9r,

opper wrote to Admiral ?ra#e% 9r, opper is surprised when he recei)es a real% li)e penguin from the

Antarctic and he names the penguin (aptain (oo#, The family soon becomes attached to the

charming (aptain (oo# and they go out of their way to ma#e him comfortable in their home, "hen

(aptain (oo# becomes ill% a curator from a large a;uarium suggests that (aptain (oo# is lonely and

sends another penguin% Greta% to @oin the opper household, efore long there are a doen penguins

li)ing in the household and the cellar is turned into a penguin wonderlandcomplete with an ice

castle% s#ating rin# and di)ing pool, "hen faced with money worries% 9r, opper decides to train the

penguins to perform% secures an agent% and ta#es the penguins and the family on the road to

theaters across the country, Finally% 9r, opper is faced with the decision of allowing the penguins to

be in mo)ies in <ollywood or sending them to the Arctic to form a penguin colony,

2. Read the entire boo#% adding your own insights to the understandings identiBed, Also note the stopping

points for the te8tinspired ;uestions and acti)ities, Hint: you may want to copy the questions

vocabulary words and activities over onto sticky notes so they can be stuck to the right pages or each

chapter’s questions and vocabulary work. !n addition prepare any other materials "e.g.: handouts#

chart paper# markers$ necessary or activities and tasks also related to each chapter.

(hapter Guide C 7uestions% Acti)ities% Docabulary% and Tas#s




Questions/Activities/Vocabulary/Tasks Expected Outcoe or !esponse "for each#

$%APTE! &' ()till*ater+

<ow do the authors describe 9r, opperE

Generate a chart with two columns: (olumn -=<ow do the Authors ?escribe 9r, opperE>(olumn 2=*)idence from the Te8t>

ased on what you #now about 9r, opper from(hapter -% do you thin# 9r, opper will e)er @oin aolar e8peditionE "hy or why notE

Record student predictions with e)idence so you

%o* do the Authors,escribe -r. Popper

Evidence fro theText

-, A dreamer/absentminded

<e forgot what he wasdoing and painted

three sides of a #itchengreen and the otherside yellow because hewas dreaming offaraway places, $pg, !'

2, bsessed withAntarctica

"hen a olar mo)ie wasin town% he was the Brstin line to buy a tic#etand often sat throughthe shows three times,<e read about the olarregions and found e8actlocations on his globe,

$pgs, 0'

ossible redictions

Students might suggest things from (hapter - suchas 9r, opperHs age% family responsibility% current





can re)isit with students after they Bnish hearingthe story,

?isplay this ;uotation from (hapter - and readchorally with the students, As# students to identifythe person spea#ing and e8plain the meaning ofthe ;uotation: %&ut what worries me is the money.! have saved a little# and ! daresay we can getalong as we have other winters.'

@ob% and lac# of training to be a scientist asobstacles to @oining a olar e8pedition, n theother hand% students may use the sentence frompg, ! as e)idence to support the possibility of thishappening: =, , ,and no one guessed that he wouldone day be the most famous person in Stillwater,>

9rs, opper is ma#ing the statement to 9r, opper,<e is a seasonal wor#er which means he does notwor# during the cold months of winter and he doesnot earn money since he is not painting for otherpeople, 9rs, opper manages the family money, 3tis her responsibility to sa)e money during themonths that 9r, opper is wor#ing so that the familycan buy food and other necessary things duringwinter months, The family has learned to li)e ontheir meager sa)ings for the winter months forse)eral years and 9rs, opper thin#s that the familywill be able to buy food and other necessary thingsthis winter% too,

Iote: The word meager is not in the te8t% but this isa good conte8t to use the word with students duringdiscussion, ?eBnition of eaer: an amount thatis too small and is much less than you need.





<ow does the illustration on page 4 add to yourunderstanding of the main characterE <ow does itadd humor to the words in (hapter -E

The illustration supports what we learn from thete8t about 9r, opperHs age and occupation, Thehaphaard arrangement of his e;uipment and toolsand his e8pression add humor to the te8t,?eBnition of hapha0ard: not organi(ed

$%APTE! 1' (The Voice in the Air+

A speciBc tool authors use to help readers thin#about what will happen later in the story isoreshadowing, "hat did the authors do to ma#eyou thin# about what will happen in the ne8tchapterE "hat do you thin# the authors want thereader to thin# aboutE "hat predictions do theauthors want the reader to ma#eE "hat are thecluesE

Acti)ity: 9r, and 9rs, opper ha)e diJeringopinions about whether a penguin would ma#e agood pet, Kou will wor# with a partner, ne of you

The authors wrote about Admiral ?ra#e spea#ing to9r, opper on his radio broadcast from theAntarctic, Admiral ?ra#e than#ed 9r, opper for hisletter and told 9r, opper to watch for a surprise,

The authors want the reader to thin# about whatthe surprise might be and ma#e predictions, (luespro)ided in the te8t: the surprise is not by letter1Admiral ?ra#e is on an e8pedition to the Antarctic

so a logical prediction is that he is sendingsomething to 9r, opper from there, "hen 9r,opper wrote to Admiral ?ra#e% he told him howfunny he thought penguins were, enguins li)e inthe Antarctic and the title of the boo# is Mr.Popper’s Penguins.

9r, opper3 thin# a penguin would be )ery nice toha)e as a pet, enguins are the funniest birds in





will pretend to be 9r, opper and tell why you thin#a penguin would ma#e a good pet, The otherpartner will pretend to be 9rs, opper, Kou will tellwhy you thin# a penguin would not ma#e a goodpet, oth of you are trying to con)ince each other,

Try to use the reasons that 9r, and 9rs, opper

used in (hapter 2,3f scaJolding is needed% reread the con)ersationbetween 9r, and 9rs, opper before partners try tocon)ince each other, 3f time allows% you can as# aset of partners to reenact their con)ersation for theentire class,

the world, They wal# li#e little men instead of Lying, They slide on their stomachs, They are also)ery intelligent, "hen a group of penguins plan todi)e into the sea% they donHt @ust di)e in because asea leopard might be waiting to eat them, So theycrowd and push until one penguin falls into the

water to see if it is safe for all of them,9rs, opperenguins seen li#e heathen birdsbecause they push and sho)e each other into thewater, 3 donHt want to ha)e any pets in the housebecause they ma#e too much dirt in the house and 3already ha)e enough wor# to do #eeping the housetidy, esides% it costs money to feed a pet and youare not wor#ing during the winter, "e already ha)ea goldBsh and we donHt need another petM

$%APTE! 2' (Out of the Antarctic+

?isplay the Brst sentence from (hapter .: =)hat

with the e*citement o having the great +dmiral

,rake speak to him over the radio# and hiscuriosity about the +dmiral’s message to him# Mr.

Popper did not sleep very well that night.' (horally

read the sentence with the students,

"hy does feeling e8cited and being curious ma#e ithard for 9r, opper to sleep wellE

9r, opper canHt stop thin#ing about what he heardon the radio, <e is e8cited that Admiral ?ra#espo#e personally to him on the radio, <e is curiousabout what Admiral ?ra#e is sending him,





The words curious and in3uisitive are used to

describe the penguin in (hapter ., "hat speciBc

things did the penguin do to demonstrate these

;ualitiesE ?o these ad@ecti)es ha)e the same

meaningE

Iote: Kou may need to reread the four paragraphs

on pgs, --N to help students connect the

speciBc e8amples in the te8t with the words,

?isplay the words curious and curiosity' "e

e8amined the deBnition of curious' wanting to

know or learn more about something. <ow can we

use the meaning of the root word curious to

determine the meaning of the word curiosity E

As# students to identify the parts of speech for

$urious : The penguin e8amined 9r, opper and

inspected the house

4n3uisitive' The penguin #ept pec#ing the faucet

to see how it wor#edIote: This is a good time to discuss word

relationships and shades of meaning, ?isplay a

student friendly deBnition of =curious> and

=in;uisiti)e> and discuss similarity and shades of

diJerences, *8amples of deBnitions from -ongman

+dvanced +merican ,ictionary : curious: wanting

to know or learn about something Inquisitive:

!nterested in a lot o di/erent things and wanting to

0nd out more about them

$uriosity has a meaning related to curious

because it is deri)ed from that root word curious,

$uriosity means the desire to learn about

something or to know something

(urious is used as a describing word and curiosity is





each word, 9odel using the two words in

sentences and as# students to use the words in

diJerent sentences,

?isplay the illustration following pg, -, Turn to

your partner, artner A will e8plain what is

happening in the illustration, 6se the words

packin debris when you are e8plaining, artner

will e8plain why you thin# the illustration is

humorous,

used as a noun in sentences, *8amples of

sentences from (hapter .: 9r, opper had read

that penguins are e8tremely curious, $pg, -' 9r,

opperHs curiosity #ept him from sleeping well,

$araphrased from Brst sentence in chapter'

The penguin is holding out his Lippers and @umping

o)er the pac#ing debris $te8t% pg, -',

3deas of how the illustration is humorous: 9r,

opper is dropping the screwdri)er because he is so

surprised1 The penguinHs posture loo#s funny in

midair,

$hapter 5' ($aptain $ook+

3n (hapter 2% 9rs, opper said she didnHt thin# a

penguin would ma#e a good pet, "hat things does

she say and do in (hapter 4 to show that she might

be changing her mind about ha)ing (aptain (oo# as

a petE

9a#e a list on the board or chart paper,

+ist of Things 9rs, opper Says and ?oes in (hapter 4

She smiled as they watched (aptain (oo# strut

around the li)ing room,

=<e certainly is cute%> she said,

=3 guess 3Hll ha)e to forgi)e him for biting my an#le,

=<eHs a nice% clean loo#ing bird,>

=9aybe we can train him,>





"hy does (aptain (oo# sleep in the refrigeratorE

"hy is (aptain (oo# a good name for the penguinE

?isplay the words popous and popously, The

word popous means trying to make people think

that you are important. <ow does that help us

determine the meaning of popously6

Show a picture of a blac# tu8edo @ac#et with long

=<e is so nice and clean that perhaps he will be a

good e8ample to you and the children,>

(aptain (oo# li)ed in Antarctica, Antarctica is )ery

cold and has lots of snow and ice, (aptain (oo#Hs

body is adapted to feel comfortable in a cold

en)ironment,

Reasons (aptain (oo# is a Good Iame

-,<e was named after a famous e8plorer who sailed

all o)er where no one had e)er been before, The

penguin tra)eled to Stillwater where no penguin has

e)er been before,

2,The e8plorer made a lot of important disco)eries,

The penguin is disco)ering things about his new

surroundings,

.,The e8plorer was a bra)e man and #ind leader, The

penguin is bra)e to come to this new place and

seems to be #ind, <e is curious and e8cited, <e

shows how pleased he is with their #indness by

ma#ing a special sound,

The root word is an ad@ecti)e1 the ad)erb made with C

ly shows how something is done, ?oing something

pompously means doing something in a way to ma#e





tails, *8plain that men wear tu8edos on formal

occasions such as weddings and some of the @ac#ets

ha)e long tails, "hat connections can you ma#e

between a tu8edo and the color pattern of (aptain

(oo#Hs bodyE ?isplay the illustration of (aptain (oo#

at the beginning of (hapter 4 $pg, 22',

"hat connection can you ma#e between the

meaning of the word pompously used to describe

(aptain (oo#Hs beha)ior and the color pattern of his

bodyE araphrase the sentence: =, , ,his blac#

tailcoat dragging pompously behind his little pin#ish

feet, , ,> $pgs, 2.24'

?isplay the illustration following pg, 2, <ow doesthis illustration support the words in the te8tE

5inesthetic Acti)ity: Act out the words: struttin%

archin7 toboanin7 paradin $(hapter .'

popously% 8appin7 inspectin% standin

people thin# that your are important,

The color pattern on (aptain (oo#Hs body loo#s

similar to someone wearing a white shirt and a blac#

@ac#et with long tails,

eople wear tu8edos to )ery formal% important

e)ents, The meaning of pompous is >trying to ma#e

people thin# that you are important>, So the two

items are connected by the idea of being important,

(aptain (oo#Hs color pattern loo#ed li#e a blac#

tu8edo with long tails was dragging behind his feet as

he wal#ed, This made (aptain (oo# loo# li#e he was

dressed for an important e)ent,

(aptain (oo# is >standing still between the dishes of

food> on the table but he is not touching anything,

<is bea# is pointed at the ceiling to show how

pleased he is with the oppersH #indness,





erect% larin% *addled% s3uattin $(hapter 4'

After acting out each word% a student could also tell a

sentence using the word from the conte8t of the

story,

$hapter 9' (Troubles *ith a Penuin+

"hy were 9r, opper and the refrigerator ser)ice man arguingE

"hat causes so much confusion about the penguin in(hapter !E

6se twocolumn chart to analye causeeJect in(hapter ! and add information to the chart in(hapter ,

The ser)ice man didnHt understand why 9r, opper

wanted him to bore holes in the door of the icebo8

and put a handle on the inside of the door, <e #ept

loo#ing at 9r, opper li#e he didnHt trust him, 9r,

opper did not want to e8plain about using the

refrigerator for a penguin because he thought the

repairman was being unsypathetic.

6nsympatheticnot kind or helpul to someone who

is having problems.

:ho is confused6

"E;ect#

:hy are they

confused6 "$ause#

The Ser)iceman

door,





?isplay the illustration following pg, ., <ow does

the illustration support the words in the te8t and

add humorE

The ser)ice manHs tools are Lying as he is running out of

the house because (aptain (oo# had surprised him by

wal#ing in the #itchen and pec#ing him, The e8pression

on the refrigerator repairmanHs face is hilarious, <is

tools% his hat% and the mil# bottle are Lying in all

directions in contrast to (aptain (oo# standing in the

doorway watching with one eye showing,

$hapter <' (-ore Troubles+

Iote: 3f possible% read the Brst part of (hapter

aloud to the students, Arrange for another adult or

older student to be present to read the telephonecon)ersations between 9r, opper and people at (ity

<all as a dialogue at the end of the chapter, The

person assisting you will need to use a diJerent

)oice when spea#ing for the Automobile +icense

ureau, Rehearse the dialogue ahead of time,

"hat causes so much confusion about the penguin in:ho is confused6 :hy are they





(hapter E

Add to the causeeJect chart from (hapter !,

<ow does 9r, opper feel during the telephonecon)ersationsE "hy was he outraedE

"E;ect# confused6 "$ause#

The Ser)ice man

$(hapter !'

<e doesnHt understandwhy 9r, opper wantshim to bore holes in thedoor of the icebo8 andput a handle on theinside of the door,

The oliceman

$(hapter '

<e has ne)er seen apenguin before, <e isafraid to come inside theopperHs house at Brstbecause the ser)iceman was yelling li#ethere was a lion loose inthe house,

The Doice on the phone

$(hapter '

The person could nothear )ery well, <emisunderstood

e)erything 9r, opperwas trying to e8plain tohim,

9r, opper became upset because the people he

tal#ed with at (ity <all #ept telling him to wait a

minute and switching him to someone else, "hen he

Bnally got someone on the line who seemed

interested% the person could not hear )ery well so he

#ept misunderstanding what 9r, opper was saying,





"hen 9r, opper got switched o)er to the Automobile

+icense ureau in another building% he ga)e up and

hung up the phone,

$hapter =' ($aptain $ook Builds a >est+

"hy did (aptain (oo# collect lots of items and put

them in the refrigeratorE

9r, opper and his family ha)e done diJerent things

to help (aptain (oo# adapt to li)ing in a new

en)ironment, +etHs list some e8amples that weH)e

read about so far in the te8t, *8amples can be

found in (hapters .0, 6se twocolumn chart to

record responses,

3n Antarctica% penguins collect small stones and build

nests, (aptain (oo# does not ha)e small stones in

the house so he collects other small ob@ects he Bndsaround the house which he can carry in his bea#, <e

uses them to build a nest in the refrigerator,

:hat Penuins >eed :hat the ?aily %as ,one

to %elp

"ater to play in Filled bathtub with water

(old en)ironment +et (aptain (oo# sleep in therefrigerator

Air Got ser)ice man to boreholes in the refrigerator

door and put a handle on theinside of the door

Food ought cans of shrimp for(aptain (oo#

Small stones for nest +et (aptain (oo# #eep thesmall items he collectedaround the house to buildhis nest





$hapter @' (Penuins Proenade+

The title of (hapter is =enguinHs romenade>,"hat clues do the authors gi)e us in (hapter to

help us understand the meaning of =promenade>EAllow students to discuss ideas and e8plore themeaning of the word, As they oJer their own ideas%you may use these ;uestions to scaJold theirresponses and help them elaborate their ideas: "hywas 9r, opper all dressed upE "here was 9r,opper ta#ing (aptain (oo#E "here were theygoingE

?isplay the illustration following pg, !2, artner A%tell your partner what is happening in the illustration,6se the words =tipping his derby,> artner % tell

how you thin# the illustration adds humor to the te8t,

n pg, !4 how do the authors help you understandthe meaning of tripodE

A proenade is an old ashioned walk or pleasurein a public place, 9r, opper dressed up in his best

clothes to ta#e 9r, (oo# for a wal# around town $apublic place', 9r, opper did not ha)e any errandsplanned so the reason for the wal# was to en@oywal#ing with 9r, (oo#, Kou might want the studentsto act out the diJerence between going on apromenade and going on an errand when time is afactor,

9r, opper is tipping his derby to their neighbor% 9rs,(allahan% while he is holding tightly to the clotheslinelease and trying to e8plain what a penguin is to 9rs,(allahan, (aptain (oo# has tangled the leash around

9rs, (allahanHs legs because he was pec#ing at hersoc#s,

3deas for humor: The items falling out of 9rs,(allahanHs grocery bags or lying on the ground1 thee8pressions on all the faces1 the way that all of theirfeet are positioned similarly1 the way 9r, opper loo#sli#e the penguin with the clothes that he is wearing1

A tripod is an ob@ect with three legs used to support a





<ow does the illustration on pg, !! support thewords in the te8tE

?isplay the last sentence in (hapter : =The manwho #ept the barbershop had% up to this time% been a)ery good friend of 9r, opper,> The authors areagain using a speciBc tool called oreshadowing toma#e the reader thin# about what will happen laterin the story, "hat did the authors do to ma#e youthin# about what will happen in the ne8t chapterE"hat do you thin# the authors want the reader tothin# aboutE "hat predictions do the authors wantthe reader to ma#eE "hat are the cluesE

camera, The photographer said that (aptain (oo#probably thought the tripod was a =threeleggedstor#,>

The illustration shows (aptain (oo# wal#ing round

and round the tripod , The clothesline% the tripod%(aptain (oo# and 9r, opper are all tangled up withthe photographer and his tripod,

The authors tell us that 9r, opper is trying to escapethe crowd by ta#ing (aptain (oo# into thebarbershop, The last sentence in (hapter say% =Theman who #ept the barbershop had% up to this time%been a )ery good friend of 9r, opper,> The authorswant us to thin# about why they are telling us thatthe barber had been a )ery good friend of 9r, opper,A logical prediction is that (aptain (oo# will do

something to cause trouble in the barbershop and thebarber will be upset with 9r, opper, (lues based on(aptain (oo#Hs beha)ior so far during the wal#:pec#ing the neighborHs soc#s% getting the clotheslineleash tangled around the neighbor and thephotographer% 9r, opper% and the camera% etc,

$hapter ' (4n the Barber )hop+

The word spectacle"s# is a multiple meaning word,





3n (hapter 2% 9r, opper put on his spectacles to

read, "hatHs another way of saying =9r, opper put

on his spectacles to read>E

"hat is the meaning of the word spectacle in this

sentence from (hapter N: )hen the barber was

shaving an elderly man# the spectacle was veryinteresting to aptain ook.

"hy do you thin# (aptain (oo# was particularly

interested in the sha)ing cream the barber put on

the manHs faceE

Show the illustration on pg, !, <ow does the

illustration support the words in the te8tE

"hy did 9r, opper thin# that (aptain (oo# needed

to climb three Lights of stepsE

9r, opper put on his eyeglasses to read,

A spectacle is something you see in a surprising or

shocking way , (aptain (oo# was )ery surprised and

)ery interested when he saw the barber sha)ing aman with sha)ing cream on his face,

Sha)ing cream is white, (aptain (oo# may ha)e

mista#en the sha)ing cream for snow,

The illustration shows (aptain (oo# standing on the

mirror ledge1 the gentleman in the barberHs chair

halflifed his head to see what had happened1 (aptain

(oo# is reaching his long bea# toward the lather on

the gentlemanHs face1 (aptain (oo#Hs posture in the

illustration shows that he is )ery interested in the

sha)ing cream,

A penguin is a bird and birds li#e to loo# down at the

ground from high places, Since (aptain (oo# was

unable to Ly to the top of the steps% he needed to

wal# up to the top,





$hapter &C' ()hado*s+

"hat is the problem in (hapter -&E

<ow does 9r, opper attempt to sol)e the problemE

"hat is ?r, SmithHs solutionE

3s sending Greta to li)e at the opperHs house a

logical solutionE "hat ma#es you thin# thatE

(aptain (oo# is sic#, <e will not eat and he is losing

weight, <e has a high temperature and the )et does

not thin# he will sur)i)e outside of his natural habitat

in the Antarctic,

9r, opper writes to ?r, Smith who wor#s at a large

a;uarium to as# for help,

?r, Smith has a sic# penguin at the a;uarium named

Greta, ?r, Smith thin#s that the penguins might be

lonely so he sends Greta to li)e at the opperHs house

with (aptain (oo#,

enguins are social animals, They li)e in groups and

wor# together to help each other sur)i)e,

$hapter &&' (Dreta+

"hy did 9r, opper decide to mo)e the penguins out

of the refrigeratorE

<ow did the family pro)ide a cold en)ironment for

the penguinsE

9r, opper e8pected to Bnd eggs and then babypenguins in the near future, The refrigerator would

not be large enough for more penguins, lus% 9rs,

opper was still as#ing for a place to put the food,

The family opened all the windows so the cold air

could come into the house from the outside, They





?escribe the inside of the house and the acti)ities

that too# place after the bliard, 6se te8t and the

illustration following pg, 02,

wore their winter coats in the house to #eep warm,

+arge snowdrifts came through the windows and were

piled in all the rooms, The penguins were ha)ing so

much fun playing in the snow that 9r, opper would

not let his wife clean out the snow, <e e)en sprayed

water on all the Loors and it froe to ma#e layers ofice, The children and the penguins had so much fun

tobogganing and sliding that the oppers mo)ed the

furniture out of their way,

$hapter &1' (-ore -ouths to ?eed+

"hat is unusual about the names that 9r, oppernamed the baby penguinsE

<ow did things change at the opperHs house afterthe ten baby penguins were bornE

"hy is 9r, opper worried at the end of (hapter -2E

The names were Ielson% (olumbus% +ouisa% Oenny%Scott% 9agellan% Adelina% 3sabella% Ferdinand% andDictoriapg, 00, 9ost are the names of famouse8plorers or people who helped e8plorers, "elearned in (hapter - that 9r, opper read a lot ofboo#s and #new the names of e)ery e8plorer,

The penguins were #ept in the cellar, A large freeingplant was installed down there and 9r, opper alsomade a s#ating rin# and a di)ing pond for them, Thefurnace was mo)ed upstairs so the family no longerneeded to wear their winter coats in the house, Thechildren and their friends spent hours in the cellarwatching the penguins and 9r, opper sat down inthe cellar in the e)enings reading,





<e doesnHt #now what he will do when spring arri)esand he has to lea)e the penguins e)ery day to gopaint other peopleHs houses,

$hapter &2' (-oney :orries+

9rs, opper had sa)ed money to buy food for the

family during the winter months, "hy did the

opper family ha)e money worriesE

"hen the opper family was challenged with moneyworries% 9rs, opper suggested selling the penguinsto ha)e money for the family to li)e on, <ow did 9r,opper respond to the challengeE

Acti)ity: lay the actual music mentioned in (hapter-. to help students understand why thosepieces were chosen and help them )isualiewhat is happening with each piece, After studentsha)e discussed what the penguins weretrained to do when each piece of music was played%they can draw the penguins performing foreach piece of music,

The une8pected e8pense of buying Bsh to feed adoen penguins had ta#en all of the money 9rs,opper had sa)ed for the family, 3t had been )erye8pensi)e for 9r, opper to get the engineer to installthe freeing plant in the cellar and the engineer cameto the house often to as# to be paid for the wor# hedid,

9r, opper had the idea of training the penguins toperform for an audience to earn money, They mo)edthe piano down to the cellar and 9rs, opper playedthree diJerent pieces of music, The penguins weretrained to perform a certain act when each piece ofmusic was played on the piano,

SchubertHs =9ilitary 9arch>The penguins paradedli#e a lot of soldiers

=9erry "idow "alt>Ielson and (olumbus foughteach other with their Lippers





=y the roo#>The penguins climbed up the laddersand tobogganed

$hapter &5' (-r. Dreenbau+

"e read in (hapter -. about the penguins beingtrained in the cellar to do three performing acts,"hat e)idence is there in (hapter -4 that thepenguins ha)e recei)ed other training besidesperformingE

?isplay the illustration on pgs, 0, <ow does theillustration support the words in the te8t and addhumorE

"hy did the bus dri)er as# the opper family and the

6nli#e (aptain (oo# Ps wal# to town a few monthsearlier% 9r, opper did not need to use a leash to #eep

the penguins going where they needed to go, Thepenguins had been trained to march orderly in pairsdown the sidewal#, "hen they got on the bus% theysat ;uietly two to a seat, "hen they were beingintroduced to 9r, Greenbaum% they stood politely intwo rows of si8 each, $pgs, 0% NN&'

The illustration shows the penguins ha)e been welltrained and that they are marching in line, Theillustration adds details to the te8t by showing thee8act order of the family members and the penguins%with names typed abo)e each person or pair ofpenguins, The illustration also )eriBes that two of thepenguins are carrying Lags in their bea#s,

3deas of humor: the length of the line and theformalness of the group arrangement% one penguin isloo#ing toward the line behind it and one of thepenguins appears to be loo#ing directly at the reader19rs, opper appears )ery regal1 one of the penguinscarrying a Lag in its bea# has its head tilted upward,

9r, opper opened all the windows on the bus





penguins to get oJ the bus before they got to the

theatreE

because the penguins needed a colder temperature, The people on the bus complained to the bus dri)erbecause they were cold,

$hapter &9' (Poppers Perforin Penuins+

The penguins did their drill and changed formationswith great precision, "hat does this mean and howdid they learn to do something with great precisionE

Show the illustration following p, N: "hich one of

the three acts is shown in the illustrationE <ow do

you #nowE

Turn to Kour artner and ?iscuss: <ow do you thin#

life might change for the opper family and the

penguins o)er the ne8t ten wee#sE <ow do you

#nowE

Something done with precision is done in a )ery e8actway, The penguins had been trained )ery well by theoppers, The penguins had practiced doing their drillcorrectly so many times that they were able to do itin a )ery e8act way from memory, racticingsomething correctly brings precision,

Act ., This is the act where the penguins climb upladders and run across the board in confusion, Thepenguins are pushing and scrambling and s;uaw#ing,9rs, opper is playing the music =y the roo#> whichshe always plays with Act .,

9r, and 9rs, opper will not be worried about money, They will be paid Q!&&& a wee# for ten wee#s so theycan feed the family and pay their bills, 3nstead ofspending hours in the cellar watching the penguins%they will be tra)eling to diJerent cities andperforming in diJerent theaters across the county





"ill 9r, opper be =li)ing his dream>E from regon to 9aine,

<e now has ten penguins so that part of his dreamhas happened, <owe)er% his real dream is to go on aolar e8pedition and the tra)eling performing actdoes not seem to be helping that part of his dreamhappen,

$hapter &<' (On the !oad+

?isplay the sentences below, Read them chorallywith the students and discuss the meaning of each:

=Then 9rs, opper had to scrub and polish andstraighten the whole place% for she was much toogood a house#eeper to lea)e e)erything at sixesand sevens while the oppers were away,> $pg,-&-'

=And you must remember% my lo)e%> said 9r, opper%who had ne)er before been out of Stillwater% in spiteof his dreams of distant countries% =that tra)el is )erybroadenin,> $pg, -&4'

=At si8es and se)ens =is an idiom that is used more inthe 6,5, than in the 6,S, 3t generally means a state of confusion or disarray or disorder1 topsytur)y1 9rs,opper is a good house#eeper and she will ma#e surethat e)erything in the house is clean and e8actly theway it needs to be before the family lea)es for tenwee#s,

9r, opper is reassuring 9rs, opper that the childrenshould tra)el with them e)en though they will miss

school for ten wee#s, The word =broadening> meansto increase your #nowledge and e8perience, 9r,opper has ne)er had the opportunity to tra)elanywhere% though he has broadened his #nowledgeby reading and watching mo)ies, <e understandsthat there are some things that you cannot learn ore8perience unless you tra)el and he thin#s it isimportant for the children to ha)e the opportunity fortra)el,





Spend time discussing both of the illustrations in(hapter - following pgs, -&4 and -&, As# studentsto connect what is happening in the illustrations withthe words in the te8t and to e8plain how theillustrations add humor to the te8t,

3llustration following pg, -&4: All twel)e penguins areclimbing the porterHs ladders to try to get to theupper berths,

3deas for humor: *8pressions on faces% passengers

trying to #eep the curtains closed and a penguinstic#ing its head between the curtains while anotherstic#s its head out of the curtains1 one penguinstanding on an upper berth

3llustration following pg, -&: The penguins foundtheir way on stage while a performer was doing a)ery dicult dance on the wire o)erhead,

3deas for humor: The words in the te8t might notseem funny until you loo# at the illustration andcontrast the silly e8pressions on the penguins withthe angry e8pression of the performer,

$hapter &=' (?ae+

"hy was it dicult to tra)el ten wee#s with a doen

penguinsE The penguins created trac @ams if they wal#edanywhere from the hotels because people stopped towatch them, Therefore% 9r, opper had to pay fore8pensi)e ta8is e)ery time they went somewherefrom the hotel, +arge bloc#s of ice had to be sent upto the hotel room for the penguins e)ery day and thatwas e8pensi)e, The longer they tra)eled% the warmerthe days became and the larger the bloc#s of ice





needed to be,

After tra)eling for wee#s% the penguins werebecoming irritable, 3rritable means getting annoyedquickly or easliy.

$hapter &@' (April :inds+

"hat caused the oppers and their penguins to end

up at the wrong theaterE

6se twocolumn chart to show causeeJect,

$Show the illustration on pg, -2&' "hat is

happeningE

:hat happened6

"E;ect#

:hy did this happen6

"$ause#

The ta8i dri)er too# theoppers and theirpenguins to the wrongtheater,

9r, opper had beenstaying up at nightta#ing care of thepenguins and hadnHtbeen getting enoughsleep% so he told thename of the wrongtheater to the ta8i dri)er,

The theaters began withthe same letter $Royal%

Regal' and that madethem confusing,

The penguins are parading while wearing theBremanHs helmets and the seals are bar#ing whilethey are wearing the policemenHs hats, 9r, opper ispee#ing through the doorway because he came to





rescue the penguins from the seals,

$hapter &' (Adiral ,rake+

$Show the illustration on pg, -24' <ow is thisillustration diJerent from most of the other

illustrations in this boo#E

9r, opper has to ma#e an important decision, "hatdoes he ha)e to decide and what are his choicesE"hat should he doE

This illustration does not add humor to the te8t, 9r,

opper is worried about his family and about the

health of the penguins, They ha)e been loc#ed up for

a few days and do not ha)e ice to #eep them cool,

The penguins do not ha)e tric#s or games to

entertain themsel)es so they are bored, The te8t

says: =*)en the younger birds sat all day in dismal

silence,> $pg, -24'

9r, opper has to decide what the penguins will doafter their trip ends, ne choice is to let the penguinsbe in mo)ies, 9r, opper would be a wealthy person if he chose this oJer, The other oJer is to let Admiral?ra#e ta#e his penguins to the Arctic region to begina colony of penguins there, <is penguins would feelmore comfortable in this habitat and the Arctice8plorers would not be as lonely if there werepenguins to #eep them company, 9r, opper should





thin# about what is best for the penguins, Thepenguins would probably be more comfortable andhappy in the Arctic region because they need coldtemperatures, 3t would be dicult to #eep thepenguins cold while ma#ing a mo)ie,

$hapter 1C' (?are*ell7 -r. Popper+

9r, opper had to ma#e a dicult decision about thepenguins, "hat decision did he ma#eE "hatinLuenced his decisionE

Iote: 6se the illustration following pg, -.4 toe8tend discussion,

After reading (hapter -% you made predictions about

whether 9r, opper would e)er be part of a polar

e8pedition, ?isplay recorded predictions/reasons

from (hapter - and re)iew, "hich prediction$s' was

conBrmedE

"e learned in (hapter - that 9r, opper was a house

9r, opper decided to let the penguins go to theArctic region with Admiral ?ra#e, <e didnHt thin# theywould be comfortable in <ollywood or in Stillwaterbecause the weather was getting warmer and theyneeded a cold climate, 9r, opper also felt sorry forthe men at the Iorth ole who didnHt ha)e penguinsto help them pass the time, *)en though it made him)ery sad to gi)e the penguins away% he did what hethought was best for the penguins, 3llustration note:

The penguins appear to be more curious aboutAdmiral ?ra#e than 9r, 5lein,

9r, opper will go on a olar e8pedition, Admiral

?ra#e as#ed 9r, opper to accompany the e8pedition

team to the Arctic,





painter and that he did not ha)e training as ascientist, <ow did he o)ercome this obstacleE

?iscussion and writing acti)ity: ?o you thin# 9r,opper made the right decision to lea)e his familysuddenly and go on the e8pedition with the penguinsfor a few yearsE Tell your opinion and use e)idencefrom the te8t to support your answer,

<ow did the authors ma#e the penguins seem li#e

peopleE 6se speciBc e8amples from the te8t,

Suggestion: 9a#e this a boo#length acti)ity, Record

ideas at the end of each chapter and maintain the

*)en though 9r, opper will not be a scientist% he willbe the =#eeper of the penguins> and his responsibilityto train the penguins to sur)i)e in the Arctic region iscrucial to the success of the e8pedition,

?iscussion "riting Acti)ity

Agree: 9rs, opper did not mind if 9r, opper wenton the e8pedition, The family had money because9r, 5lein had paid Q2!%&&& to ma#e a short mo)ieabout the penguins performing in Iew Kor#, 9rs,opper said it would be easier to #eep the house tidywith 9r, opper away during the winter months, 3n(hapter -% 9r, opper said that tra)el is broadening,<e thought that there are some things you cannotlearn without tra)eling, 9rs, opper and the children#new that 9r, opperHs dream was to go on ane8pedition, ?isagree: 9rs, opper% ill and Oanie hadall helped to train the penguins, ill and Oanie did not

want to lea)e the ship when it was time to go, Theywill be lonely without the penguins and their father,

The e8pedition will be a few years and that is a longtime for children to be without their father at home,

"ays the Authors 9ade the enguins Seem +i#e

eople

(hapter .(aptain (oo# seemed to be counting his

steps,





entire list until the end of the boo#,

(hapter 4"hen 9rs, opper scolded (aptain (oo#for eating the goldBsh% he s;uatted guiltily on thecarpet and tried to ma#e himself loo# small,

(hapter !: (aptain (oo# learned to open therefrigerator door using the inside handle,

(hapter 0: (aptain (oo# collected things he li#ed tobuild his nest,

(hapter -&: (aptain (oo# was lonely,

(hapter -2: Ielson and (olumbus got into a Bghtand began to spar at each other with their Lippers,

The other penguins crowded around to watch, Thepenguins did marching drills on the ice li#e a sort ofsmall army, +ouisa carried a Lag in her bea# whenthey marched,

(hapter -4: The penguins wal#ed in line to the busstop, They sat ;uietly on the bus with two in a seat,

They waited politely when meeting 9r, Greenbaum atthe theater,

(hapter -!: (olumbus punched Ielson and #noc#edhim down, Ielson lay there with his eyes closedwhile (olumbus counted to ten, The other penguinsapplauded, The penguins ate ice cream cones,

(hapter -0: The penguins rode up and down theele)ator in the hotel too often,





(hapter -: The penguins wore BremenHs helmets,

(hapter -N: The penguins sat silently in @ail andcould not be cheered up, They clustered aroundAdmiral ?ra#e in the hotel to listen to him spea#,

(hapter 2&: "hen the ship was lea)ing% the penguins

lifted their Lippers and wa)ed to 9rs, opper and thechildren,

Through the chapters% the penguins display curiosityas well as feeling of being proud% happy% guilty% etc,




Final ?ays with the oo# (ulminating Tas#

verview: 3tudents will write a group response to a question about the main character# Mr. Popper.4ogether# you will reread sections o the te*t to gather evidence to support your response. 3uggested timeor the task is two days.

Prompt: How did Mr. Popper use his knowledge and experiences to help him respond tosituations and challenges in his life?"Post the question so students can see it.$

?ay -:*8plain the tas# to students: 3n (hapter - $pg, -&4'% 9r, opper made the statement to 9rs, opper that =,

, ,tra)el is )ery broadening,> *)en though 9r, opper had ne)er been out of Stillwater until the family

went on the road with the penguins% he was continuously trying to broaden his #nowledge and

e8periences, "e are going to Bnd speciBc e8amples of things 9r, opper did in the boo# to broaden his

#nowledge and e8periences and write about how this helped him respond to situations and challenges in

his life,

$Iote to teacher: "or# with the class by rereading sections of the te8t and completing information on a

large chart similar to the one below, Students may refer to the chart when writing the ne8t day,

?epending on the time of year and the prior e8perience of the students% you may need to scaJold more for

some classes than others, 3deas are listed on the chart% but let the students thin# about the ;uestion while




you are rereading rele)ant parts of the boo# and elicit their ideas, Some students may be able to come up

with a list of things 9r, opper did before rereading sections of the te8t to complete the other two columns,

As the class wor#s on the chart% as# students to elaborate on the notes by recalling speciBc e8amples from

the te8t% but do not list their e8amples on the chart@ust the #ey details using #ey words and phrases,'

?ocus Question' %o* did -r. Popper use his kno*lede and experiences to help hi

respond to situations and challenes in his life6

:hat -r. Popper ,id %o* This no*lede or Experience %elped -r.

Popper

Book $hapter

5ead &ooks and )atched

Movies +bout the +rctic

and the +ntarctic

Helped him understand what penguins needed and

how to take care o his penguins

hapter 2

hapters 678# 12# 29 and others

)rote -etters -etter to +dmiral ,rakehow he got a penguin

-etter to ,r. 3mithHelped him understand what

aptain ook needed. . .a companion

hapters 276 and 19

;sed his !magination Had the idea o training the penguins to perorm

which helped him 0nd a way to make money to

hapter 16




support the high cost o keeping the penguins

4raveled Met Mr. <lein rom Hollywood and +dmiral ,rake

=*perience on the road with the penguins helped

him make his decision about what was best or

them

hapters 1>729

?ay 2

)ork with students to use inormation gathered in the previous lesson to write a paragraph as a class.

5eview the chart created on ,ay 1.

Step -: As# students to help you change the focus ;uestion into a focus statement: =9r, opperHs

#nowledge and e8periences helped him respond to situations and challenges in his life,>

Step 2: As# students to use the e)idence gathered in the chart to support the focus statement,

Step .: "rite a class conclusion at the end of the paragraph, The conclusion should restate the focus

statement using diJerent wording,

Sample aragraph

9r, opperHs #nowledge and e8periences helped him respond to situations and challenges in his life,

ecause he had read many boo#s and watched many mo)ies about the Arctic and the Antarctic% he was )ery

#nowledgeable about penguins and their needs, "hen 9r, opper wrote a letter to Admiral ?ra#e telling how

funny penguins were% Admiral ?ra#e sent a penguin to 9r, opper, ased on what he had learned about the




needs of penguins% 9r, opper bought canned shrimp for food% pro)ided a cold en)ironment% had air holes

bored in the refrigerator door% pro)ided water% snow and ice for play% and allowed (aptain (oo# to gather

small items around the house to build a nest, "hen he was worried about the health of (aptain (oo#% he

wrote a letter to ?r, Smith who helped him understand that (aptain (oo# was lonely, ?r, Smith sent Greta to

li)e with the oppers and soon there were ten baby penguins, 9r, opper used his imagination to thin# of the

idea of training the penguins to perform when the family had money worries, 9rs, opper and the children

helped 9r, opper train the penguins to perform precisely to three diJerent pieces of music, 9r, Greenbaum

ga)e the penguins a contract to perform in theaters around the country, ?uring the road trip with the

penguins% 9r, opper learned how dicult it was to #eep the penguins cool while tra)eling, *)en though he

had thousandpound ca#es of ice brought to the hotel% the penguins became irritable as the weather got

warmer, "hen publicity of the road trip brought a mo)ie producer and Admiral ?ra#e to Iew Kor#% 9r, opper

had to decide what was best for the penguins, 9r, opper was able to use his #nowledge and e8periences to

ma#e a )ery challenging decision about whether the penguins should be in a mo)ie or tra)el to the Iorth ole

with Admiral ?ra#e,

Docabulary Trac#er

eep track of key vocabulary *ords exained in each chapter of the book.




(hapter - CabsentFinded9r, opper would forget about the wor# he was doing and dream about farawaycountries, $pg, !' 3tudent friendly deBnition: li#ely to forget things% especially because you are thin#ing ofsomething else,

(hapter - C rerettedF9r, opper wished that he had been a scientist instead of a house painter, The thing heregretted most was ne)er going on a olar e8pedition, $pg, ' 3tudent riendly de0nition: eeling sad because youdo not want to be doing what you are doing.

(hapter - authorityG9r, opper was an authority on the Arctic and Antarctic because he watched e)ery mo)ie thatcame to town and read e)ery boo# that came to the library on this topic, $pg, ' 3tudent riendly de0nition: 4he power you have because people respect your knowledge and e*perience.

(hapter . debris"hen 9r, opper opened the bo8% the penguin @umped o)er the pac#ing debris, $pg, -'3tudent riendly de0nition: all the pieces that are let ater a package has been opened.

(hapter . C popousThe penguin wal#ed with a strange% pompous little strut, $p, -N' 3tudent riendly de0nition:trying to make people think you are important# especially by using very ormal and important sounding words.

(hapter . H in3uisitive The in;uisiti)e penguin #ept trying to bite the faucet with its bea#, $pg, -N' 3tudentfriendly deBnition: interested in a lot o di/erent things and wanting to 0nd out more about them.

(hapter 4 H popously (aptain (oo#Hs tailcoat dragged pompously behind his feet, $pg, 2.' 3tudent riendlyde0nition: doing something in a way that makes people think you are important.

(hapter ! ventilatinThe ser)ice repairman did not thin# that 9r, opper needed )entilating holes in hisrefrigerator door, $pg, .2' 3tudent riendly de0nition: letting fresh air into a room% building% etc,,

(hapter !unsypatheticThe ser)ice repairman was unsympathetic about what 9r, opper wanted, $pg,.2' 3tudent riendly de0nition: not kind or helpul to someone who is having problems.

(hapter !indinantly9r, opper responded indignantly to the repairman when the repairman tried to befunny, $pg, ..' 3tudent riendly de0nition: showing anger or surprise because you eel insulted or unairlytreated.

(hapter dinity(aptain (oo# wal#ed to the door with dignity, $pg, .' 3tudent riendly de0nition: theability to behave in a calm controlled way even in a di?cult situation.




(hapter distinctlyThe person on the phone as#ed 9r, opper to spea# a little more distinctly, $pg, 42'3tudent riendly de0nition: careully and clearly.

(hapter Foutraed9r, opper was outraged because he could get anyone to help him on the phone,$pg, 42' 3tudent riendly de0nition: eeling o great anger or schock.

(hapter 0 subduedF(aptain (oo# made little subdued cries of curiosity% surprise% and pleasure, $pg, 4!'3tudent riendly de0nition: unusually quiet.

(hapter proenadeThe title of (hapter is =enguinHs romenade,> $pg, !&' 3tudent riendlyde0nition: a walk or pleasure in a public place.

(hapter Nspectacle"hen the barber was sha)ing an elderly man% (aptain (oo# found the spectacle)ery interesting, $pg, !0' 3tudent friendly deBnition: something that you see that is very impressive#surprising# shocking# etc. $Good word to discuss multiple meanings(hapter 29r, opper put on hisspectacles,'

(hapter Nun*earyinly(aptain (oo# climbed three Lights of stairs slowly but unwearyingly, $pg, &'3tudent riendly de0nition: in a way that shows you are not impatient.

(hapter -&despair3n his despair% 9r, opper had an idea to write a letter to ?r, Smith to as# for help, $pg,' 3tudent riendly de0nition: eeling that you have no hope at all because something bad is happening.

(hapter --I/A

(hapter -2FdrollF The baby penguins were fuy% droll little creatures, $pg, 0' 3tudent riendly de0nition:amusing in an unusual way.

(hapter -.I/A

(hapter -4I/A

(hapter -!indulenceF The theater manager as#ed the audience for their indulgence so opperHs

erforming enguins could rehearse their act, $pg, N.' 3tudent riendly de0nition: allowing someone to do




something.

(hapter -!precisionF The penguins did their drill and changed formations with precision, $pg, N4' 3tudent

riendly de0nition: the quality o being very e*act.

(hapter -!viorouslyThe audience clapped )igorously for the penguins, $pg, N4' 3tudent riendlyde0nition: done with a lot o energy.

(hapter -at sixes and sevens 9rs, opper is too good a house #eeper to lea)e the house at si8es and

se)ens , $pg, -&-', 3tudent riendly de0nition: a state o conusion or disarray or disorder topsy7truby4his is an idiom used more in the ;.<. than in the ;.3.

(hapter -broadenin9r, opper thin#s the children need to tra)el because tra)el is broadening, $pg,-&4' 3tudent riendly de0nition: increasing something such as your knowledge# e*perience# or range oactivities.

(hapter -0irritableF The penguins were going irritable after being on the road for nine wee#s, $pg, --4'3tudent riendly de0nition: getting annoyed quickly or easliy.

(hapter -FvexedF The Bremen were a little )e8ed when they climbed up the ladder and saw there was noBre, $pg, --N' 3tudent riendly de0nition: annoyed or worried.

(hapter - panicF The theater manager said that 9r, opper had thrown the Regal Theater into a panic,$pg, -22' 3tudent riendly de0nition: sudden strong eeling o ear or nervousness that makes you unable

to thin# clearly or beha)e sensibly,

(hapter -Ndisal*)en the younger penguins sat in dismal silence in the @ail, $pg, -24' 3tudent riendlyde0nition: a situation or place that is so bad that it makes you eel very unhappy and hopeless.

(hapter 2&solenlyF The penguins solemnly lifted their Lippers and wa)ed as the ship mo)ed away, $pg,-.N' 3tudent riendly de0nition: perormed in a very serious way.




Fun *8tension Acti)ities for this boo# and other useful Resources

There is a wealth of ideas for fun e8tension acti)ities for this boo# and the topic of penguins on the

internet and in other published resources, Some common suggestions include:

Act out a fa)orite scene $Students can impro)ise or use note cards'

?raw or paint a speciBc scene or e)ent and label or write sentences to accompany the illustration,

(reate ;uestions that could be used to inter)iew a character from the story, (reate cin;uains or other types of poetry about penguins,

(reate lyrics about the boo# or about penguins and sing them using a familiar tune,

?raw a diagram of the cellar to show how it was designed for the penguins,

Read informational te8ts and use other media sources to Bnd facts about penguins,

+isten to the pieces of music named in (hapter -. so students can )isualie and draw the

penguins performing to each piece of music,

Iote to Teacher

• The word =rotogra)ure> may be unfamiliar to adults $both pronunciation and meaning', 3t is not a

critical word for students to learn while reading and discussing the te8t, <owe)er% you may need to

refer to the pronunciation in a dictionary before reading the chapter aloud,

(hapter -& C rotoravure F The photograph of 9r, opper and (aptain (oo# was in rotogra)ure,

$pg, 2' Rotogra)ure is a technical term meaning printed with a copper cylinder or in a color

magaine of a newspaper which is also printed in this manner,



:hat -akes This Book $oplex6

&. Quantitative -easureGo to http://www,le8ile,com/ and enter the title of your boo# in the 7uic#oo# Search in the upper right of home page, 9ost te8ts will ha)e a

+e8ile measure in this database,

1. Qualitative ?eatures(onsider the four dimensions of te8t comple8ity below, For eachdimension% note speciBc e8amples from the te8t that ma#e it more or

less comple8,

2. !eader and Task $onsiderations"hat will challenge my students most in this te8tE "hat supports can 3

pro)ideE

3ince the book was 0rst published in 1>6@# there are some oldashioned terms which may not be amiliar to students "icebo*# promenade$. ! can help them use the rich conte*t clues in the te*t tounderstand these words and help them connect the unamiliar wordswith amiliar concepts. hildren may not be able to ully grasp theadult emotion o regret over limiting choices made# but reading anddiscussing the book with them may help them to understand that using

9ost of the te8ts that we read aloud in 52

should be in the 2. or 4! band% more

comple8 than the students can read

themsel)es,

2. band 42&2&+4! band 04&-&-&+

N-& +

-eanin/Purpo

se

)tructure

Lanuaeno*lede

,eands

The purpose of the boo#s is to

entertain, Students will easily get the purpose

by discussing illustrations and reading about

the hilarious antics of the penguins, There is a

light message of always #eeping your dreams

because anything is possible% but there are no

deep layers of meaning,

The boo# is separated into chapters in logica

se;uence, There are a couple of instances o

foreshadowing% but these are clearly stated,

The chapter titles identify the main e)ents a

are helpful in recalling the content of each

chapter, The pen and in# drawings in the bo

add humor to the te8t and support the

purpose of entertaining the reader,

There are plenty of rich academic words%especially ad@ecti)es and ad)erbs% which can

e8pand the studentsH )ocabularies, $pompous%

solemnly% precision' and can be found across

many te8ts, There are some domain speciBc

words $Arctic% Antarctic% e8plorers' which

students may ha)e some #nowledge about

through social studies,

ac#ground #nowledge about the olar regio

and penguins would be helpful but students

learn many facts about penguins by reading

and discussion the boo#, 3t is possible to

scaJold for any essential bac#ground re;uire

to participate in discussions,

http://www.lexile.com/

http://www.lexile.com/



our imagination and curiosity at any age can enable us to do more andset higher aspirations or the lie we want to live and the person wewant to be.

<ow will this te8t help my students build #nowledge about the worldE

4his te*t will help students build knowledge about penguins# the +rcticand the +ntarctic# e*peditions# and the responsibility and cost o caringor pets.

5. Drade level"hat grade does this boo# best belong inE 2nd grade

,

mr popper s penguins chap book

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