Mr. Popper’s Penguinsto Mr. Popper, is that the penguin was creating his own personal “rookery” (the name of a penguin’s nest). In addition to ellipses, notice that there are

Mr. Popper’s Penguins

© 2018 Brave Writer — Julie Bogart: This is your copy. It may not be shared outside your family or resold in either digital or printed form.

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[email protected] bravewriter.com


By Richard and Florence Atwater

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Maybe you’ve heard the educationese term “scope and sequence”? Here's our version: the Brave Writer Spin and Spiral—terms and skills to visit and revisit.

In this issue of the Arrow:

» We’ll take a closer look at the “its” and “it’s” conundrum;

» We’ll bracket information with commas;

» We’ll pause a list with an ellipses;

» We’ll learn how the article “a” refers to one item;

» We’ll examine when to add an “e” before an “s” when making a plural;

» We’ll investigate why a “y” would turn into an “i” when there’s more than one;

» We’ll puzzle over how “why” could be at the beginning of a statement (not a question!);

» We’ll see how “yes” could begin a question;

» We’ll relish in a satisfying conclusion; and

» We’ll tap into emotions through feeling words!

Brave Writer Spin and Spiral



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Week OneIts eyes were set in two white circles in its black head. It

turned its head from one side to the other, as first with one

eye and then with the other, it examined Mr. Popper.

(Chapter 3, page 18)

Dictation passage page numbers refer to the following edition: Atwater, Richard and Atwater, Florence. Mr. Popper’s Penguins. Boston: Little, Brown and Company, 1987.



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Week OnePenguins

Its eyes were set in two white circles in its black head. It

turned its head from one side to the other, as first with one

eye and then with the other, it examined Mr. Popper.


Why this passageThis passage is flush left because we are using sentences already a part of an existing paragraph. (See below)

The reception of the penguin by crate is the key to the entire storyline. The beginning of this paragraph reads:

It was a stout little fellow about two and a half feet high. Although it was about the size of a small child, it looked much more like a little gentleman, with its smooth waistcoat in front and its long black tailcoat dragging a little behind.



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Your children will write the two sentences in the copywork passage, but the notes will address the entire paragraph.

What to noteSuch a delightful development! Penguins as pets!

The passage gives you a chance to look at the word “its.” One of the most common errors in writing made by native speakers is to misunderstand “its.” “Its” and “it’s” do not represent the same meanings.

Its —refers to possession. In this passage, the writer is referring to the penguin’s eyes and later, the penguin’s head. We are used to using an apostrophe to indicate possessive in most other cases. Look at “penguin’s eyes.” The temptation is to use the apostrophe ‘s’ (’s) to convey possessive because we are so used to using it.

Julie’s, Mary’s, the Frenchman’s, the puppy’s…

In writing, however, “it’s” is a contraction combining the two words “it” + “is.” In this case, the apostrophe is replacing the letter “i.” We have lots of examples of contractions that use apostrophes so it shouldn’t be so difficult to remember that “it’s” is a contraction.

There is one reason so many grown-ups, published writers, and Internet conversationalists misuse “its” and “it’s.” Can you think of what it is? These two words sound exactly the same. There’s a second reason: apostrophe ‘s’ is the most common written representation of the /s/ sound at the end of a word.



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Did you realize, for instance, that some people (college educated, fully employed) put apostrophes on regular, garden-variety plurals of nouns? They might write: popsicle’s, French horn’s, and sardine’s when they mean a quantity of popsicles, French horns, and sardines.

This obsession with apostrophe ‘s’ (’s) must stop! Each case must be considered for its own merits. If you can master the distinction between “its” and “it’s” at a young age, you will be perceived to be a grammatical genius for the rest of your life!

Skill building for budding geniuses!

Try your hand at differentiating between the “its” and “it’s.”

See if you can tell which goes where. It’s best to do these sentences in writing, as you can’t tell which one you are using when you speak (they sound the same). Circle the right one.

1. The car rolled backward down the hill with its/it’s door open, slamming into mailboxes and knocking them down.

2. Its/It’s not important who stole the cookies from the cookie jar.

3. Volcano Iliniza blasted its/it’s volcanic bits into the stratosphere 10,000 years ago.

4. Its/It’s a well known fact that a chocolate cupcake is better at cheering people up than its/it’s miserable counterpart: the broccoli soufflé.

◊Answers: 1 (its); 2 (it’s); 3 (its); 4 (it’s) (its)

How to teach the passage



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Make up some of your own sentences now, to test each other. It’s (ha!) not as easy at it appears to be!

In addition to the importance of “it’s” and “its,” this little passage includes two commas. The commas bracket information about what the penguin is doing with its head. The eyes, presumably, are spaced widely apart. In order to examine Mr. Popper properly, the penguin must turn his head side-to-side to use each eye to size him up.

Because the gender of the penguin is unknown as of yet, the penguin is not given a “him” or “her” reference. We do this with animals since they are more difficult to assess for male and female traits than people!

Monday

Read the notes. Practice the use of “its” and “it’s.” Identify “its” and “it’s” in other writing, if you can. Create some sentences where a few of them are deliberately wrong and a few are correct. Can your child figure out which is which? Now have your child create some for you. Can you figure out which is which?

Tuesday

Have your child copy the first sentence. “White” and “black” are good, strong color words. Color words are wonderful to learn. Many of them include additional letters that are not sounded out. “White” has both the “h” and “silent e,” and “black” has the letter “c” that is not explicitly pronounced (lumped in with the /k/ sound).

Wednesday

Have the student copy the next sentence. It is long so can be subdivided further, if you feel it would be helpful to your child.



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Thursday

Finish copying the passage or review the completed copywork in preparation for Friday’s French-style dictation.

Friday: French-style dictation

This week’s passage makes the most of the “its” conundrum. Also, solidify the color vocabulary. Review the need to use a capital letter for the first word of the sentences and for the name of Mr. Popper.

» Its

» two

» white

» its

» black

» its

» one

» other

» one

» eye

» other

» Popper



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Week One: French-style Dictation(Chapter 3, page 18)

___ eyes were set in ___ _____ circles in ___ _____ head.

It turned ___ head from ___ side to

the _____, as first with ___ ___ and then with the _____,

it examined Mr. ______.

Name: ___________________ Date: ___________________



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Week TwoA teaspoon and a closed box of safety matches…A radish, two

pennies, a nickel, and a golf ball.




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Week TwoEllipses (Dot, dot, dot)

A teaspoon and a closed box of safety matches…A radish, two

pennies, a nickel, and a golf ball.


Why this passageThis section of the book, detailing all the various items Captain Cook the penguin has gathered, features several ellipses (the dot dot dot that sits between sentences).

This copywork passage uses one.

What to noteEllipses

Ellipses tell the reader that more information is coming, but the pause is longer than a comma. In this case, the ellipses are used to represent the coming and going of Captain Cook as he collected and deposited various items from throughout the house. Each pause is



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a break in the discovery process—noticing one cluster of doo-dads here, a grouping of knick knacks there. The end result, according to Mr. Popper, is that the penguin was creating his own personal “rookery” (the name of a penguin’s nest).

In addition to ellipses, notice that there are no verbs in either sentence. This is a list of items, simply stated.

The individual items are preceded by the article “a” when referring to one item, or by the word “two” when referring to two items. In other parts of the page, numbers like “five,” “four,” “seven,” and “six” are used. It is understood that “a” always means “one.” The only reason to use “a” instead of “one” is to make a statement about a general item. For instance, “a teaspoon” is different from “one teaspoon” in that the first represents any teaspoon and the second represents a specific teaspoon from a group of them.

There are two plurals that change the ending of the singular noun. Let’s look at those and help your kids see what’s happening.

match match + es matches

penny penny — y + i + es pennies

Though the vast majority of plurals are formed by the addition of “s,” some of these nouns have to be changed a bit before adding the “s.” Most nouns ending in “tch” add the “s” with an “e” in front. Those nouns ending in a consonant followed by a “y” go through a change. The “y” becomes “i” and then we add “es.”

There are oodles of examples (ha! plural!) of both sorts of plurals (many many things, as in oodles of plurals!). See if you can find others as you read.



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TCH

catch catches

batch batches

latch latches

sketch sketches

crutch crutches

splotch splotches

Y

penny pennies

party parties

puppy puppies

library libraries

sky skies

supply supplies

Monday

Discuss the notes.

Tuesday

Have your child copy the sentence up until the ellipsis.

A teaspoon and a closed box of safety matches…

It is not indented on your page as it comes from the middle of a paragraph. The three dots need only be evenly spaced.

Wednesday

Now have your child copy the second of the two sentences.




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A radish, two pennies, a nickel, and a golf ball.

Thursday

Today, flip the script! Create your own lists with ellipses. Ask your children to gather a bunch of items from around the house. Line the items up on the kitchen table. Next, narrate about what it is you have on the table. You might model the process first. Pause when you reach the ellipsis.

“Let’s see. A ball of yarn, a toothbrush, two hairbands, a t-shirt. . . a pencil, one Hello Kitty sticker, and a tennis ball.”

Once you have narrated, ask your kids to rearrange the stuff and narrate to you (they can do it in any order). As they do, type their sequence of items for them, and put in an ellipsis or two.

Print and have them copy their own list of items. You can discuss where to put the ellipses. It should go where the natural spoken pause occurred, after three-four items are reeled off.


This week’s passage will give your children a chance to write the ellipses (because they are fun to use!), and to correctly write the two plurals (along with a few additional words).

» A

» box

» matches

» . . .

» A

» two

» pennies

» and

» ball



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Week Two: French-style Dictation(Chapter 6)

__ teaspoon and a closed ____ of safety ________ ____

__ radish, ____ ________, a nickel, ____ a golf_____.

Name: ___________________ Date: ___________________



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Week Three“Why, we don’t even allow lap dogs in this hotel,” he

would say.

“Yes, but do you have any rule against penguins?” Mr.

Popper would ask.




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Week ThreeDialogue

“Why, we don’t even allow lap dogs in this hotel,” he

would say.

“Yes, but do you have any rule against penguins?” Mr.

Popper would ask.


Why this passageThe passage is a simple dialogue. There is one feature that makes it unusual. This conversation is a unique type—common to the conversations Mr. Popper had each time he tried to check into a hotel. This conversation is what typically happens, so therefore it is not a direct quote of any specific conversation.

What to noteThere’s another peculiarity with this passage. The first comment begins with a question word: “Why.” However, it is not at the start of a question. In fact, the sentence ends in a comma (which stands in for



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a period at the end of a dialogue quote). It is, in fact, a statement, not a question.

The word, “Why,” in this instance, is a kind of exclamation by the speaker. You can picture the tone of the hotel keeper to be one of exasperation (annoyance, irritability).

What follows in reply is Mr. Popper’s affirmation (“Yes”) followed by a question! Not what one expects when a sentence starts with “yes.” The “yes” is followed by “but,” however and that term is known to mean a change of direction by the speaker.

Both “why” and “yes” are followed by commas. In speech, we use lots of introductory terms before we get to the heart of what we want to say. Those terms are typically followed by commas so that the real sentence can begin afterwards.

Some examples of terms that head up our more serious statements are as follows.

» Well

» You know

» And

» Hmmm

These expressions act as warm-ups—giving the speaker a chance to think while speaking before putting together the complete thought.

» Eh?

» Aha!

» So

» Oh



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Monday–Thursday

Pick a day or two to discuss the notes and have your child copy the passage.

Review the dialogue punctuation. Double quotation marks go around the part of the sentence that is conversation. The attributive tags in this case indicate that these are the kinds of statements one might hear on this tour of the country, not that they necessarily happened like that every time. The inclusion of the word “would” gives it away.

Try it. Say something direct.

I drive to the park for soccer practice.

Now say it using “would.”

I would drive to the park for soccer practice.

Do it again. Practice discussing how the word “would” changes what you know about the sentence and the action in it. “Would” helps us talk about events that may or may not happen, what is likely, what is possible under specific circumstances.

If we say “would have” (not “would of”), we are now discussing what might have been possible in the past under specific circumstances.




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The following terms and a few punctuation marks go with this week’s French-style dictation passage.

» “Why,

» lap

» dogs

» hotel

» would

» “Yes,

» you

» rule

» penguins

» would



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Week Three: French-style Dictation(Chapter 17, page 111)

_ ___ _ we don’t even allow ___ ____ in this _____,”

he _____ say.

_ ___ _ but do ___ have any ____ against ________?”

Mr. Popper _____ ask.

Name: ___________________ Date: ___________________



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Week Four “Good-by and good luck!” echoed the children.

And the penguins, hearing their voices, scuttled up on

deck and stood there beside the Admiral and Mr. Popper.




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Week FourGood-by

“Good-by and good luck!” echoed the children.

And the penguins, hearing their voices, scuttled up on

deck and stood there beside the Admiral and Mr. Popper.


Why this passageMr. Popper achieves his dream of travel to the South Pole and his children are elated for him.

This book spells the common expression “goodbye” differently than many instances seen in other books: “good-by.” This version of “good-by” uses a hyphen (the short dash between the two parts of the word).

What to note



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The exclamation point is appropriate, as the children must shout their farewells over the sound of a ship.

The final paragraph begins with “And,” which is not typically considered good writing. In this case, the “And” serves as the appropriate transition—it’s as though the penguins are caught mid-action, and respond to the children’s voices.

“Admiral” and “Mr. Popper” are proper nouns, both requiring capital letters.

Monday

This passage is short and satisfying. We’ve come to the end of the tale—the epitome of a satisfying conclusion. Penguins, children, Mr. Popper, and the Admiral are all happy. Double check dialogue punctuation with your children, and remind them that the exclamation point goes inside the quotation marks.

Tuesday

Have your child copy the first sentence.

“Good-by and good luck!” echoed the children.

Wednesday

Now have your child copy the second line.




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And the penguins, hearing their voices, scuttled up on deck and stood there beside the Admiral and Mr. Popper.

Thursday: French-style dictation

This is a short passage. Use it for French-style dictation on Thursday and follow it with full dictation on Friday, for kids who show readiness. You might limit the full dictation to only the first sentence. Pay attention to your kids hand strength and ability to recall.

» Good-by

» luck!”

» children

» And

» penguins

Friday: Dictation

Try dictating one or both lines to your child while he or she transcribes to a brand new sheet of paper. Go one word at a time, slowly. See how they do! If you need to give support in the form of telling the child what to write (“Don’t forget to capitalize” or “Add a closed quote now”), that’s perfectly acceptable. This is training for next year when this practice will be more frequent.

» deck

» stood

» Admiral

» Mr. Popper



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Week Four: Reverse Dictation(Chapter 20, page 139)

“____-__ and good ____ _ _ echoed the ________.

___ the ________, hearing their voices, scuttled up

on ____ and _____ there beside the _______ and __ _

______.

Name: ___________________ Date: ___________________



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Feeling words

Literary Element

Happy, sad, glad, mad, worried, excited, elated, angry, surprised…! Feeling words abound and are used in writing to help a reader see what can’t be observed except through the writing of the writer.

As the Atwaters (the authors) say of Mr. Popper: “No one knew what went on inside Mr. Popper’s head…” In actual fact, the Atwaters know, don’t they? They invented the character! Because that is the truth, the book shows us Mr. Popper’s feelings through actions, through the reactions of his family, and finally through the descriptions the authors provide.

The book unfolds a variety of emotions and uses emotion-words to do it! Let’s get a collection together. See if you can make a face or behavior to go with the feeling-word.

Happy

“So now, as he made his way through the streets, he was happy because the day was over, and because it was the end of September.” (page 7)

Why was he happy? How might he have shown his happiness?

Cross

“She was not at all a disagreeable woman, but sometimes she got rather cross when she was worried.” (page 11)



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“Cross” is a British expression for “angry.” The writers modify it (make it a little less angry) by saying that Mrs. Popper was “rather cross.” How might she show her “crossness”?

Delight

“The delighted penguin was indeed marching.” (page 20)

What is a delighted penguin? Can you waddle through the house and show delight?

Excited

“Even Mrs. Popper had to smile as they watched Captain Cook, with the light of curiosity in his excited circular eyes, and his black tailcoat dragging pompously behind his little pinkish feet, strut from one upholstered chair to another, pecking at each to see what it was made of.” (pages 23-24)

Here the Atwaters attach the emotion of “excitement” to the penguin’s eyes. Excitement is often attributed to eyes. Ask yourself why? Excitement seems to “light up” the face. Without using your mouth or body, try to make your eyes look excited.

What do you do to them?

Proud

“Naturally all the Poppers felt very proud and happy.” (page 62)

How is being proud different than being happy? What causes people to feel pride? Is there anything you are proud of? Think about that



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“thing” now and close your eyes. Now open them and show pride.

Annoyed

“The traffic officer naturally got very much annoyed.” (page 103)

Imagine waiting for a six-pack of penguins to emerge from a taxi so that you might direct traffic. Might you be annoyed? If so, how would you show it?



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Create a collage of pictures (from coloring books, magazines, drawings you make yourself) that show emotions. Label them with emotion words. These words can be handwritten or typed into colorful fonts and printed, then clipped.

In addition to the words listed in this issue of The Arrow, consider adding some of the following ones as well (or any you like).

» enthusiastic

» afraid

» curious

» grumpy

» sorry

» thankful

» guilty

» ashamed

» cheerful

» giddy

» nervous

» embarrassed

Writing Activity

» peaceful

» timid

» relaxed

» discouraged

» lonely

» impatient

» fidgety

» bugged

» grumpy

» sassy

» lovingThe Puppet Company



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Hello, Book Club Planners!

This book club guide is packed with ideas for a memorable “book club party school.” Pick and choose the ideas that work best for you, your location, and the children involved. Believe me when I say: even I won’t use all of the ideas included in this guide, but I wanted to provide you with a lot of choices. Go forth and kick-start a lifetime of literary enjoyment for your kids.

What? What on earth?

Why is there a group of penguins at my front door?

Admiral Drake sent you from the South Pole? You just arrived on the Air Express?

Well, I’ll be. How wonderful of him to think of me and my love for penguins. Of course, I wasn’t expecting your arrival. I wonder what my wife will say...

Oh. Forgive my manners. You must be melting the heat outside.

Waddle in. Waddle in. We’ll make you an ice cold bath to enjoy.

Book Club Party School


By Mary Wilson



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Welcome to Stillwater» Welcome your guests with a sign that reads, “Welcome to

432 Proudfoot Ave.”

» Decorate your meeting area with pictures of penguins, the South Pole, and arctic explorers.

» Keep the house cold today. Drop the temperature and turn on the ceiling fans.

» Create an arctic atmosphere. Cover your table with a white table cover. Hang paper snowflakes around the room.

» Bring stuffed animal penguins or toy penguins to the meeting area today. Invite your guests to bring their own. After all, it’s a penguin party school today!

The Arctic» Create a black and white theme. Choose snacks and food

that wear a “penguin suit” (are black and white):

» Oreo cookies

» Black and White cookies

» Brownies with vanilla ice cream

» Marshmallows dipped in melted dark chocolate

» Serve red Swedish Fish and Goldfish crackers today. Serve them in blue paper bowls or make individual cups of blue Jello for them to swim in before they are eaten.

» Make blue Jello Jigglers and cut them into cubes. Stay chilly by eating your blue Jello “ice cubes.” Note: Jello Jigglers is not the same recipe as regular Jello. Be sure to search online for a Jello Jigglers recipe.



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» If your penguins are eating lunch with you, serve up a tray of fish sticks or fish fillets.

» Label a plate of carrot sticks or baby carrots with “Penguin Beaks.”

» Serve a bowl of Chex Mix and label it “Krill Mix.”

» Use black paper products today. Transform you black paper cups into penguin cup by gluing a simple white oval and googly eyes onto the cup. Draw an orange beak on the top of the white oval with a sharpie marker. Viola, it’s a penguin cup.

» Drink Chilly Drinks. Pack a variety of canned or boxed drinks into a cooler full of ice for your penguins to choose from. Label the cooler, “Chilly Drinks.”

Penguin Performers» Play Penguins and Leopard Seals. This game requires a large

outdoor area to act as the “ocean.” Follow the same basic rules as the game “Sharks and Minnows.” In our book club version, the penguins will try to race across the “ocean” without being tagged by a leopard seal.

◊Pick 1-2 children to be leopard seals and stand them in the middle of the “ocean.” The rest of the children are penguins and they should line up on one side of the “ocean.”

◊The penguins must “swim” across the ocean without being tagged by a leopard seal. Once tagged, the penguin joins the leopard seals in the center before the next race.

◊The winning penguin is the last one to make it safely across the ocean.

» Create a piece of Penguin Footprint Art. This one is a little messy, so I recommend doing it outdoors or on a painting cloth. Each of your little penguins will turn their footprint into a piece of penguin art.



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◊You will need: washable tempera paint (black, orange, and white), white construction paper, and large googly eyes. Have a hose (or bucket of water), soap, and towels handy.

◊Paint one foot with black paint and help your penguin press their foot onto a white piece of paper. Slowly remove their foot so a black footprint remains. Allow these to dry while you help clean feet. Use a small paintbrush to fill in the edges of the footprint with black paint if necessary.

◊Once the black footprints are dry, turn the paper so the heel is recognized as the head of the penguin. Your penguins should paint a white belly and black wings on their footprint. Then paint an orange beak on the belly. Glue large googly eyes above the beak.

◊Write the child’s name, book title, and date on their masterpiece.

◊For visual images of this project, search online for penguin footprint art.

» Make a Marshmallow Penguin Popper and have a snowball (marshmallow) fight. Follow the basic instructions below to make a marshmallows shooter.

◊You will need: black paper cups, white paper, scissors, googly eyes, balloons, orange construction paper, sharp knife, glue, clear packaging tape, and marshmallows.

◊Before Book Club:

» Use a sharp knife to cut out the bottom of the cup.

» Cut ovals out of the white paper. Later, your penguins will glue them to the cup as the belly of the penguin. The ovals should fit on your black paper cups and still leave room for eyes and a beak above the stomach.



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» Cut small orange triangles to serve as beaks.

» Knot the balloon but do not blow up it. Simply tie it off.

» Cut across the balloon about 1/2 inch from the “top” end.

◊During Book Club:

◊Each child should select a hat (balloon) to stretch across the open end of their cup. The effect should look like a hat with a knot on the penguin (black cup). Consider taping the balloons onto the cup, so they don’t slip off during the snowball fight.

» Glue a white oval on the front of the cup to act as the penguin’s stomach.

» Glue a beak just above the stomach.

» Glue two googly eyes just above the beak.

» Your cup should look like a penguin wearing a winter hat.

» Let the glue dry.

◊Snowball Fight Time

» Give each child a few mini marshmallows.

» They should put them in the cup with the balloon side down.

» Pull back the balloon with one hand and then let it go.

» Watch your “snowballs” soar across the room.

◊For detailed images, search for make a marshmallow shooter with cup and balloon online.

» Experiment with Blubber Gloves. Experience first hand how blubber helps keep penguins warm while swimming in arctic waters. You will need gallon size Ziploc bags, ice, cold water, duct tape, and shortening.



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◊Before Book Club:

◊Fill one Ziploc bag with a large scoop of shortening. Insert your hand into an empty Ziploc and then put it in the bag full of shortening. Use your Ziploc covered hand to spread the shortening around. Make sure there is enough shortening to spread around the entire bag.

◊Lift the edge of the empty inner bag about an inch or two above the outer bag and fold it backward. Now seal the two bags with duct tape so the shortening can’t escape and the water won’t leak in.

◊Do the same with two more Ziploc bags, but do not fill either one with shortening. This will act as a control glove because it has no “blubber” to keep your penguin’s “flipper” warm.

◊During Book Club:

◊Fill a bucket with lots of ice and cold water.

◊Give each of your penguins a turn to put their “flipper” into the water with the empty Ziploc glove and then with the “blubber glove.”

◊Compare the two experiences. If you have a timer, record the length of time each penguin can leave their “flipper” in the water with each type of glove.

◊Read more about this experiment here: https://www.stevespanglerscience.com/lab/experiments/blubber-gloves/

https://www.stevespanglerscience.com/lab/experiments/blubber-gloves/

https://www.stevespanglerscience.com/lab/experiments/blubber-gloves/



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Movie TimeWatch the 2011 movie version as a family or a group. You can find a movie discussion guide from Brave Writer here: http://blog.bravewriter.com/2017/11/22/movie-wednesday-mr-poppers-penguins/

Stay warm, my little penguins, and enjoy your unique South Pole expedition with Admiral Drake.

http://blog.bravewriter.com/2017/11/22/movie-wednesday-mr-poppers-penguins/

http://blog.bravewriter.com/2017/11/22/movie-wednesday-mr-poppers-penguins/

Documents

Mr. Popper’s Penguinsto Mr. Popper, is that the penguin was creating his own personal “rookery” (the name of a penguin’s nest). In addition to ellipses, notice that there are