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Lesson 1: Creating a Classroom Field Guide From Audubon’s Birds of America to t

Lesson 1: Creating a Classroom Field Guide From Audubon’s Birds of America to the Internet’s www .enature.com, field guides are a much-valued reference tool. Using Arthur Spiderwick’s Field Guide to the Fantastical World Around You as a model, stu dents can create a unique classroom field guide of their own. Suggested Grade Level: 4–7 Time Required: 35–40 minutes Objectives: • The student will be introduced to various field guides. • The students will collaboratively write a field guide based on imaginary creatures. Materials: • A Field Guide to Our Fantastical School: Table of Contents visual • A Field Guide to Our Fantastical School: Sample Page visual • A Field Guide to Our Fantastical School activity sheets • writing tools • markers and/or colored pencils Spiderwick Field Guide by | Lynne Farrell Stover • Library Lessons • Grades 3–7 Arthur Spiderwick’s Field Guide to the Fantastical World Around You Accurately Restored and Described by Tony DiTerlizzi and Holly Black Introduction This companion book to The Spiderwick Chronicles appears to be inspired by the impressive scientific notations concerning “The Invisible World” left behind by the Grace children’s uncle, the naturalist Arthur Spiderwick. Parchment-like pages contain incredible illustrations and hand-written text detailing the characteristics of brownies, boggarts, banshees, and other magical beings. Note: It is not necessary for students to be familiar with this book or The Spiderwick Chronicles to successfully participate in these activities. Students who are interested in Arthur Spiderwick’s Field Guide to the Fantastical World Around You may also enjoy other series companion books: • The Beatrice Letters by Lemony Snicket. HarperCollins, 2006. • Care and Feeding of Sprites by Tony DiTerlizzi and Holly Black. Simon & Schuster, 2006. • Fantastic Beasts and Where to Find Them by Newt Scamander; special edition with a foreword by Albus Dumbledore. (J. K. Rowling) Arthur A. Levine Books, 2001. • Lyra’s Oxford by Philip Pullman. Knopf, 2003. • Quidditch through the Ages by Kennilworthy Whisp; forward by Albus Dumbledore (J. K. Rowling) Arthur A. Levine Books, 2001. • The Redwall Cookbook by Brian Jacques. Philomel Books, 2005. • Warriors Field Guide: Secrets of the Clans by Erin Hunter. HarperCollins, 2007. February 2008 Web Resources • LibrarySparks • 2 • LibrarySparks • February 2008 Web Resources Library Lessons • various examples of field guides from the library’s collection • a copy of Arthur Spiderwick’s Field Guide to the Fantastical World Around You Procedure: 1. Prepare and collect materials prior to class. 2. Introduce the students to sample field guides defining them as “reference books providing the reader with descriptions and illustrations of plants or animals found in nature.” 3. Show the students a copy of Arthur Spiderwick’s Field Guide to the Fantastical World Around You. Explain that the authors created it as a companion book to The Spiderwick Chronicles, and while it is a field guide it is based on imaginary creatures. 4. Display the book’s table of contents and note that the authors gave the creatures scien tific-sounding Latin family classifications. Tell the students that the Latin suffix “idae” is used to denote a family of animals in the recognized codes of classification. Examples include Felidae for the cat family and Canidae for the dog family. 5. Ask the students why they think the authors gave Latin classifications to imaginary crea tures. Possible answers include, “They wanted the creatures to sound real,” and “It makes Arthur Spiderwick sound like a scientist.” 6. Inform the students they will be creating a classroom field guide based on “invisible creatures” that may inhabit the school. 7. Display the visual A Field Guide to Our Fantastic School: Table of Contents. Quickly review the contents with the students explaining that it is similar to the table of contents found in Arthur Spiderwick’s Field Guide to the Fantastical World Around You. 8. Display the visual A Field Guide to Our Fantastic School: Sample Page. Review it with the students. 9. Redisplay A Field Guide to Our Fantastic School: Table of Contents. Allow the students to pick one of the creatures listed for the cre ation of their own field guide page. Students may work in pairs or small groups. Keep this visual displayed for student reference. 10. Distribute the activity sheets, writing tools, and markers. 11. Encourage students to be creative. If students are unable to complete the activity sheet in the allocated class period they may finish it as a homework assignment. 12. Collect completed activity sheets to be assembled in a class book. Ask for volunteers to create additional artwork such as a front and back cover. Other volunteers may wish to write a new table of contents, dedication page, and foreword. 13. Place completed class book in a prominent place to be viewed and enjoyed by others. McREL Standards Writing • Uses the general skills and strategies of the writing process • Gathers and uses information for research purposes Reading • Uses reading skills and strategies to under stand and interpret a variety of informational texts Lesson 2: Real or Imaginary? In the first sentence of the foreword to Arthur Spiderwick’s Field Guide to the Fantastical World Around You Tony DiTerlizzi asks the question “What is Real?” He continues this query by stating that just because something cannot be seen does not make impossible to exist. This interesting concept is worth further study. Suggested Grade Level: 3–6 Time Required: 20–25 minutes Objectives: • The student will be able to identify a factual statement. • The student will determine the difference between imaginary and real creatures. Materials: • Real or Imaginary? visual • Real or Imaginary? activity sheet • writing tools • various examples of field guides from the library’s collection • a copy of Arthur Spiderwick’s Field Guide to the Fantastical World Around You Library Lessons Library Lessons February 2008 Web Resources • LibrarySparks • 3 Procedure: 1. Prepare materials prior to class. 2. Introduce the lesson by asking the students if they know the differences between dragons and lizards. They may mention size, habits, and diet. When the response addresses the fact that one is imaginary and the other real, display the foldout dragon illustration on pages 93–94 in Arthur Spiderwick’s Field Guide to the Fantastical World Around You. You may also want to show an example of an illustration of a lizard in either a field guide or an encyclopedia. 3. Display the Real or Imaginary? visual. Review and discuss the content with the students. 4. Distribute copies of the activity sheet. Students may work independently or in pairs. Encourage students to work quickly . The fun in this activ ity is that you cannot always tell if a creature is real or imaginary by its name. 5. Check for understanding. Real or Imaginary? Answers: 1. Abominable Snowman Imaginary 2. Blobfish Real 3. Cheetah Real 4. Duck-billed Platypus Real 5. Elf Imaginary 6. Faun Imaginary (not to be confused with “fawn,” which is real) 7. Gila Monster Real 8. Hippogriff Imaginary 9. Imp Imaginary 10. Jackalope Imaginary 11. Koala Bear Real 12. Leafy Sea Dragon Real 13. Manticore Imaginary 14. Norwegian Ridgeback Imaginary 15. Ogre Imaginary 16. Pink Fairy Armadillo Real 17. Quokka Real 18. Rhinoceros Real 19. Star-nosed Mole Real 20. Tasmanian Devil Real 21. Unicorn Imaginary 22. Vampire Bat Real 23. Werewolf Imaginary 24. Xantus Real 25. Yeti Crab Real 26. Zombie Imaginary Extension Activities: Students who enjoyed this activity may like to: • Choose two creatures from the activity sheet and write five facts about each. • Create a “Real or Imaginary” list of their own. • Illustrate several creatures found on the list. McREL Standards Reading • Uses reading skills and strategies to under stand and interpret a variety of informational texts Lesson 3: Arthur’s Anagrams In The Ironwood Tree, book four of the Spiderwick Chronicles, Simon Grace uses the letters in words to help solve a puzzle so that he can save his sis ter. When he sees the words “SEEM TO TRICK HEN TOOK PEN” engraved above a door, he quickly recognizes this is an anagram, a word or phrase that is made by rearranging the letters of another word or phrase. He rearranges the let ters to read, “KNOCK THREE TIMES TO OPEN.” What if Jared’s uncle Arthur Spiderwick had been a fan of anagrams? It could be that his field guide concerning “the invisible world” may not have been totally truthful. After all, an anagram for FIELD GUIDE is FUDGE, I LIED! Suggested Grade Level: 3–6 Time Required: 15–20 minutes Objectives: • The student will be introduced to anagrams and participate in a decoding activity. Materials: • Arthur’s Anagrams activity sheet • writing tools • optional copy of Arthur Spiderwick’s Field Guide to the Fantastical World Around You Procedure: 1. Prepare activity sheets before class. 2. Exhibit a copy of the book, Arthur Spiderwick’s Field Guide to the Fantastical World Around You, if available. Show the students the table of con tents listing the various creatures featured in the book. Library Lessons 4 • LibrarySparks uploads/Geographie/ field-guide 1 .pdf