Radiant Hen Publishing Teachers` Resources

Radiant Hen Publishing
Teachers’ Resources
Tanya Sousa
illustrated by Monique Bonneau
I Wonder…
Talk with children about the wonder of
learning. Assure them that one of the most
important things they can do is ask their own
questions. After reading Fairy Feast together,
place a copy in the classroom library. When the
children are stationed in the library, provide
them with clipboards, sticky notes, and pencils.
Invite them to read the story again, writing at
least three questions on their sticky notes and
placing them on the appropriate page within the
book. At circle time, move through their
questions one at a time, and thank them for
engaging in questioning, the very heart of
learning.
Watercolor Crayon Resist Paintings
On watercolor paper, ask the children to draw
fairies all around using sparkle crayons. Then,
paint garden scenes over the fairies with
watercolors. There’s no need to avoid painting
the fairies; the wax will not absorb the paint.
The fairies will be flying in the foreground!
Vocabulary Crossword
After reading Fairy Feast and giving attention to
the vocabulary words listed below, children may
work in pairs, using a copy of the book, to
complete the crossword puzzle on the following
page.
Vocabulary Words:
Color Me Healthy
Provide magazines, newspapers, menus, etc.
displaying colorful photos. Ask the children to
cut out photos of healthy foods and glue them
on a sheet of art paper to make rainbow
collages. Each color of the rainbow is
represented by foods of corresponding colors.
For example, the red rainbow strip may be
created using photos of tomatoes, strawberries,
red peppers, cherries, etc. The artwork could be
compiled into a class book and displayed in the
classroom or school library. The children may
come up with their own catchy title.
reel
blushing
drape
somersaults
yeast
china
blend
welcome
FAIRY FEAST TEACHERS’ RESOURCES
RADIANT HEN PUBLISHING
fairy
royal
bushel
frothy
court
settled
nourishes
2
1
2
3
4
5
6
7
8
9
10
11
12
ACROSS
DOWN
1 covered with bubbles
4. noble
5. a mixture
6. a lively folk dance
7. flips through the air
9. a measure of 64 U.S. pints
10. a kind of dish
11. pleasing
12. gives what is needed for health
1.
2.
3.
5.
8.
10.
a small, magical being
hang loosely, gracefully
makes bread dough rise
turning a deep color
begun to rest
pay special attention to
FAIRY FEAST TEACHERS’ RESOURCES
RADIANT HEN PUBLISHING
3
Inference
After reading Fairy Feast ask the children if they noticed any text where Ms. Sousa left clues
about what she was thinking without saying it out loud and clearly. Talk about the word
“inference,” explaining that to understand an inference, we have to combine what we know with
the clues left by the author to come up with the intended meaning. Using written words as well
as pictures, provide the following Reflection Sheet for the children to work through their
understanding of two inferences found in the text:
Did you know they get along –
together in a game?
I infer that the author was saying _______________________
___________________________________________________
They dance with other fairies,
a wild and whirling reel.
I infer that the author was saying _______________________
___________________________________________________
FAIRY FEAST TEACHERS’ RESOURCES
RADIANT HEN PUBLISHING
4
Sensory Poems:
Imagine we’re nestled silently between the
rows of John’s garden. No one knows we’re
there, including the fairies, bees, caterpillars,
frogs, butterflies, ants, rabbits, chickadees, cats,
or dogs. Let’s brainstorm sounds we might
hear (wings fluttering, buzzing, chirping,
chewing, whispering, etc.), some sights we
might see (wind moving, animals munching,
fairies flying, deep garden purples and greens,
etc.), some tastes in the air (freshness, dirt,
healthy foods, the dog passing by, etc.), and
how we might feel while there (peaceful, quiet,
fascinated, curious, belonging, etc.). Ask the
children to write sensory poems, using the
following format:
Nutrition Experts
Gather a variety of fiction and nonfiction
books, magazines, newspapers, brochures, etc.
on nutrition. Introduce the books, and then
allow the children to browse the selections,
keeping in mind what interests them most.
Brainstorm areas of expertise in the field of
nutrition. Invite the children to become experts
in one of these areas. For younger children, this
In the garden, I hear
may be as simple as becoming a “vegetable”
____________________________________.
expert or “healthy drinks” expert; for older
children, this may move into more complex
In the garden, I see
areas of study, such as becoming a “protein”
____________________________________. expert or “Recommended Daily Allowance”
expert. Allow the children to research their
In the garden, I taste
____________________________________. areas of expertise, and then create their own
nonfiction teaching books to present to the
class as a method of learning from each other.
In the garden, I feel
____________________________________. For younger children, the books may have only
one word or picture per page; older children
The poems may be published together as a class may have a sentence or several sentences per
book to be given to each child, to have in the page. Arrange a nutrition corner in the class
classroom and school libraries, and/or shared at library where the books are shelved for
reference.
a poetry reading with other classes.
FAIRY FEAST TEACHERS’ RESOURCES
RADIANT HEN PUBLISHING
5
Commitment:
Ask children to commit to eating at least five servings of vegetables and fruits each day for one
week, and to track their progress. In the blank rectangular spaces, ask children to track their
progress, writing down their fruits and vegetables. After one week, revisit the commitment. Ask
the children to color the rectangles using the same color as the vegetable or fruit in the space.
For example, if the child wrote “banana,” the rectangle would be colored yellow. Ask the
children to create bar graphs based on the colors to evaluate their food variety.
Name
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Serving 1
Serving 2
Serving 3
Serving 4
Serving 5
FAIRY FEAST TEACHERS’ RESOURCES
RADIANT HEN PUBLISHING
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Also by Tanya Sousa:
This story features a disgruntled boy who learns, thanks to his eccentric, fun-loving
and farming grandmother, that the glass is indeed half full.
ISBN: 978-0-9840829-1-9
Illustrations © 2009 by Katie Flindall
This is a tale of bigger not always being better.
ISBN: 978-0-9840829-2-6
Illustrations © 2009 by Amber Alexander
www.radianthen.com
Prepared by Leslie Rivver, Educational Consultant