ENRICHMENT GUIDE

WWW.Firststage.org

OctOber 13 - NOvember 13, 2009

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Dear Teachers and Parents,

We are thrilled to welcome in the new school year with a visit from our beloved kindergarten friend, Junie B. Jones. Adapted from Barbara Park’s well-known Junie B. series, JUNIE B. JONES AND A LITTLE MONKEY BUSINESS captures the energy, excitement, wonder, and delight of the world of Junie B. As Junie B. and her family prepare to welcome a new baby brother into the family, Junie B. struggles with many questions, doubts, and fears about this new addition. On top of that, once the baby does arrive, Junie B.’s grandma describes him as a cute little monkey—and this news really throws Junie B. for a loop! Get ready for non-stop laughs, as Junie B. captures your imagination and your heart.

Enclosed in this enrichment guide is a range of materials and activities intended to help you dis-cover connections within the play through the curricula. It is our hope that you will use the experi-ence of attending the theater and seeing JUNIE B. JONES AND A LITTLE MONKEY BUSINESS with your students as a teaching tool. As educators and parents, you know best the needs and abilities of your students. Use this guide to best serve your children—pick and choose, or adapt, any of these suggestions for discussions or activities. We encourage you to take advantage or the enclosed student worksheets— please feel free to photocopy the sheets for your students, or the entire guide for the benefit of other teachers.

Best regards,

Julia Magnasco Education Director (414) 267-2971

Setting the Stagepreparing for the play

Synopsis . . . . . . . . . . . . . 2-4Pre-Show Questions . . . . . . 7About the Author . . . . . . . 6-7About the Playwright . . . . . . 8Suggested Reading . . . . . . . 5

For TeachersCurriculum connectionsbefore or after the play

Preparing Your Child for a New Sibling . . . . . . . . . . . . . . . . . . 19

HealtHTaking Care of Baby . . . . . . . 20

laNGUaGe aRtSA Look at Idioms . . . . . . . . . . . 9More Practice with Idioms . . . 10

HUMaNItIeSSharing with Others . . . . . . . . 13A Web of Friendship . . . . . . . 18

GeOGRaPHYOur Special Grandparents . . . 16

ScIeNceA Cute Little Monkey . . . . . . . 21

aRtMonkey Masks . . . . . . . . . . . 12Silly Pets! . . . . . . . . . . . . . . . 14My Perfect Pet . . . . . . . . . . . 15

MatHKindess Adds Up . . . . . . . . . 17Kindess Adds Up Poem . . . . 18

Curtain Call Post-Show Discussion Questions . . . . . . 21Who Said It! . . . . . . . . . . . . . 21

AnswersWho Said It! . . . . . . . . . . . . . 22

FIRST STAGE POLICIES

• The use of recording equipment and cameras are not permitted during the performance.• Food, drink, candy and gum are not permitted during the performance.• Electronic devices are not permitted in the theater space.• Should a student become ill, suffer an injury or have another problem, please escort him or her out of the theater space.• In the unlikely event of a general emergency, the theater lights will go on and the stage manager will come on stage to inform the audience of the problem. Remain in your seats, visually locate the nearest exit and wait for the stage manager to guide your group from the theater.

Seating for people with disabilities: If you have special seating needs for any student(s) anddid not indicate your need when you ordered your tickets, please call our School SalesSpecialist at (414) 267-2962. Our knowledge of your needs will enable us to serve youbetter upon our arrival to your school.

INSIDE THE GUIDE A Note to Teachers and Parents

The musical begins with the song “The World According to Me,” where we are introduced to the characters of our story—Mother, Father, Grandma Miller, Grampa Miller, Grace, Lucille, Mrs. and The Boss of the School—who sing about the different feelings they all have toward Junie B. Jones, a sassy and independent kindergarten girl. Junie B. then makes a grand entrance and sings about what the world is like according to her. Once the song ends, Junie B. heads to her house and addresses the audience, which is done habitually throughout the musical, to tell them that her name is Junie B. Jones and the B stands for Beatrice but she just likes B.

At Junie B.’s house, she explains that her mother is having a baby. The audience is transported to a flashback of the moment when Junie B.’s parents tell her they are going to have a baby: one night at the dinner table, Mother and Father tell Junie B. they have a surprise for her, and she quickly assumes it is a present. While her parents try to have a serious talk with her, Junie B. anxiously looks around the kitchen for her present. When Junie B. exclaims that she can’t find the present any-where, her parents get irritated and explain that the surprise is a baby brother or sister, not a present. Realizing she isn’t getting anything of material value, Junie B. makes a grumpy face and states that she saw a baby at her friend Grace’s house once and it “smelled like P.U.” Junie B.’s mom says she’ll buy her an air freshener if the baby smells, and this eases Junie B.’s mind for the moment; however, she’s still upset about eating her “stewie pewie tomatoes.”

The next day Junie B. tells the audience that she is in afternoon kindergarten. She skips to her room, Room Nine, and intro-duces her two best friends at school, Grace and Lucille. Grace has automatically curly hair and fast feet, and her and Junie

B. ride the bus together. Lucille wears fancy princess dresses that her Nanna buys her; she sits in a red chair and has glossy red nail polish to match.

Junie B. introduces her teacher, Mrs. to the audience. Mrs. has another name, but Junie B. just likes “Mrs.” Mrs. has an announcement to make that next Monday will be show and tell day for Room Nine. Junie B. blurts out that she doesn’t know what show and tell is and Mrs. gets upset that Junie B. has not raised her hand before speaking, something that Junie B. clearly does often. Junie B. calls out again saying

she doesn’t have anything special to show and tell the class so she can’t come to school on Monday, which means she’ll flunk kindergarten. This makes Meanie Jim excited, which in turn makes Junie B. want to punch him. Lucille proudly announces that she can control herself in class because she is a little lady, unlike Junie B. Lucille also tells the class that she is going to dress up like a princess for show and tell because when she grows up she is going to marry a prince. Lucille sings the song “Princess Lucille.” She sings about being a real American prin-cess, with a canopy bed and a Cadillac. Mrs. finally gets Lucille to stop singing and tells them that they have a whole week to think of something special for show and tell. The bell rings and the children scatter out of the classroom.

Junie B. and Grace skip to the bus every day, but today Junie doesn’t want to because she is upset that she can’t think of anything to bring for show and tell. Grace says that she’s bring-ing her new pink hightops—the ones that make her run extra fast. Grace sings the spirited rock and roll number “Run! Run! Run!” which makes Junie B. extremely jealous of her because she has something to bring for show and tell. Meanie Jim says he will bring his karate uniform and Crybaby William says he will bring his pet cat, bird or mouse. Junie B. thinks these are all great ideas but when she says she wants to bring them too,

SETTING THE STAGE: SYNOPSIS

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Meanie Jim calls her a copycat. Junie B. says that she’ll bring a special kind of pet that can run as fast as Grace and wears a karate uniform, but the other kids don’t believe her.

Junie B. gets off the bus and runs inside her house. She finds her mom hanging curtains inside the nursery and screams that she needs help finding a special kind of furry pet for show and tell. Mother is too busy to help Junie B. so she stomps away muttering to herself and calls her grandpa. She explains to Grampa Miller that she shot off her big fat mouth on the bus and has to find a special pet, but Mother won’t listen to her because all she cares about is the new baby. Grampa tells Junie B. to come over to talk about it on Saturday because that’s when he does work and Junie B. is his little helper. Grampa Miller tells Junie B. that he gets to fix the toilet on Saturday and she becomes overly excited, which briefly takes her mind off of show and tell day.

Junie B. notices the new crib and wallpaper in the baby’s room and asks her mom if she can have the wallpaper in her room also. Her mom says “we’ll see” which Junie B. explains is another word for “no.” Junie B. gets upset and doesn’t think it’s fair that the baby gets all new things while Junie B.’s things are old. Her mom laughs and bends down to give Junie B. a hug but her belly gets in the way. Junie B. gets mad that her mom can’t even hug her because of the “dumb” baby.

When Junie B.’s mom tucks her in bed and turns the lights out that nite, Junie lies in bed and wonders what number she’ll be once the new baby comes. Right now she’s number one, but once there’s two of them she doesn’t know what will happen. This starts the song “Which Number Will I Be Now.” While singing, Junie gets out of bed and talks to her mom about still being number one once the baby arrives. Mother reassures Junie that she doesn’t have

to worry about numbers because she will have twice as much love once the baby comes.

On Saturday morning Junie heads over to Grandma and Grampa Miller’s house to help Grampa fix the toilet. While Grampa puts his tool belt on Junie B., she tells the audience that his tool belt is the “bestest” thing she loves. Together, Junie B. and Grampa fix the toilet as they sing “Fixing Things.” Junie B. sings about being Grampa’s little helper and top assistant, and Grampa sings about how Junie is always willing to help him when others are resistant. The toilet overflows and the song continues as Junie and Grampa sing and dance in the puddles. They fix the toilet and then Junie B. reminds Grampa that they need to fix her show and tell problem. Grampa says he can’t find a fast, furry pet wearing a karate uniform but that everything works itself out and so will her problem.

The next morning Junie B. wakes up at her grandparents’ house and tells the audience she slept there because her mom went to the hospital the night before to have the baby. Junie and Grampa are eating waffles when Grandma enters. Junie B. excit-edly tells Grandma about the waffles Grampa made but Grandma has better news: Junie’s mom just had a baby! Junie is let down because she did not think Grandma’s news was that great. Grandma goes on and on about Junie B.’s new brother and how he’s the “cutest little mon-key.” This confuses Junie so she tries to ask Grandma more questions about him being a monkey, however, Grandma won’t listen because she can’t stop talking about the baby. Junie screams and Grandma finally listens to her. Junie asks Grandma

if her brother is really the cutest monkey she ever saw and Grandma says yes. Junie B. is ecstatic that her brother is a real live monkey and was born just in time for show and tell.

SETTING THE STAGE: SYNOPSIS

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On Monday morning the children arrive at school ready for show and tell. Lucille is wearing a red velvet dress, Grace has on her pink hightops, Crybaby William has a jar with two crickets inside and Meanie Jim has on his karate outfit. Junie B. arrives at school and begins talking to Grace, however, she won’t respond. Lucille tells Junie B. that Grace is mad at her for not taking the bus and saving her a seat. Grace didn’t care that Junie was at her grandparents’ house and couldn’t take the bus, so Junie B. decides not to tell Grace about her show and tell surprise. Junie B. raises her hand and yells “oh, oh, me!” to go first for show and tell, but yelling out isn’t allowed so Mrs. calls on Grace instead.

Grace shows off her pink hightops and demonstrates how fast she can run in them. Grace’s turn is over and Junie B. and Lucille both raise their hands. Ignoring Junie B. and dreading Lucille’s presentation, Mrs. calls on Crybaby William. William gets up to show his two “sleeping” crickets. He tells the crick-ets to jump and shakes the jar but they won’t wake up. He finally realizes that the crickets are dead and he begins to cry. Mrs. ushers him back to his desk and calls on Meanie Jim. Meanie Jim shows off his karate skills and Junie B. makes fun of him because it looks like he is wearing pajamas. After Meanie Jim, it’s Lucille’s turn because Mrs. still won’t call on Junie B. since she won’t raise her hand politely. Lucille shows off her princess dress and crown and tells the class how much everything cost. Junie B. explains to Mrs. that Lucille’s Nanna is very rich and lives in a huge house with a million rooms. A reprise of “Princess Lucille” starts up and Junie B. and Grace sing backup. After the song, Lucille dramatically returns to her seat while a restrained Junie B. politely raises her hand. Mrs. calls on her and she tells the class that her show and tell is way better than anyone else’s. Junie B. tells the class that her mother had a baby boy and he is a real, live monkey. She leads the class on a pretend safari to view her monkey brother and sings the song “I’ve got a Monkey Brother!” Mrs. is very confused about Junie’s monkey brother and she tells Junie that they’ll talk about it later. The bell rings and the children exit for recess.

The children start a game on the playground but Lucille doesn’t want to play because she wants to hear more about Junie B.’s monkey brother. Lucille and Grace fight over who gets to see the monkey first and they each give Junie a piece of jewelry to sway her decision. Junie B. notes that Grace and Lucille are tied now since they both gave her one thing. The girls go

back and forth giving Junie B. items until Grace does not have anything left to give; except her new pink hightops. The three girls sing “Bestest Friends” and at the end of the song Grace sadly gives Junie her new hightops.

The girls go back to the classroom after recess and the trading continues. Junie B. gets Lucille to give up her red chair and the two girls switch seats. Then it’s snack time and everyone gets their snack tickets out, except for Grace and Lucille, who both gave their snack tickets to Junie B. Junie waves her three snack tickets in the air and Mrs. is confused. The girls fess up that they gave their snack tickets to Junie B. and Mrs. makes Junie return them. Grace comes to the front of the room to get her ticket and Mrs. notices she is not wearing any shoes. Mrs. is livid when she sees Junie B. wearing Grace’s shoes and Junie B. explains why the girls were giving her things. Mrs. makes Junie give back everything that was given to her, and then writes a note for her to take to the office.

Junie B. is seated in the blue chair outside the Principal’s office, which is the “bad chair.” While waiting for the Principal, Junie B. sings “Grampa Miller,” a song about the one person who makes her feel good. After the song, The Boss of the School enters and asks Junie why she thinks she is in his office. He makes her tell the whole story from the beginning and she explains how Grandma Miller said her brother was a real mon-key. The Principal tries to explain that Junie B. misunderstood her grandmother, but she doesn’t believe him. The Principal calls Grandma Miller and she tells Junie B. that she didn’t mean her brother was a real, live monkey.

Junie B. and the Principal walk back to the classroom and the Principal explains to the class why Junie B. thought her brother was a monkey. The Principal also explains that sometimes adults say things that can sound confusing to children, like “busy bee” or “lucky duck.” This cues the class to sing the song “Words! Words! Words!”

Junie B.’s father comes to pick her up from school with her new baby brother. Junie, Grace and Lucille all admire the baby. Junie B. tells her father that she thinks the baby is the cutest little monkey she ever saw and the music starts for a reprise of “The World According to Me!”

Junie B. addresses the audience one last time to tell them she has a new baby brother named Ollie. He has a middle name too but Junie B. just likes Ollie.

SETTING THE STAGE: SYNOPSIS

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RECOMMENDED READING

More Junie B. books, by Barbara Parks:

Junie B.’s Essential Guide to School

Junie B. First Grader: Aloha-ha-ha!

Junie B. First Grader:

Jingle Bells, Batman Smells! (P.S. So Does May.)

Junie B. First Grader: BOO...and I MEAN IT!

Junie B. First Grader: Shipwrecked

Junie B. First Grader: One-Man Band

Junie B. First Grader: Cheater Pants

Top Secret, Personal Beeswax: A Journal by

Junie B. (and me)

Junie B. First Grader: Toothless Wonder

Junie B. First Grader: Boss of Lunch

Junie B. Jones: First Grader (at last)

Junie B. Jones is a Graduation Girl

Junie B. Jones is Captain Field Day

Junie B. Jones has a Peep in her Pocket

Junie B. Jones and the Mushy Gushy Valentine

Junie B. Jones is (Almost) a Flower Girl

Junie B. Jones Smells Something Fishy

Junie B. Jones is a Beauty Shop Guy

Junie B. Jones is a Party Animal

Junie B. Jones is Not a Crook

Junie B. Jones has a Monster Under Her Bed

Junie B. Jones Loves Handsome Warren

Junie B. Jones and that Meanie Jim’s Birthday

Junie B. Jones and the Yucky Blucky Fruitcake

Junie B. Jones and Some Sneaky Peeky Spying

Junie B. Jones and Her Big Fat Mouth

Junie B. Jones and a Little Monkey Business

Junie B. Jones and the Stupid Smelly Bus

Other recommended books:

Ramona Quimby, Age 8 by Beverly Cleary

and Tracy Dockray

Ramona the Pest by Beverly Cleary and Tracy Dockray

Beezus and Ramona by Beverly Cleary and Tracy Dockray

Fancy Nancy and the Boy from Paris (I Can Read Book 1)

by Jane O’connor, Robin Preiss Glasser, and Ted Enik

Fancy Nancy: The Show Must Go On (I Can Read Book 1)

by Jane O’connor, Robin Preiss Glasser, and Ted Enik

Fancy Nancy: Poison Ivy Expert (I Can Read Book 1)

by Jane O’connor, Robin Preiss Glasser, and Ted Enik

Diary of a Wimpy Kid by Jeff Kinney

Diary of a Wimpy Kid: Rodrick Rules by Jeff Kinney

Diary of a Wimpy Kid: The Last Straw by Jeff Kinney

The Magic Tree House Series by Mary Pope Osborne

and Sal Murdocca

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ABOUT THE AUTHOR

Barbara ParksTaken directly from: http://www.randomhouse.com/teachers/authors/results.

pperl?authorid=23194

Barbara Parks: I grew up in Mt. Holly, New Jersey. It was a small town sur-rounded by farmland . . . the kind of town where you greet people by name on Main Street. It was only an hour’s drive to the ocean. So every summer we spent family vacations on Long Beach Island. My brother and I would ride the waves during the day and play miniature golf at night. It’s the kind of idyllic memory that stays in your head long after you’ve grown up and moved away.

After graduating from high school and spending two years at Rider University, I transferred to the University of Alabama where I met my husband, Richard. Eventually his job brought him to Arizona. We both fell in love with the desert and wanted to stay here forever. Still, during the heat of the Arizona summers, those ocean memories would come rushing back. So–after years of sweaty summers–my husband and I finally built a house on Long Beach Island, the same island where my brother and I rode the waves as kids. In the story business, that’s called “coming full circle.” These days, Richard and I divide our time between the desert and the ocean. In the words of Junie B. Jones, I’m a lucky duck.

Q. What inspired you to start writing?In my case, it was sort of “reverse” inspiration. I got a degree in secondary education. My plan was to teach high school history and political science. But, because of a scheduling problem my senior year, I ended up doing my student teaching in the sev-enth grade. The word “disaster” doesn’t really cover this one. I’ll spare you the details. But as I ran screaming from the school building every day, I knew that I would never be a teacher. My husband and I married after graduation, and started a family. A few years later, when I was ready to go to work, I was still haunted by the memories of student teaching. So I was “inspired” to try my hand at writing instead.

Q. How did you go about getting published? The first children’s novel I wrote was Operation: Dump the Chump. As soon as it was finished, I bought a copy of Writer’s Market, found some addresses, and started sending it off to publishers who were accepting unsolicited manuscripts. It was rejected three times. All three rejections managed to work in the classic industry one-liner, “It isn’t right for our list.”

The fourth time I sent it to Alfred Knopf, Inc. A few weeks later, they called and said it was exactly right for their list. I felt like I’d hit the lottery.

Q: You’ve written middle-grade novels, early chapter books, and picture books. Which do you like writing best?I can’t really say which I like best. But after all the Junie B. books I’ve written, those certainly come the easiest. The middle-grade novels are more of a challenge. But in some ways, that makes them more rewarding. The last two I’ve written (Mick Harte Was Here and The Graduation of Jake Moon) were both about very sensitive topics, so it took a long time to get them exactly right. But I think those two books have made me the most proud.

1. When Junie B. gets angry she sometimes displays her anger in inappropriate ways, such as threatening to punch someone or calling someone names, like “dumb bunny.” Why are behaviors such as hitting and name-calling not good ways to handle anger? What are some positive ways to handle your emotions when you get angry?

2. Sometimes when Junie B. gets angry, she calms herself down by thinking of something or someone special, such as her Grampa Miller. What are some special things or special people that make you happy to think about, and can even help to calm you down when you are feeling angry?

3. Junie B. has two best friends in her Kindergarten class. Who are your best friends and what makes these friends so special to you?

4. Junie B. is going to have a new baby brother. She has never had a brother or sister before, and she doesn’t know what it will be like to no longer be the only child in the family. Do you have any brother or sisters? What do you like best about having brothers and sisters? If you don’t have brothers or sisters, what do you think would be the best thing about having brothers and sisters?

PRE-SHOW QUESTIONS

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Q. Of the characters you’ve created, who is your favorite? This would be a bit like picking a favorite child. I don’t have a single favorite character, but again, I lived with the characters Mick and Phoebe Harte and Jake and Skelly Moon for a very long time. So those four are the most dear to me.

The characters I’ve had the most fun with have been the little ones. Little kids are so free to say whatever is on their minds. They aren’t silenced by peer pressure and the notion that they have to sound cool. Molly Vera Thompson in The Kid in the Red Jacket is six, and Thomas Russo in My Mother Got Married and Other Disasters is five. They both were such fun to write about that they led to the creation of Junie B. Jones.

Q. Is Junie B. modeled after you as a child? Did you ever do any of the things that Junie B. does?I was sent to “Principal” in first grade for talking. There were lots of notes sent home that year, as well. My father was on the Board of Education. Not good.

Q. There’s been some criticism of the Junie-speak in the series. How do you answer concerns that Junie’s grammar is not good for young readers? Honestly, most of the grown-ups I hear from are writing to tell me that Junie B. Jones got their reluctant readers to read. I have drawers full of letters from parents and teachers that are so meaningful to me, I can’t bear to part with them. These are adults who understand that fictional literature plays a whole different role in children’s lives than a book of grammar or a basic reader.

That having been said, there are always going to be a handful of people who denigrate books that speak in a voice other than their own. I’ve stopped trying to explain the concept of literature to people like that. Wasted time better spent.

Q. What makes you laugh?My sense of humor is a little bit off-center, I think. In the movies, I usually laugh at parts that no one else seems to think are funny. Then there are movies like Young Frankenstein where I laugh from the opening scene straight through to the end.

Lots of other things make me laugh, as well. My husband and sons make me laugh. My dog. My grandsons. Friends. The absurdities of life. My lopsided cakes. The list goes on . . .

ABOUT THE AUTHOR (CON.)

ABOUT THE PLAYWRIGHT

Joan CushingTaken directly from: http://www.joancushing.com/bio.html

Joan Cushing, a former elementary school teacher and cabaret performer, is best known for her political satirical revue MRS. FOGGYBOTTOM & FRIENDS, which opened in 1986 at New Playwrights Theatre, and moved to the Omni-Shoreham Hotel in Washington, D.C., where it ran for 10 hit years, and four years on the road, including performances at Don’t Tell Mama and The Triad in NYC. Also in New York, she performed her solo nightclub act LADY SINGS THE NEWS! at the Ballroom, filling in for Blossom Dearie, appeared in Gary Trudeau’s Tanner for President series on HBO, directed by Robert Altman, and studied musical theatre writing at the BMI Musical Theatre Workshop with Lehman Engel and Maury Yeston.

Her adult musicals include FLUSH! (1999 Washington Theatre Festival, H.D. Lewis Award) and TUSSAUD (Winner, 2001 Washington Theatre Festival), writing for the annual Hexagon political revue (since 1976), and The Crystal Palace revue in Aspen, Colorado. Cushing also penned a political satirical column in Roll Call, the newspaper of Capitol Hill: The

World According to Mrs. Foggybottom, a high society bat she created to skewer the sacred cows of Washington.

More recently, she has adapted seven popular children’s books as musicals, receiving over 250 productions and two national tours: MISS NELSON IS MISSING!, winner of the 2003 Nat’l Children’s Theatre Festival; JUNIE B. JONES & A LITTLE MONKEY BUSINESS; MISS NELSON HAS A FIELD DAY!; PETITE ROUGE: A CAJUN RED RIDING HOOD, 2007 NY Musical Theatre Festival; all commissioned by Imagination Stage, and BRAVE IRENE, commissioned by Adventure Theatre. Other theatres which have produced her work include Seattle Children’s Theatre, Childsplay Theatre, Omaha Theatre Co., Children’s Theatre of Charlotte, Dallas Children’s Theatre, Orlando Shakespeare Festival, North Shore Music Theatre, First Stage Children’s Theater, Walnut Street Theatre, Stage One Louisville, Nashville Children’s Theatre, Oregon Children’s Theatre, Manhattan Children’s Theatre, and California Theatre Center. According to TYA Magazine, she is “the most produced playwright in children’s theatre” and MISS NELSON IS MISSING! is “the most produced play.”

In 2002 she worked with Young Playwrights Theatre to help turn their play PIECES OF LIFE, written by local middle school students, into a musical, which was performed at the Kennedy Center and toured the D.C. schools. She was also commissioned by Oak Crest High School to write a musical for 100 girls using Broadway songs, BELLES ARE RINGING!

Recent works include a brand new script for TUSSAUD, based on the deliciously gruesome and dark tale of Madame

Tussaud; her new musical, THE CHRISTMAS DOLL, 2007 National Youth Theatre Award for Outstanding Play/Musical, adapted from the book by Elvira Woodruff, world premiere, Children’s Theatre of Charlotte; LAWRENCE, commissioned by Gabrielino High School, L.A., premiered in February; LIzzIE BRIGHT & THE BUCKMINSTER BOY, adapted from the book by Gary D. Schmidt, New Play Series, First Stage Children’s Theater; RAMANA’S GARDEN based on true stories of children in an orphanage in N. India (with Kathy Carroll); and HEIDI, the musical (with playwright Martha King De Silva), commissioned by Imagination Stage, and scheduled to open this spring. Ms. Cushing lives in the nation’s Capital with her husband Paul Buchbinder. When not evacuating for hurricanes, their 18 year old son Ben, a gifted writer and musi-cian in his own right, attends Loyola University in New Orleans.

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JUNIE B. IS IN A PICKLE... A LOOK AT IDIOMS L a n g u a g e A r t s C l a s s r o o m A c t i v i t y

Adapted from: http://www.readwritethink.org/lessons/lesson_view.asp?id=254

You see, boys and girls, sometimes adults say things that can be very confusing to children.

Like what if you heard me talking about a lucky duck? You might think I was talking about a real live duck.

But lucky duck just means a lucky person. –The Boss of the School

By developing a clear understanding of figurative language, students can further comprehend texts that contain metaphorical meanings beyond the basic word level. In this lesson, students explore figurative language with a focus on the literal versus the metaphorical translations of idioms.

Activity1. To get the discussion started, write the following phrases on the board: “it’s raining cats and dogs” and “s/he eats like a pig.” Ask students to recall if they have ever heard someone use these phrases before, and if so, when and where? Have they heard these phrases used by someone in their family, or on a television show or in a movie?

2. Next, ask students if they know the meaning of the phrases on the board. a. It’s raining cats and dogs means it’s raining very heavily. b. S/he eats like a pig means s/he is a sloppy eater with bad table manners.

3. Share with students that these phrases are called Idioms. An idiom is an expression that means something other than the literal meanings of its individual phrase. For example, when we say “it’s raining cats and dogs,” it’s not really raining cats and dogs—it’s simply raining very hard.

4. Ask students if they can name any other idioms they have heard before. If students are familiar with the Junie B. books, they can use their knowledge of these stories to recall some of the idioms Junie B. frequently uses.

5. Write the idioms students share on the board, and add the idioms listed below if needed. Next to each idiom, see if students can discern it’s figurative meaning. a. In a pickle b. Shot your mouth off c. Ants in my pants d. Run off steam e. Peas in a pod f. Busy bee g. Couch potato h. The can has your tongue i. In a jam j. She’s a ham k. Out on a limb l. Spill the beans

6. After coming up with list of idioms and their figurative definitions, pass out one sheet of drawing paper for each student. Have students now choose their favorite idiom. On the bottom of their sheet, students must write the idiom they have chosen, and its definition. Above this, have students draw a picture depicting the literal representation of this phrase. a. For example: if a student chooses the idiom it’s raining cats and dogs, s/he will write this phrase along with it’s definition (a heavy storm with lots of rain and wind) on the bottom half of their paper, and then draw a picture above this of cats and dogs actually raining from the sky!

7. When students have completed these pictures, hang their idiom drawings up throughout the classroom. Encourage stu-dents to look at each others idiom pictures, and try using a new idiom in their conversations with family and friends every day!

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Directions: Match the idioms with their definitions.

IDIOMS DEFINITIONS

1. Chicken out______________________ A. to wait, and be patient

2. A pretty penny____________________ B. to go to bed

3. Hit the hay_______________________ C. to not do something because you are scared

4. Knock on wood___________________ D. the cost of something very expensive

5. Get up on the wrong E. to wish good luck side of the bed____________________ F. to have a bad day 6. Hold your horses____________________

Directions: Choose three idioms from the list above. In the space below, write a sentence using one idiom in each sentence.

1. __________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________

___________________________________________________________________________________________________________

3. __________________________________________________________________________________________________________

___________________________________________________________________________________________________________

YOU LUCKY DUCK! MORE PRACTICE WITH IDIOMSL a n g u a g e A r t s S t u d e n t Wo r k s h e e t

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A CUTE LITTLE MONKEYS c i e n c e C l a s s r o o m I n f o r m a t i o n

Taken from: http://www.mce.k12tn.net/animals/monkeys.htm

I said, I’ve got a monkey brother! And that’s not all. He has long fingers and long toes. And lots of black fur all over himself! – Junie B.

Monkey Description…

There are one hundred and thirty-three different species of monkeys that live in our world. They are separated into two groups: Old World monkeys and New World monkeys. The Old World monkeys live in Africa and Asia. The New World monkeys are from the Americas.

New World monkeys have wide noses with nostrils that point out. They use their tails for grasping. Their tails can hold onto a branch like another hand.

Old World monkeys have thin noses with small nostrils. Their tails are tiny and straight.

All monkeys have two arms, two legs, five fingers, and five toes. Monkeys vary in shape, size, and colors.

Monkeys vary in size. The smallest is the pygmy marmoset. It is only about 6 inches long. The mandrill is one of the largest mon-keys. It can grow as long as 32 inches.

All monkeys have long arms and legs. These help them climb, jump, and run. Monkeys usually walk and run on all fours. They have large eyes to help them see long distances and to tell if the food they are going to eat is ripe. Most monkeys that live in trees have longer tails than those who live on the ground.

Monkey Habitat…

Monkeys live throughout the tropics of Central and South America, Africa, and Asia. They are not native to North America, Europe, or Australia.

Most monkeys live in forest. A few of the Old World monkeys live in the open grassy regions.

Monkeys live in groups called troops. Troops sometimes may number as many as several hundred. Monkeys can live up to 45 years.

Monkey Food…

The diet of monkeys varies form fruits, leaves, flowers, insects, eggs, and small reptiles. Most species are primarily herbivorous.

Monkey Babies…

Monkeys usually have only one baby at a time. The babies drink their mother’s milk for a few weeks up to two years depending on the species. The mother carries the baby until it can walk safely on its own.

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YOU SILLY MONKEY! MONKEY MASKSA r t C l a s s r o o m A c t i v i t y

Template reproduced from: Read Write Think http://www.readwritethink.org/lesson_images/lesson180/mask.pdf Copyright 2003 IRA/NCTE. All rights reserved. Read Write Think materials may be reproduced for educational purposes.

Copy the template below so every student has one—if possible, use card stock or a heavier paper to make these copies so the masks are sturdy. Allow students to color and decorate their monkey mask. Once they are finished, help students cut the masks out—you may choose to cut out the eye holes or not. If you cut out the eye holes, attach the masks by punching a hole on the corner of each monkey ear and then looping a rubber band through the hole—these rubber bands then fit onto the child’s ears, allowing them to wear their monkey mask hands-free. If you choose to not cut out the eye holes, simply secure a popsicle stick with tape to the bottom of the mask (at the monkey chin), so students can easily place the mask up to their face, and take it down.

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SHOW AND TELL - SHARING WITH OTHERSH u m a n i t i e s C l a s s r o o m A c t i v i t y

Taken from: http://www.instructorweb.com/lesson/sharing.asp

Show and Tell is not a dumb word, Junie B. And please raise your hand before you speak. Now—as I was saying—next Monday we’re going to have Show and Tell.

And I want each of you to come to school with something that is very special to you to show and tell your classmates about. – Mrs.

Activity1. Have the class prepare for a show and tell day. Instead of just asking the children to bring in any item, explain to them that this item should be one of their special items.

2. The day before show and tell have them draw the item they wish to bring in and write a few sentences about what the item means to them. Have them discuss it with the class and inform them the next day they can celebrate by all having their special possession with them.

3. The next day, before beginning with the show and tell, discuss what sharing is with students, why it is important, and how we can be good friends to one another by sharing. Use the following text to help springboard this conversation about sharing: a. When you were little you probably did not like to share your toys.You might not have even understood what sharing meant. As a toddler you knew that your toys were yours and you didn’t want anyone else to play with them. Why should you? They were yours, after all. However, as you get old you learn more about kindness and being good to the people around you. This is what sharing is all about. Sharing is when you have something that someone else needs or wants and you offer to let them use your items.

Sharing is something that you do to make yourself feel good as well as the person needing your help. It shows the people around you that you are a good person and that you are mature and understanding of the needs of others.

Sometimes sharing does not mean letting someone borrow something to use alone. Instead of borrowing something you might share by taking turns. When you take turns you and a friend get to use the same toy or instrument for a certain amount of time and pass it back and forth.

If you are the person that needs to borrow something from a friend you should be considerate when asking to borrow whatever you need. You should never just grab something from your friend or take something from someone without asking for it first. If the person says no you should thank them anyway because at least they considered letting your borrow their property. Chances are if you are responsible and take care of things the person you asked will let you borrow their things. However, if you are reckless with your own things your friend may not want to let you use their things because they may think you will break them. Everyone has one or two things that they want to keep all to themselves. This is fine and perfectly normal. You should not feel bad that you do not want to share your special items. Just explain to the person why they cannot borrow your special item. It is not expected that you share everything only the things that are not overly special to you or personal in nature.

4. Before beginning the show and tell, inform students that we will take turns coming up to the front of the class and presenting our special items. After everyone has gone, students can decide if they feel comfortable allowing the rest of their classmates to take a closer look at their item. Place the items students do want to share on a table in the front of the class and allow small groups to come up to look at these objects in more detail. After a few minutes, have the small group sit down and another group come up to the table of items.

5. Praise students for their ability to take turns and their respectful actions towards one another’s special items.

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SILLY PETS!L a n g u a g e A r t s / A r t C l a s s r o o m A c t i v i t y

Help! Help! I’m in big trouble! ‘Cause I accidentally shot off my big fat mouth on the bus! And now I have to bring in a special kind of furry pet that is as fast as Grace, and that has a karate uniform, possibly. And nobody else has one! Only where am I ever going to find a

weirdo pet like that? – Junie B.

Activity1. Read the passage above to your students. Ask students what they think a weirdo pet like this might look like, based on the characteristics in Junie B.’s description. Write students’ ideas on the board.

2. Next, prompt students: If you could create your own pet, what features and qualities would you want this pet to have? Brainstorm possible pet ideas together as a class and write these attributes on the board.

3. Make photocopies of the My Perfect Pet worksheet on the following page. Have students fill out the top half of the worksheet, and draw a picture of their newly concocted creature on the lower half of the worksheet.

4. When students have completed making their new pet, allow students to share their new creation with the class—don’t forget to have the students name their new pet!

A WEB OF FRIENDSHIPH u m a n i t i e s C l a s s r o o m A c t i v i t y

Taken directly from: http://www.atozteacherstuff.com/pages/220.shtml

MaterialsA large ball of yarn

Activity1. Introduce the activity by asking students if they think people can spin webs like spiders. This question usually stirs up the curiosity. Next, suggest that we try to spin a web as a group.

2. Join the group in a big circle (sitting down) and show them the ball of yarn. Explain that you will begin spinning the web by holding the end of the yarn ball tightly in your lap and then picking a friend to toss the remaining ball to... “I pick John to help spin our web”. When John catches it, share something you like about him (i.e., “I like how John shares with his friends”). a. Remind John to hold the yarn string tight in this lap, as he picks the next friend to toss the remaining ball of yarn to.

3. The activity proceeds until the web is complete, and every student has been added to the web. You may choose to go through each student twice, making the web seem bigger!

4. It’s fun to see how huge your life size web can become. Sometimes it’s fun to see if the group can stand up together without getting tangled in it too!

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MY PERFECT PET

My pet’s name is:_____________________________________________________________________________________________

How big is your pet?___________________________________________________________________________________________

What color is your pet?________________________________________________________________________________________

Is your pet furry, scaly, or slippery?_______________________________________________________________________________

____________________________________________________________________________________________________________

What special tricks can your pet do?_____________________________________________________________________________

____________________________________________________________________________________________________________

Is there anything else about your pet that makes it extra special and unlike any other pet?_________________________________

____________________________________________________________________________________________________________

In the space below, draw a picture of your perfect pet!

L a n g u a g e A r t s / A r t S t u d e n t Wo r k s h e e t

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Adapted from: http://www.educationworld.com/a_lesson/lesson/lesson136.shtml

Activity

1. Tell students that today we will be talking about grandparents. Ask students to share something about their grandparents, such as where they live, what they do with their grandparents, or a special trip or experience students have shared with their grandparents. You may also choose to open this discussion up to aunts and uncles, or other elder family members— especially if students’ grandparents are deceased or they do not have a relationship with them.

2. Next, ask students if any of them call their grandparents something other than ‘grandma’ and ‘grandpa’, or if they have ever heard others call their grandparents by names other than these traditional ones. If students are comfortable with sharing, write this list of grandparent names on the board.

3. Explain to students that children all over the world have grandparents, and they are called different names in different countries. 4. Pull down a world map, or pass out copies of a world map to students, so all students can clearly see. Next, write the following list on the board (if any of the students have already identified one of these names from the previous discussion, make a special note of this): a. Poland -- Babcia and Dziadek b. Germany -- Oma and Opa c. India -- Nana-ji and Nani-ji d. Korea -- Halmonee and Halabujee e. Greece -- Ya-ya and Pa-pu f. Japan -- Oba-chan and Oji-chan g. China -- Popo and Gong-gong h. Italy -- Nonna and Nonno i. Israel -- Savta and Saba j. Cuba -- Abuelita and Abuelito

5. Identify the country on the map and then clearly say the names of ‘grandma’ and ‘grandpa’ in that language for the students to hear. Then, say the names again and have students repeat after you. Do this for all the countries listed above, and add any additional names and countries to the list, if desired. If a student calls their grandparents by a name in a different language, have them share their grandparents nationality or culture, if they have knowledge of this.

OUR SPECIAL GRANDPARENTSG e o g r a p h y C l a s s r o o m A c t i v i t y

Hey! I think I sniff something that woke me right up.

And its name is delicious waffles! I’m staying

at my Grandma and Grampa Miler’s cause GUESS

WHAT? My mother went to the hospital to have

the B-A-B-Y. And Daddy and Grandma Miller went

with her. And so me and Grampa Miller got to stay

all by ourselves. And he cooked those waffles just

for me! – Junie B.

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KINDNESS ADDS UPL a n g u a g e A r t s / M a t h C l a s s r o o m A c t i v i t y

Taken from: http://www.tolerance.org/images/teach/mix_it_up/mixearlyspr06.pdf

Bestest friends for honest and truly! Faithful chums right through to the end. As soon as we break up, we make up.

And then we are bestest friends all over again! – Junie B., Lucille, Grace

Activity1. Have students identify positive behaviors they see in the classroom. Ask students to think about how they want other students to treat them in class, at recess and lunch, after school and in their neighborhood. Have them define or describe the behaviors and write these behaviors and the examples on the board.

2. Place students into groups of no more than four. Then have them discuss the following questions: a. Have you ever been around someone who is angry or upset and it made you angry and upset too? b. Have you ever been around someone who is happy and it made you happy too? Why? c. Do you think that when you’re kind to someone that it causes him/her to be kind too? d. When someone is sad, what is something you can do to make him/her happy?

3. Allow groups approximately five minutes for their discussion. Then, bring the group back and ask one representative from each group to share a few key elements of their group’s discussion.

4. Ask students if they have ever heard the phrase kind deeds multiply. What do you think this means? How can kind deeds multiply, or add up? Have students refer back to their small group discussion prompts for examples.

5. Write the following poem on the board and have students read the poem out loud:

1 + 1 = 2 Kindness is good for me + you 2 + 2 = 4 Patience always causes more 3 + 3 = 6 That’s how we do Math Mix!

6. Pass out copies of the Kindness Adds Up Poem Prompt worksheet found on the following page. Students should answer the math problems and then fill in appropriate kindness qualities in the blanks throughout the poem.

7. Allow students to share their poems with one another when they are finished.

Lesson Extension8. Challenge older students by having them Make up their own math problems and then choose qualities to go with them. Students may make their own Kindness Adds Up Poem as long as they like by writing any math problem and then rhyming a sentence with it: “12 ÷ 4 = 3, Here is a smile for you from me.” Be creative!

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KINDNESS ADDS UP POEML a n g u a g e A r t s / M a t h S t u d e n t Wo r k s h e e t

Taken from: http://www.tolerance.org/images/teach/mix_it_up/mixearlyspr06.pdf

1 + 1 = ___

___________________is good for me + you

2 + 2 = ___

___________________ always causes more

4 + 4 = ___

___________________makes us really great!

18

Portions taken directly from: NYU Child Study Center’s article New Baby Sibling: What’s a Parent to Do?, written by Robin F. Goodman, Ph.D. and reprinted at http://www.education.com/reference/article/Ref_New_Baby_Sibling/ with the permission of the NYU Child Study Center.

the birth of a new baby can bring different feelings. For the parents, it no doubt brings joy, if not exhaustion. For the new sibling, it can bring happiness and jealousy. But there are things parents can do to help ease the transition and help everyone live happily ever after.

Where does sibling rivalry come from?All children need and crave the love and attention of their parents. When a sibling enters the picture, one’s sense of security and exclusivity is jeopardized. Out of necessity, parents must divide their time and attention among more than one child. This results in feelings of jealousy and anger, and to the illogical fears of being replaced and abandoned. These feelings can exist simultane-ously with affection for the sibling and true camaraderie. Siblings who seemed locked in constant battle as youngsters can grow to be the best of friends, mentors, teachers, role models, and confidantes for their sibling mates.

What can parents do?The following are some strategies for parents to use to ease the introduction of a new sibling and to minimize the turmoil of the ongoing sibling relationship.

• Be prepared. But keep in mind the age of the child. For example, nine months is a very long time in the life of a four-year-old. Try post- poning the discussion until mother is showing - there will be plenty of time to prepare, use a calendar to mark the coming delivery, or discuss the birth in connection to an established point in time such as in the summer, when school is over, around Christmas.

• Keep everyone involved according to interest - bring the soon-to-be sibling with you to doctor visits, show pictures of a sonogram. • Be concrete about life with a new infant - babies aren’t born playmates, they don’t walk, talk, play ball - they cry, sleep, eat for quite some time. • Don’t compare kids. • Review baby pictures of the older child to put things in perspective and remind/point out that in fact he/she was cared for in just the same way when he/she was born. • If possible, avoid big changes in family life, such as moving or changing caregivers, around the birth of a new baby - such events can be even more overwhelming. It can also cause the sibling to associate a negative experience or change with the new baby. • Look for opportunities in which the sibling can be a participant rather than a competitor in the birth. Check with your hospital to see if they have a sibling preparation program.

• Monitor the gift giving, suggest that friends and family bring the baby and sibling(s) presents or even have people give time - take the sibling for a separate outing. • Imitation and role-playing can help the sibling express feelings and adjust to the new status. So introducing a baby doll when you are pregnant and/or once the new baby is home can increase acceptance and provide an acceptable outlet. • The older child may regress and exhibit more “babyish” behavior - don’t criticize or admonish the child to grow up. Instead, accept it and comment that it may be pleasurable to feel like a baby, indulge the behavior within reason. You may want to discuss the difference between the oldster and newborn to reinforce the sibling’s advanced abilities. • Pick tasks the sibling can help with according to their age and ability - get a diaper, read a story while you hold the baby. • Plan special individualized time with the sibling separate from the baby, even if it’s just story time or a ride in the car - point out that it’s time set aside just for the older child. • Don’t despair if the sibling seems resentful or even disinterested - it’s hard to share time and attention. But blood is thicker than water and often the siblings who fought it out in the backyard turn to their siblings most often when older - a shared history is a strong bond.

PREPARING YOUR CHILD FOR A NEW SIBLINGP a r e n t / C l a s s r o o m Te a c h e r I n f o r m a t i o n

What I’m trying to figure out is what number will I be when there’s a

B-A-B-Y around here? ‘Cause right now, I’m number one. But when there’s two

of us, I’m not so sure. – Junie B.

19

TAKING CARE OF BABYAdapted from: http://www.sciencenetlinks.com/lessons.php?DocID=362

It’s my new baby brother. I am a lucky duck! He’s very teeny, isn’t he? – Junie B.

MaterialsWhat Baby Needs by William Sears, M.D., et alA doll (preferably close in size to an infant baby)

Activity

1. Start by asking students if they have any younger brothers or sisters. For those who do, ask them if they can remember what it was like when their mother was pregnant with their younger sibling(s), and what is was like when their new baby sibling came home from the hospital. Ask students the following questions: a. What was it like during this time? b. What kinds of changes took place in your family? c. Did you have to do anything to help your parents or the baby?

2. Read to students What Baby Needs by William Sears, M.D., et al, which shares the story of a family once the newborn is home and in need of special care. (You may wish to remind students to imagine that they now have a little brother or sister at home.) a. Among the issues or changes that this book highlights are: how older siblings become “big helpers” to their parents as they all adjust to the special needs of the newborn; how the baby needs to be held carefully, fed often, and get lots of love and support—just like they did as babies; how babies cry to express what they need, like a change of diapers or new bottle; how when babies grow up, they can play around and eat ice cream just like their older siblings; and how growing babies need to go to the doctor for checkups, be placed in special seats in the car, and more.

3. After reading, ask students comprehension questions like these: a. So, what happens when a new baby is born? Can a baby take care of itself? Why or why not? b. What do the parents or family members have to do? c. What kinds of things does a newborn baby need? d. What would happen to a baby if it were not cared for properly?

4. You should guide the discussion so these main ideas are emphasized and discussed: a. Babies need adults that they can learn to know and trust. b. Babies need a lot of special attention, affection, and care. c. Babies tell us how they feel and what they need by crying (or making faces, babbling, etc.). d. Babies need to be fed a lot. e. Babies need to have their diapers changed when necessary. f. Babies need people to talk with them so they can learn to speak. g. Parents need to wash their hands and keep things clean when caring for a baby.

5. Using a life size infant doll, demonstrate how to hold a baby—placing emphasis on holding a baby gently, not shaking the baby, and making sure to always support the baby’s head. a. Have students to come to the front of the class and attempt to hold the baby doll properly.

6. When students have a basic understanding of a newborn’s special needs, ask them to draw a picture of a family scene—perhaps their own—that captures one of the above circumstances. Illustrations should include a baby, at least one parent or older family member, and themselves.

7. When they are finished drawing one of the special circumstances, ask them to show it to the class and explain what is taking place (and why). Students may also be prompted to guess what is happening in the picture before it is explained.

H e a l t h C l a s s r o o m A c t i v i t y

20

WHO SAID IT?1. Babies smell like P.U.! I smelled one at my friend Grace’s house. It had spit-up all down its front. And so I held my nose and hollered, “P.U.! WHAT A STINK BOMB!”

2. Now—as I was saying—next Monday we’re going to have Show and Tell. And I want each of you to come to school with something that is very special to you, to show and tell your classmates.

3. When I grow up, I’m going to marry an expensive prince. My Nanna says if you marry a prince, you’re set for life.

4. Help! Help! I’m in big trouble! ‘Cause I accidentally shot off my big fat mouth on the bus! And now I have to bring in a special kind of furry pet that is as fast as Grace and that has a karate uniform, possibly. And nobody else has one! Only where am I ever going to find a weirdo pet like that?

5. Hang on a minute. I need to close the door. Or else your Grandma might hear. If your Grandma hears, then she’ll want to be my helper, instead of you.

6. Junie B., when a mother has a new baby, she has twice as much love as before, and so you can both be number one.

7. Don’t worry, little girl. Everything will work out. You’ll see. Even life’s biggest pickles have a way of working out.

8. You’re just going to love him, Junie B.! Your new brother is the cutest little monkey I’ve ever seen!

9. My most special things in the world are my brand new pink high tops. Because when I wear them, I look good and I run fast.

10. Jump, Hoppy, Jump! Wake up, Russell! WAKE UP, I SAID! Oh no, I thought they were sleeping! But they’re all dried up and falling apart! OH NO! OH NO!

11. Yes, only you haven’t even heard the bestest part yet! Because GUESS WHAT ELSE? He’s a MONKEY! HA! That’s what else! My new baby brother is a real, alive, baby MONKEY!!!

12. Wait! I just thought of something, Grace. Since Lucille gave me something beautiful, now you can give me something beautiful, too! ‘Cause that would be very fair of me, I think!

13. Aaah. Now I get it. You see, Junie B., when your grandmother called your brother a little monkey, she didn’t mean he was a real little monkey. She just meant he was, well…cute.

14. I’m sorry, Junie B. But you misunderstood all of that. Your new brother is just a regular cute little baby.

15. You see, boys and girls, sometimes adults say things that can be very confusing to children. Like what if you heard me talking about a lucky duck. You might think I was talking about a real live duck. But lucky duck just means a lucky person.

1. Junie B. is nervous about finding the perfect thing to bring in for show-and-tell. Have you ever participated in show- and-tell at your school before? What do you like best about show-and-tell? If Junie B. asked for your help in finding the perfect object to bring to show-and-tell, what special things might you suggest she bring?

2. Junie B. is about to have a new baby brother. Why isn’t Junie B. very excited about this new addition to the family? What does she think may happen to her and her family once her new baby brother arrives?

3. Grandma Miller tells Junie B. that her brother is the cutest little monkey ever, even though Junie B.’s brother isn’t actually a real monkey. What did Grandma Miller mean when she called the new baby a “little monkey?”

4. All of Junie B.’s friends want to be the first to see her monkey brother. Junie B. begins taking her friends personal possessions as payment to view her monkey brother. Was this a good idea for Junie B. to do? What happened when her teacher discovered that she had all of these things that did not belong to her? How else could Junie B. have handled the situation with all of her friends wanting to be the first to see her monkey brother?

POST-SHOW QUESTIONS

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WHO SAID IT? ANSWERS

1. Babies smell like P.U.! I smelled one at my friend Grace’s house. It had spit-up all down its front. And so I held my nose and hollered, “P.U.! WHAT A STINK BOMB!” Junie B.

2. Now—as I was saying—next Monday we’re going to have Show and Tell. And I want each of you to come to school with something that is very special to you, to show and tell your classmates. Mrs.

3. When I grow up, I’m going to marry an expensive prince. My Nanna says if you marry a prince, you’re set for life. Lucille

4. Help! Help! I’m in big trouble! ‘Cause I accidentally shot off my big fat mouth on the bus! And now I have to bring in a special kind of furry pet that is as fast as Grace and that has a karate uniform, possibly. And nobody else has one! Only where am I ever going to find a weirdo pet like that? Junie B.

5. Hang on a minute. I need to close the door. Or else your Grandma might hear. If your Grandma hears, then she’ll want to be my helper, instead of you. Grampa Miller

6. Junie B., when a mother has a new baby, she has twice as much love as before, and so you can both be number one. Mother

7. Don’t worry, little girl. Everything will work out. You’ll see. Even life’s biggest pickles have a way of working out. Grampa Miller

8. You’re just going to love him, Junie B.! Your new brother is the cutest little monkey I’ve ever seen! Gradma Miller

9. My most special things in the world are my brand new pink high tops. Because when I wear them, I look good and I run fast. That Grace

10. Jump, Hoppy, Jump! Wake up, Russell! WAKE UP, I SAID! Oh no, I thought they were sleeping! But they’re all dried up and falling apart! OH NO! OH NO! Crybaby William

11. Yes, only you haven’t even heard the bestest part yet! Because GUESS WHAT ELSE? He’s a MONKEY! HA! That’s what else! My new baby brother is a real, alive, baby MONKEY!!! Junie B.

12. Wait! I just thought of something, Grace. Since Lucille gave me something beautiful, now you can give me something beautiful, too! ‘Cause that would be very fair of me, I think! Junie B.

13. Aaah. Now I get it. You see, Junie B., when your grandmother called your brother a little monkey, she didn’t mean he was a real little monkey. She just meant he was, well…cute. The Boss of the School

14. I’m sorry, Junie B. But you misunderstood all of that. Your new brother is just a regular cute little baby. Grandma Miller

15. You see, boys and girls, sometimes adults say things that can be very confusing to children. Like what if you heard me talking about a lucky duck. You might think I was talking about a real live duck. But lucky duck just means a lucky person. The Boss of the School

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