Skippyjon Jones Study Guide

Skippyjon Jones

Study Guide

Written & Illustrated by Judy Schachner

Adapted by Annie Lareau

How To Use This Study Guide Book-It Repertory Theatre’s Arts and Education Program closely aligns its performances and learning materials with research-based reading instruction. The purpose of this study guide is to engage students in literacy objectives and handson activities that support the comprehension of Skippyjon Jones.

First, read the book! As part of Book-It’s touring package, your school has received a copy of the story that serves as a permanent resource for your library.

second, select one or all of the activities and adjust them to fit your classroom needs and the level of your students. Some activities are designed for teachers to lead students through an interactive process; directions and support materials are included for successful facilitation. Others are handouts for independent student work or to be used for whole class instruction; these pages do not have directions for the teacher.

Directed by Kate Jaeger

Literacy Objectives Activating Prior Knowledge Making Connections Vocabulary Wordplay Building Background Knowledge Reflecting & Evaluating

themes and concepts Adventure Identity Mexican & Latino Culture

EALRs for the study guide and performance include—Reading: 1.2, 1.3, 2.1, 2.3, 2.4 Communication: 1.1, 1.2, 2.2 Theatre: 1.1, 1.4, 3.1, 4.3 Literacy & Theatre Alignment by Gail Sehlhorst. Activities by Natasha Ransom, Gail Sehlhorst, and Amberlee Williams. Design by Shannon Erickson. Study Guide © 2012 Book-It Repertory Theatre.

No parts of this guide may be reproduced without express permission.

Skippyjon Jones, Skippyjon Jones in the Dog House, Skippyjon Jones and the Big Bones by Judy Schachner. Used by permission of the author. Copyrights © 2003, 2005, 2007, respectively. All rights reserved.

Table of Contents Information on Book-It, the Stories, and the Author

Page 2 Words of Adventure Activating Prior Knowledge Activity Page 3 Secret Identity Making Connections Worksheet Page 4 Word Factory Vocabulary Wordplay Worksheet Page 5 Mexican & Latino Culture Building Background Knowledge Page 6-8 The Play & You Reflecting & Evaluating Worksheet Page 9

introduction to book-it Repertory Theatre’s Arts & Education Program

Book-It’s Arts and Education Program is dedicated to inspiring people of all ages to read. We tour a diverse range of stories to schools, libraries, and community venues throughout the Pacific Northwest, conduct long-term residencies in schools, offer teacher professional development for school staff, and present low-cost student matinées of our mainstage shows. What you will see and hear at a Book-It performance is literature spoken by the characters as if it were dialogue in a play—actors speak both the narration and the dialogue. Book-It takes the written word back to its roots­­—storytelling!

our mission

To provide an interactive relationship between youth and literature through theatrical productions and educational programs that promote the joy of reading, embrace diversity, enhance student and teacher learning, and inspire the imagination.

the stories: Skippyjon Jones This production includes three stories written and illustrated by Judy Schachner: Skippyjon Jones, Skippyjon Jones in the Dog House, and Skippyjon Jones and the Big Bones. Skippyjon Jones is a big-eared Siamese kitten with a creative imagination and a unique dream—to be a Chihuahua. His imagination takes him on wild adventures and allows him to become the superhero, “El Skippito Friskito,” a sword-fighting Chihuahua. When Skippyjon Jones enters his bedroom closet, his imagination runs wild taking him to fantastic places like Mexico, a house full of Chihuahuas, and a jungle of volcanoes and dinosaurs!

the author: Judy Schachner Judith Byron Schachner, author and illustrator, was born in Waltham, Massachusetts.

As a child, Schachner was shy and expressed herself through painting, drawing, and telling stories. She pursued these passions at Massachusetts College of Art, where she graduated in 1973 with a B.F.A. in illustration. After graduating, she worked for various greeting card factories as a designer, married Bob Schachner, and had two daughters. She first received publication as an illustrator for Donna Jo Napoli’s children’s book, The Prince of the Pond: Otherwise Known as De Fawg Pin in 1992.

Schachner wrote and illustrated the first Skippyjon Jones book in 2003. This New York Times bestselling series has received many awards including the E.B. White Read Aloud Award, the Ladybug Picture Award, the Armadillo Reader’s Choice Award, the Washington Children’s Choice Picture Book Award, and the Colorado Children’s Book Award. Schachner has published other children’s books such as Willy and May, Mr. Emerson’s Cook, The Grannyman, and Yo, Vikings!. Schachner is celebrated for creating an environment for children to explore and learn through their imaginations. She resides in Swarthmore, Pennsylvania, with her family, a dog, and two Siamese cats—one of which is named Skippy.

Sources: www.pabook.libraries.psu.edu/palitmap/bios/Schachner_Judy.html www.judithbyronschachner.com

Author Judy Schachner

page 2

pre-show

Activating Prior Knowledge

“With a walk into his closet, his thoughts took him down a lonesome desert road, far, far away in old Mexico…”

—Skippyjon Jones

Words of Adventure If you could go on an adventure, where would you go?

Time 5 - 8 minutes Purpose Words of Adventure is a word association activity designed to activiate prior knowledge for the theme of “adventure.”

Other relevent themes include: imagination, nicknames, helping others, and bravery.

Preparation Read through the directions and dialogue before leading the activity. Feel free to adjust the theme for the level, age, and background of students.

Directions Students stand or sit in a circle, or sit at their desks. Tell students they will activate prior knowledge around a theme in the story they will see performed. Give examples of the theme and have a general discussions before beginning the activity.

Explain how the activity is played. Feel free to play another round with a different theme. After the activity, reflect and make connections to the performance they will see.

Dialogue Just like good readers think about what they already know before reading, we’re going to think about our own experiences before seeing Skippyjon Jones in an activity called Words of Adventure.

In the story we’re about to see, the main character, Skippyjon Jones, uses his imagination to travel to new places and go on adventures. If you could travel anywhere, real or made-up, where would you go? For example, a different country like France, a vacation spot like the beach, a made-up place like “Roller-Coaster-Ville.” Take a moment to think of this place.

In Words of Adventure, -

- - - -

We go around the circle and each person says one word that relates to the theme we’re thinking about. For example, I might say, “beach,” “Never-never Land,” or “Japan.”

Only the person sharing their word speaks—everyone else listens without commenting.

What you say only needs to make sense to you.

You can repeat what other people say.

If you can’t think of anything or don’t feel like sharing, you can say the safety word, which is “adventure.”

Let’s begin. I’ll start...

page 3

making connections

pre-show

“I am El Skippito, the great sword fighter!” —Skippyjon Jones

Secret Identity!

Have you ever pretended to be someone else?

In the story you’re about to see called Skippyjon Jones, Skippyjon is a Siamese cat. However, he likes to pretend to be a sword-fighting Chihuahua, which is a type of dog. He travels with a pack of banditos, which are robbers or bandits. Skippyjon Jones uses his imagination to go on adventures and solve problems.

What about you? Think about the questions below and then draw a picture of your Secret Identity!

Skippyjon Jones becomes a Chihuahua...

What animal or other person would you become?

Skippyjon Jones is a great swordfighter...

What would be your special skill?

________________________________________

__________________________________________

Skippyjon Jones becomes El Skippito...

What would be your Secret Identity name?

Skippyjon Jones has a great sword and a cape...

What would you use or wear to help on your adventure?

______________________________________ __________________________________________

se cr

_ _ _ et id e __ _ _ n ti t y n a m _ e: _________ page 4

pre/post show

vocabulary wordplay “Get yourself down here right now, Mr. Kitten Britches” —Mama Junebug Jones

Word Factory Create a new word!

Some of the words in Skippyjon Jones are two different words combined to make a new word or phrase. For example, Fluffernutter, Pickle pants, and Skipper-doodle. Some of the words are real and some are made up. When they are put together, they mean something new!

Now you try... Create a new word or phrase by choosing one word from each list and putting them together.

Then, write or draw the definition.

PIckle kitten doodle bean pillow fuzzy ankle sugar dog crumb dinosaur coco jell-o

cake britches bag bug pug pants fighting biting dripping beet paws house doodle

new word: _______________ definition: what does it mean? Write or draw your answer.

page 5

pre-show

building background knowledge

mexican & Latino Culture

Part 1: terms to know When Skippyjon Jones turns into El Skippito, he uses Mexican language and customs. However, what he doesn’t know is that some of the words and ideas he uses actually come from many different cultures. Here are some of the things he talks about, and where they come from.

Chihuahua — Mexico — This is a type of dog that originated in Chihuahua, Mexico as far back as 1530.

Siesta — Spain — A siesta is a break, or rest, taken to avoid the hottest part of the day. In Spain, Mexico,

and other warm countries, it is common for schools and businesses to close in the middle of the day when it is hot. People have a long lunch and rest, then go back to work once the temperature has dropped.

Rice and Beans — Mexico & Spain — Beans were grown in crops by early Mexicans. Rice was brought to Mexico during the Spanish colonization. Both of these foods are still an important part of current Mexican dishes. Together, rice and beans create a complete protein meal.

Rumba — Africa & Cuba— Origins of the Rumba can be dated back to the 16th century, when Africans

were taken from their country and sold as slaves in Cuba. Dances originated by Africans evolved and combined with Cuban dances. The Rumba we know now is a mix of influences from many different cultures.

Cha Cha — West Indies — This dance is named for seedpods that are used as musical instruments. They make a rattling sound that gives this dance its name. It evolved from the West Indies with Cuban and American influences to create the style that is danced today.

Tango — Africa & Argentina — While the exact origins of the Tango are disputed, it is generally accepted that African slaves brought movement to Argentina that influenced their local dance customs.

Mexican Hat Dance — Mexico — The Mexcian Hat Dance (“El Jarabe Tapatío” in Spanish) is a hugely

popular dance that symbolizes Mexico’s independence. It draws from many traditional Mexican dances and is typically danced by a man and woman.

Piñata — China — A piñata is a decorated container made of paper or clay, which traditionally holds candy, toys, fruits, or nuts. Blindfolded children hit the piñata until a hole is broken and the treats spill out. This custom dates back to the origin of paper in China. It is believed that Marco Polo saw this tradition in China and brought it to Italy. From there it spread to other European Countries like Spain, and then to Mexico.

Think About...

Customs grow, change, evolve, and even travel. Skippyjon Jones takes elements from different cultures to create his own world. What culture would YOU like to borrow from?

page 6

building background knowledge

pre-show

mexican & Latino Culture

Part 2: vocabulary Skippyjon Jones uses Spanish to express himself when he is El Skippito. Here are some Spanish words from the books, what they mean, and how to say them.

spanish word or phrase fiesta siesta poco perrito buenas noches , mis amigos

what it means

how it sounds

party

fee-ES-tah

afternoon nap

see-ES-tah

little dog

poh-coh pair-EE-toh

goodnight, my friends

bwain-aws NO-chase, mees aw-MEE goes

dramatica pato , pato , ganso

dramatic

drah-MAH-tee-cah

duck, duck, goose

PAH-toh, PAH-toh, GAWN-zoh

¡ mira !

Look!

MEER-ah

cabeza ¡ vamos ! ojos terremoto fuego

head

cah-BAYZ-ah

Let’s go!

VAH-moes

eyes

OH-hoes

earthquake

tare-ray-MOE-toe

fire

FWAY-goe

As you can see, some Spanish words have “o” at the end to signify a male gender, or “ito,” to signify that something is little. In the book, the author adds these endings to some English words to make them sound Spanish. However, they are not real Spanish words. Here are some examples:

real spanish words

made - up spanish words

perritos little dogs mysterioso mysterious

mask - ito little mask indeed - o indeed

Now you try...

In the book, can you spot the real Spanish words? Can you spot the made-up words?

page 7

pre-show

building background knowledge

mexican & Latino Culture

Part 3: Stereotypes

Some of the language and ideas in the Skippyjon Jones books are inspired by Mexican culture, but could also be interpreted as stereotypical.

what does “stereotype” mean?

A stereotype is a generalized picture of a person, without taking the whole person into account. It means to make assumptions about characteristics or behaviors based on appearance or culture. When we stereotype a group of people, we think all of the people in that group have the same characteristics, or, are the same.

Examples:

“Smart kids wear glasses” or “Tall people are good at basketball.”

let’s talk...

Here is a list of questions. Have a whole class discussion and/or pair-share questions that best fit the class.

• Why do you think Skippyjon Jones identifies with Mexican culture?

• What do you think are some stereotypes in this book?

• Do you think people are stereotyped based on their dress, gender, grades, or race? In what ways?

• Do you ever feel stereotyped?

• What do you want people to know about your culture?

Mexican & Latino Culture Sources:

www.dancelovers.com/rumba_history.html www.dancelovers.com/cha_cha_history.html www.tejastango.com/tango_history.html www.chnm.gmu.edu/cyh/primary-sources/411

page 8

post show

Reflecting & Evaluating

“But Skippyjon Jones was not thinking Siamese. He was still thinking Chihuahua.” —Skippyjon Jones

The Play & You Pair-share...

1. Pair-share your favorite part of the play.

2. Pair-share the silliest part of the play.

3. Pair-share something you learned about using your imagination.

4. Pair-share something you didn’t understand or have a question about.

My thoughts...

In the circles below, write what you remember most about the play. This could be something you talked about with your partner, an event in the story, how the play was acted, the set, and the question and answer session.

Write or draw your answers.

I remember...

I Liked...

I learned...

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