ˆˆ - nie.goerie.comnie.goerie.com/wp-content/uploads/2012/08/magic-elizabeth-teache… ·...

WWrr ii tt tt ee nn bb yy JJaann MMccDDoonnaa ll dd

RRoocckk yy MMoouunn tt aa ii nn RReeaaddee rr ss

TT eeaacchheerr ’’ ss GGuu ii dd ee

Magic Elizabeth

Written by Norma Kassirer

Illustrated by Joe Krush

Teacher’s Guide by Jan McDonald / Rocky Mountain Readers

CONTENTS

I. BEFORE READING

Description of the Story 2

About the Author 2

About the Illustrator 2

A Good Mystery Standards 1,2,3,7,8 3

Time Travel Standards 1,2,8,11 3

Word Splash Standards 3,4 4

II. DURING READING

CHAPTER BY CHAPTER 5-22

Vocabulary/Context/Definition Standards 3,4

Question/Predict/Evaluate Standards 3,6,9,11

The Newspaper Connection Standards 1,2,4,5,6,7,11,12

III. AFTER READING

Extending the Story Standards 1-7,11,12 23

Answers to Question/Predict/Evaluate 24-26

National Standards 27

This guide has been prepared and noted according to the Standards for the English Language

Arts, sponsored by the National Council for the Teachers of English and the International

Reading Association. A list of these standards can be found at the end of this guide.

1

Description of the StoryIf it weren't for the picture of the girl and her doll hanging over the fireplace in her pretty room, Sally would

be miserable staying with Aunt Sarah. For everything in this strange old house tucked between tall apartment

buildings is scary and mysterious. In the dark, rainy night the house seems almost a witch's house, and Aunt

Sarah herself, whom Sally has never seen before, is very old, a stooped figure with thin gray hair and gnarled

fingers.

But the other Sally in the picture is smiling. She's about Sally's own age, and once, long ago, she lived in the

big old house. In fact, her room was this very room. She's wearing a yellow bonnet with ribbons, a long blue

dress with layers of ruffles, and high-buttoned shoes; and she's holding a rag doll on her lap, an adorable doll

with eyes the pleasant shape of watermelon seeds, dressed exactly like her mistress except that her hands are

tucked into a tiny white fur muff.

Sally soon finds the other Sally's trunk in the dusty old attic. The yellow bonnet and the blue dress are there,

even the other Sally's diary. But not the rag doll, for Elizabeth mysteriously disappeared one snowy Christmas

Eve long ago. The other Sally had thought Elizabeth might be magic, and maybe she was. For how else can

you explain Sally's magical adventure in time that follows?

About the AuthorNorma Kassirer comes from a long line of writers: her father wrote articles for Canadian magazines about his

experience in World War I; her brother was a prize-winning poet; a great great aunt wrote poetry for Harper’s

Magazine in the 1800s; and a great great great uncle founded a literary journal in New York City with Edgar

Allen Poe and, under a pseudonym (Harry Franco), produced a number of best-selling sea-faring novels.

Both of her daughters are engaged in writing and publishing.

Norma still remembers the last words of her first poem, written at a very early age, alone at the table in the

family dining room in Buffalo, New York. The words were, “and in its place stood a golden rose!” She does

not remember what the poem was about, but vividly recalls the thrill that ran through her as she read that

resonant last line. Where had it come from? She had no idea, but she knew that, in search of another . . . and

another . . . thrill of such dimension, she would never stop writing.

This has proved true. Magic Elizabeth, her first book, published in 1966, was republished many times and is

now, for the first time, appearing in original serial form.

The Doll Snatchers, her second novel for children, was published in 1969. Her adult short stories have

appeared in a variety of magazines. The Hidden Wife, a collection of her stories, was published in 1991.

Her poems, which tend toward the narrative, have appeared in a variety of publications, and she continues to

do performance readings of her poetry.

Early on, Norma wrote and directed musical plays. She has also given numerous readings of her work at

universities and arts centers and has taught writing in a variety of schools. When she is not writing or talking

about it, she is painting or putting together hand-made books.

About the IllustratorJoe Krush was born May 18, 1918, in Camden, New Jersey. He became a teacher of illustration, and an

illustrator of books for young people. He did much of his illustrative work in co-operation with his wife, 2

Beth. During World War II he served in the O.S.S., and was present at the signing of the United Nations

Charter in San Francisco, and the war trials in Nuremberg.

A Good MysteryThere are a number of sites that will expand your knowledge of mysteries.

1. Kid’s Mysteries http://kids.mysterynet.com/

Here are mysteries to solve, scary stories, magic tricks, and mysteries written by kids.

2. This site offers lesson plans for teachers working with mysteries

http://www.mysterynet.com/learn/

3. A Month of Mystery Stories by Education World

http://www.education-world.com/a_curr/curr177.shtml

4. Mystery Writing with Joan Lowry Nixon

http://teacher.scholastic.com/writewit/mystery/index.htm

5. Exploring the Mystery Genre from Scholastic. This is an excellent lesson plan that includes many

reproducibles such as a Detective Case Report, Suspect Lists, Ingredients of a Mystery Checklist,

Clue Clipboards, The Detective Dictionary and more...

http://www2.scholastic.com/browse/unitplan.jsp?id=241

6. Math Maven Mysteries

http://teacher.scholastic.com/maven/

Time Travel Time travel is an occasional theme in children's fiction. Stories often fall into these categories:

A. History - The Magic Treehouse series by Mary Pope Osborne teaches children history by showing

its characters travel to various eras in the past or Jane Yolen’s The Devil’s Arithmetic, a Holocaust story.

B. Science fiction/fantasy - Timecat by Lloyd Alexander; Harry also goes back in Harry Potter and the

Prisoner of Azkaban by J.R. Rowling

C. Humor - The Time Warp Trio by Jon Scieszka where travel and laughs go hand in hand.

D. Ghost - Something Upstairs’s hero by Avi faces the ghost of a murdered young slave in the past.

E. Mystery - Court of the Stone Children by Eleanor Cameron

F. Coming to Terms - Tom’s Midnight Garden by Philippa Pearce where Tom learns about dealing with

people and events and handling his own personal problems.

Discussion can be driven by asking

a. What is the method of time travel or device through which the character passes like a door or a window?

b. What events set off the travel?

c. Does the character control when or how the travel occurs?

d. What does the character learn through this experience?

e. Are there ghostly or spooky elements to the story?

f. What makes the past or present so interesting in the story?

3

Word Splash for Chapter 1 Objectives: Assess prior knowledge Provide motivation for reading

Decipher vocabulary Set a clear purpose for reading

Allow for a variety of modes of learning

Steps:

1. Select 7-10 meaningful words or phrases from the reading selection. Be sure to include not only similar

words that will indicate the subject of the selection but also some of the words and phrases that seem

contradictory to the others.

2. Give each student a sheet and ask him/her to spend a little time thinking about what kind of story or

article could include all of these words or phrases.

3. Ask students to form small groups of 3-5 (or you can assign them to groups). In their groups, they should

decide what the story will be about. They should also create a narrative/explanation that will include all the

words or phrases.

4. Ask each group to share their narrative or explanation. As they listen, students should look for common

elements.

5. Ask students to list the common elements they heard on the board (or you could list them if students have

trouble doing this.)

6. Individually, students now read the selection.

7. In small groups or as a whole class, discuss the similarities and differences between the narratives they

constructed prior to reading the story and the actual story. It is very important to discuss the reasons for the

differences. This discussion can highlight the number of possible approaches authors have available to them

when deciding to write about a particular subject. Students’ constructions may be perfectly logical without

being exactly the same as the story or explanation the author constructed.

An advanced step: Once students have done a few of these word splashes, they could independently prepare

them for themselves or each other. They should skim an article or story, selecting seven to ten words and

phrases. If working independently, they could write those down in a log and then construct a story using

them. If working in groups, they could prepare a word splash sheet for someone else to use before reading a

selection.

WORD SPLASH...

stinging rain storm clouds

great-aunt troubles

an emergency strange dark street

shivered a witch’s house

take me with you wrought-iron gate

saddest sound despair

Sally we need her

4

Question/Predict/Evaluate

1. How does the author create the setting and the mood of this story? What words does she use? 2. How does Sally get into this situation? Should Mrs. Chipley take Sally with her?

3. Is there anything for Sally to be afraid of? How would you feel in this situation?

4. Why does Sally’s heart sink to her toes?

5. Describe Aunt Sarah’s house.

6. What questions would you like to have answered in the next chapter?

The Newspaper Connection

1. Reading a newspaper requires a reader to tackle new words about many different subjects. Find an article in the newspaper that contains unfamiliar words. First have students guess the meaning. Then students

can search the surrounding text for context clues to help identify the meaning of these words.

What other strategies can be used?

5

Vocabulary/Definition/Content

snuffedv. to put a sudden end to something“High-piling storm clouds snuffed out the light...”stingingadj. biting, painful“And now it was raining - a nasty, cold, stinging rain...”processionn. a group of persons, vehicles, or objects moving along in an orderly, formal manner“Sally’s red hair, fluttering bannerlike behind her, gave their small procession a brave look.”despairn. a feeling of hopelessness“It looks, Sally thought in despair, like a witch’s house.”shivered v. to tremble or shake as if with cold“Coldness shivered along the back of Sally’s neck....”

Chapter One

Rainy Night


1. What is Sally feeling at the beginning of this chapter?2. Do you think Sally should feel afraid of Aunt Sally and how she looks and sounds?

3. Who is Shadow? How does Shadow add to Sally’s fear?

4. Sally’s first meeting with Aunt Sarah doesn’t go well. Explain.

5. Can you explain why Aunt Sarah is acting like this?

6. What could make Sally feel better?

7. What would you like to see happen in the next chapter?


1. Sally is in a difficult position having to stay with Aunt Sarah, a family member she doesn’t remember.Create a help wanted ad to attract someone who would be a good person for her to stay with in case of an

emergency. What qualifications should this person have? Use your newspaper for examples to help you

create this ad. When you finish the ad, decide if Aunt Sarah would be someone you would hire for this job

if she applied.

6

Chapter Two

A Strange Lady


hesitantlyadv. in a doubtful or undecided manner“Sally stepped hesitantly into the hallway...”

petulantadj. irritable or impatient“This was followed by a petulant cough.”

bewilderedadj. completely confused or puzzled“Sally, bewildered and unhappy, did so...”

distinctlyadv. in a manner that is clear and pronounced“...she spoke very sharply and distinctly...’”

Chapter Three

The Picture


appetizing adj. appealing, temptingodorsn. smells“There were appetizing odors...coming from the stove.”gruffadj. rough, harsh “‘Waited dinner for you,’ said her aunt’s gruff voice.”linoleumn. a hard, washable floor covering“The chair legs squeaked over the linoleum...”melodeonn. a small reed organ“The melodeon...used to play it when I was your age.”bonnetn. a ladies hat that ties under the chin“She wore a yellow bonnet tied with ribbons...”expressionn. the look on a person’s face“It was almost as if the girl’s expression had changed...”


1. Describe the sounds, sights, and smells of this house. How do these details make for a good story?2. Is this a house you would like to visit? What interests you? What would bother you?

3. How does Sally reach her room? How does the blue and yellow room affect Sally?

4. Why would this room appeal to a young girl?

5. What is beautiful and what is strange about the girl in the oil painting?

6. What do you predict will happen in Chapter Four titled “Another Sally?”


1. In pairs have one student read a news article out loud while the other student listens and tries to answer

the who, who, when, where, why, and how of an article. Have the “listening” student write the main idea.

Compare the main idea with the headline. Then have students switch reader/listener positions and repeat.

7

Chapter Four

Another Sally


resemblev. to be like or similar to“You resemble her quite remarkably...”

comfortedv. to soothe in times of stress “And yet Sally felt comforted by the pretty room...”

loomingv. appearing in a magnified or threatening form “Looming over her was Aunt Sarah’s sharp-nosed face...””

flushedadj. feverish, having a temperature“Your head seems warm, and you look quite flushed.”

hoarseadj. rough or grating in sound“Her voice, to her surprise, sounded rather hoarse.”


1. Who is the girl in the painting? What does Sally realize about her?2. What dreams interrupt Sally’s sleep?

3. Why is Aunt Sarah looming over Sally in bed? Should she be concerned?

4. What is the history of Aunt Sarah’s house?

5. What is the scene outside Sally’s bedroom window?

6. Answer Sally’s own question...What do you think it was like when the other Sally lived here?7. What would you want to investigate first? How could Sally spend that day at Aunt Sarah’s?


1. The newspaper is filled with stories that pose a puzzle. Find a news article that reports on something thatis a mystery - perhaps for the police, for doctors, for scientists, etc. Read through the article and highlight

any clues that you note in the article.

2. Write your own list of questions you would like to have answered.

3. Follow this story for a few days in the hope that the mystery is solved or more clues come to light.

8

Chapter Five

The Attic


profilen. the face viewed from one side“She watched her aunt’s profile...sail grimly along...”

peerv. to look at closely“Sally walked across the room to peer into them.”

panicn. a state of sudden overwhelming fear“She stood there in a panic, not knowing which way to go...”

startledv. to alarm, frighten, or surprise suddenly“She was so startled that she scarcely kept herself from falling.”


1. Why does Sally feel free to explore the old house that morning?2. How do you think Aunt Sarah would feel about what Sally is doing? What would she say?

3. What is Sally feeling as she goes up the stairs to the attic?

4. What is she hoping to find in the attic?

5. Why isn’t Sally afraid of the attic itself?

6. What does she discover up there?

7. What do you predict Sally will find in the trunk?


1. Use a state map to plot the location of each local news story found in your newspaper. Calculate how fareach place in the news is from your own town or city.

2. Choose one national story and calculate how far that state and city is from your own community.

3. Finally choose an international story and calculate how far that country/city is from your own area.

9

Chapter Six

The Diary


franticallyadv. with desperate or wild excitement“Sally ran frantically back to the trunk.”

helter-skelter adv. in a careless manner without regard for order“This time she began throwing things helter-skelter from its dark interior...”

parasoln. umbrella“...shawls and muffs, dresses and gloves, a pink silk parasol.”

entryn. the act of recording something in a book“But it was not until July 19 that she found another entry.”


1. What were the many things Sally found in the trunk? Which do you think was the most important?2. How do you think Aunt Sarah would react if she discovered what Sally has done?

3. What are the similarities between the Sally in the picture and the real life Sally?

4. What does Sally learn from the diary?

5. Can you explain Elizabeth’s disappearance?

6. What one thing would you like to be able to ask the Sally in the painting?


1. Compare a news story and an editorial about the same event or topic. Underline the facts. Circle the opinions. Now determine which story had more facts than opinions. Were all the facts the same?

10

Chapter Seven

The Mirror


smudgedv. to mark with dirty streaks or smears“...for ink was smudged toward the end.”

reflectionn. an image, representation“She turned and looked at her reflection in the mirror.”

pricklyadj. tingling, bristling “A cold, prickly feeling crept along the back of her neck.”

tremblingadj. shaking“Sally stretched a trembling hand out to the mirror.”


1. Why do you think the diary entries end after Elizabeth is lost?2. Do you think there’s such a thing as magic?

3. Whose voice is it that Sally hears? Is it Aunt Sarah?

4. Is the Sally in the mirror real or is it a reflection?

5. What causes that cold, prickly feeling that Sally is experiencing?

6. How could it happen that Sally is the girl in the mirror? How are things different inside the mirror?

7. Do you have an idea what the surprise is?


1. Have a Mystery Person in the News Day. Cut out the picture of a person in the daily news and post his/her picture in a special spot every day. Students should identify this person. Supply clues if necessary.

2. Students can put their guesses as to the identity of this person in a fishbowl. A daily winner can be drawn

and rewarded with points or having his own picture displayed under the heading “Students Who Know

the News.”

11

Chapter Eight

The Doll


gaslightsn. light produced by burning illuminating gas“...they went through the parlor, where the gaslights on thewalls sputtered...”woodstoven. stove which heats by burning wood“The front of the black iron woodstove glowed red.”iron kettlen. metal container for boiling and cooking“The comfortable smell of simmering soup swirled about the kitchen from the iron kettle...”crossadj. angry, annoyed“Yes, it was indeed Aunt Sarah, looking very cross.”joltedadj. bumped, shaken“Sally’s heart jolted.”


1. Sally goes down the stairs and notices gaslights and a woodstove glowing red with an iron kettle on it. Where is she?

2. What does it mean that Elizabeth is with her?

3. What is the surprise Sally finds?

4. What happens whenever Sally falls asleep?

5. How do you explain what happened to Sally? How does she return to real life?

6. How do you expect Aunt Sarah to treat Sally now?

7. What would you predict their conversation to be in the next chapter?


1. Find the advice columns in your newspaper such as Dear Abby. Write a letter that Sally would have written to get advice on how to talk to Aunt Sarah or on how to get along with someone older or from

another generation. Write an answer as if you are Dear Abby. Use the newspaper as a guideline for this

type of writing.

12

Chapter Nine

The Mystery


dawdledv. to waste time or move slowly“...Sally, you’ve dawdled here quite long enough.”

naughtyadj. disobedient, badly behaved“What are you up to, naughty boy?”

summoningv. to gather or pull togetherfalteringadj. unsteady “Summoning up all her bravery, she asked at last in a rather faltering voice...”


1. How does Aunt Sarah explain that Sally knows about Mrs. Niminy Piminy?2. Do you believe this is all Sally’s imagination? How do you explain what is happening?

3. Do you see any improvement in the relationship between Aunt Sarah and Sally?

4. How does Aunt Sarah know that Elizabeth was never found?

5. Do you have any clues to where Elizabeth could be?

6. How does Aunt Sarah explain Elizabeth’s disappearance?

7. Are you surprised that Aunt Sarah will allow Sally to return to the attic? Explain.


1. Imagine a situation in which no history was recorded for 200 years (2000 - 2200). No one in the year 2200 knows much about life in the early 2000’s. The only written record available is one copy of a daily

newspaper that is discovered in the bottom of a trunk in an old woman’s attic.

2. Examine your copy of the newspaper. What ideas about society in might you learn from the

newspaper? What ideas about Americans as a people could be learned from this copy of the news?

13

Chapter Ten

A Friend


shimmeredv. to shine with a flickering light “For a moment, the entire garden shimmered.”solemnlyadv. seriously “She leaned out the window...and continued to stare solemnlydown.”gazen. a steady intent look“She followed the direction of her gaze...”ramshackleadj. run down, shaky, tumbledown“Emily looked at the rather ramshackle building.”sleighn. a light vehicle mounted on runners and having one or more seats, usually drawn by a horse over snow or ice“For there he was, sitting...on...an enormous shiny red sleigh.”enchantedadj. magical“It looked enchanted to Sally, for it seemed to shine with a light of its own.”


1. Describe the garden outside Sally’s window. 2. How would you compare/contrast Emily and Sally?

3. What do the two girls talk about? What feelings about the house and Aunt Sarah do they share?

4. How would you describe the feeling in the ramshackle old barn? Would you go in there by yourself?

5. How is the sleigh another piece of the puzzle?

6. What questions do you have so far in the story?


1. Read the letters to the editor for a period of several days. Why are letters sent to the editor? What is the intent of the letter writers? Do they complain, compliment, persuade, comment, or ?

2. Choose a letter that you think uses the most effective writing style. How would you describe this style?

What makes it effective?

14

Chapter Eleven

A Decision


profoundadj. deep“The sleigh gave a profound sigh as Sally stepped into it...”

scuttledv. to move hurriedly“A fat white spider scuttled away and disappeared.”

gaspedv. to draw in the breath sharply, as from shock“...the crooked fingers of Aunt Sarah’s hand appeared...Emily gasped.”

immenseadj. huge, very great“To her immense surprise, Aunt Sarah was smiling.”

festiveadj. partylike, joyous, merry“Dinner that evening was a rather festive occasion...”


1. How does Emily react to the appearance of Aunt Sarah in the barn?2. What is surprising about Sally’s phone conversation with her parents? How would this conversation have

been different two days ago?

3. Would you have stayed or wanted your parents to come and get you?

4. What are the two celebrating at dinner that night?

5. Is Sally’s opinion of Aunt Sarah changing? Is your’s?


1. Collect news stories and separate the story from the headline. Number the headlines from 1 to 10 and assign a letter A to J, to each story. Have students try to match each headline to the correct text.

15

Chapter Twelve

Rainy Day


depressingadj. causing sad feelings of gloomdismaladj. gloomy, dreary“Rain was drumming upon the roof in a most depressing and dismal

way.”

porridgen. a soft food, like oatmeal, made by boiling a cereal with water or milk. “...Aunt Sarah was standing at the stove stirring an enormous kettle of porridge.” arthritisn. a disease causing pain, swelling, and stiffness in joints“Arthritis...always bothers me when it rains.”systematicadj. orderly, planned “This time Sally made a systematic search.”


1. What is the mood in the house the next day? 2. What do you think is causing it?

3. How does Aunt Sarah try to make up for her grouchiness?

4. Do you think Elizabeth can be found after all these years? What might age do to her?

5. What causes Sally to go into the mirror this time?

6. What would you like Sally to do as she travels to another time through the mirror?


1. Imagine the types of events you would love to see happen. What headlines might you see? Write at least five headlines that you would like to see in your newspaper. Try to think of headlines that

would be important to you personally (Sally would write a headline about finding Elizabeth), to your

community, and to the entire world.

2. Write the lead paragraph for one headline.

3. Share your choices with others. Compare and contrast their headlines with your own. Discuss why and

how you made your choices.

16

Chapter Thirteen

A Summer Garden


serenelyadv. peacefully“Elizabeth smiled serenely back at her...”balefuladj. harmful, wicked, evil“ The cat jumped, gave her a baleful look, and slunk away...”convulsiveadj. jerky, spastic movement“Then, with one last convulsive movement of its throat, it jumped.”askewadj. crooked“Her bonnet was all askew...”patheticallyadv. in a manner that arouses sympathy“...and her face, looking pathetically helpless, hung upside down.”


1. How is this garden different from present day Sally’s garden?

2. Who does Elizabeth belong to...Sally or Tom?

3. Does the long ago Sally believe that Elizabeth is magic? What would be her proof?

4. Where have you experienced this scene before with the children playing, the teacup breaking, and the toad

being saved?

5. Is Sally dreaming or is she time traveling? What is your evidence?

6. What clues have you gathered so far in the story to explain Elizabeth’s disappearance?


1. The newspaper is a one stop source for news that is international, national, state, and local in nature. Identify an article in your newspaper that represents each category of news.

2. Choose a local story from your newspaper. Read through it carefully paying attention to the

main ideas. In one paragraph summarize this article.

17

Chapter Fourteen

A Shout of Surprise


reliefn. the feeling that comes when something burdensome is re moved “She smiled her happy relief up at her friend.”

amusedv. to have fun“They amused themselves for a time by walking back and forth...’

vanishedv. to disappear“Her face appeared briefly from behind the chest, and then vanished again.”


1. Has Sally found any clues to Elizabeth’s disappearance in her dreams?2. Why doesn’t Aunt Sarah help Sally find Elizabeth?

3. Why did Sally think Emily had left the day before? What really caused her to leave?

4. Why didn’t Sally go into the mirror when Emily was there?

5. Are there any places the girls have failed to look for Elizabeth?

6. What has Emily discovered?

7. What would you like to see happen in the next chapter?


1. Create a current events quiz show testing students on the important events in today’s newspaper.Divide the class into two teams. Put questions into a bag. Have each team draw a question and try to

answer it. Keep score. This could become a weekly Friday quiz summarizing the important news of the

week, a semester long or even a year long contest.

18

Chapter Fifteen

Emily’s Discovery


triumphantadj. joyful and proud especially because of success flourishn. to make a dramatic sweeping gesture“And with a triumphant flourish, she held something up in onehand.”

determinationn. a firmness of purpose“Determination strengthened her voice.”

dumfoundedadj. to fill with astonishment and surprise“Sally was to dumfounded to do anything but stand there...”


1. Why didn’t Sally find the bonnet herself? 2. What could explain Elizabeth’s bonnet appearing behind the chest when it wasn’t there yesterday?

Is it possible that the bonnet was there all the time?

3. Do you believe the house itself is trying to tell Sally something?

4. Why do the girls think that Elizabeth is magic?

5. How does Aunt Sarah respond when she sees the bonnet?

6. What else could the girls do to find Elizabeth?


1. Choose a timely happening or issue for the class to study. Compare the way a newspaper covers the story to how the story is covered on the nightly television news. Which facts are the same? Which facts

are differen? In which type of media was the news more understandable, complete, or detailed?

19

Chapter Sixteen

Christmas Eve


anguishn. extreme distress“A few days! What about Elizabeth? Sally wondered in anguish.”

expansionn. the act of increasing (something) in size or volume or quantity “It’s the apartment owners who are interested in buying the house, for expansion.”

absencen. period of being away “How wonderful the attic looked to Sally after her long absence.”

hoistedv. to lift“He stood the tree up...hoisted it onto the back of the sleigh...”


1. How sick is Sally? What is the worst part of being sick for Sally?2. If Sally doesn’t find Elizabeth in time, what will happen to the house?

3. Why would Aunt Sarah sell it?

4. What happens when Sally is better and she goes over to the mirror?

5. Did Sally fall asleep again or did something else happen?

6. What happens as the two Sally’s are one? Where is Elizabeth?

7. What do you believe will happen next?


1. An article may be in the newspaper for many reasons including: timeliness, importance, proximity, uniqueness, prominence, suspense, conflict, emotions, consequences, or progress. Find five news stories

in the newspaper and decide which criteria from the list above apply to each story. To record your ideas,

create a chart with the five headlines from these stories on the vertical axis, and the criteria above on the

horizontal axis. You may check more than one criteria on your chart.

2. Pick the one story you think is most important.

20

Chapter Seventeen

Elizabeth


dignityn. poise, self-respect, worth, bearing“Mrs. Niminy Piminy...forgot her dignity and tried to climb up the tree.”

restrainedv. to hold back or control“Like Bub, she too had to be restrained.”

rumpledadj. wrinkled and crumpled“For it was indeed the little doll herself...rumpled and rather dirty.”


1. Why is Elizabeth put on the top of the tree? How is she put up there?2. Could Tom have climbed the tree to get Elizabeth?

3. What does the family believe happened to the doll?

4. How does Sally react to this loss?

5. Does Sally believe it was all a dream? How do you explain what happened?

6. What are the clues that Sally finally puts together?

7. Where does she find Elizabeth? What is her condition?

8. What will the fact that the mirror is broken mean besides seven years bad luck?


1. The vocabulary for this chapter includes a noun, a verb, and an adjective. 2. Using different colored highlighters, or circling, underlining, and boxes, identify words in a news article

that are these parts of speech. Notice how you can change the entire meaning of a sentence just by

changing one word.

21

l Chapter Eighteen

Aunt Sarah


beamedv. to smile brightly“Emily beamed with pride.”

cradled v. to hold or support protectively“She is?” whispered Sally, looking down in wonder at Elizabeth cradled in her arms.”

nicknamen. a familiar or shortened form of a proper name“But my nickname was always Sal.”


1. Who really found Elizabeth - Shadow or Sally?2. Why does Aunt Sarah give the doll to Sally?

3. How does Sally discover the real connection between Aunt Sarah and Elizabeth?

4. How long did you suspect the truth?

5. Why didn’t Aunt Sarah tell Sally who she really was?

6. What startling development comes about because of Sally’s visit?

7. What do you think the future holds for Aunt Sarah and Sally and the house?


1. Create a newspaper headline story featuring Sarah’s discovery. Add quotes from the main characters including Emily, mom and dad, and Mrs. Chipley, as well as information from the diary. Make sure your

lead has the who, what, where, when, why, and how of the story.

22

EXTENDING THE STORY

Write a story of your

own that begins

with the opening

line from

Magic Elizabeth...

“It all began one

rainy night at the

end of a summer.”

Find a comic strip

that pictures a

family of three

generations.

How do they all get

along? What is

funny about their

lives? Compare

and contrast

the generations.

Your community has

decided to bury a time

capsule to be opened in

100 years.

You have been asked to

include five items in the

capsule from the

newspaper. Clip five

items (articles, ads,

editorials, etc.). Why did

you chose them to be

included? Compare

your choices with

others.

23

Write a diary

entry that

Aunt Sarah

might have

written just before

Elizabeth arrives

to stay with her.

To some this story

must seem unbelievable

or all of it could

be easily explained.

Find an article in the

news that may seem

impossible but it really

happened. What makes

the story so hard to

believe?

Which is stranger -

truth or fiction?

Perhaps time travel

will be a reality in

your life time.

Where and when

would you like to

visit?

Act out your favorite

scene in

Magic Elizabeth.

Answers to Question/Predict/Evaluate AWV=Answers will vary.Chapter 11. The author’s words...“the sky had darkened”, “streetlights had bloomed all at once”, “high piling storm clouds snuffed out the

light of the round orange moon”, “tall trees rattled like bones in the wind”, “a nasty, cold stinging rain”, “groaning trees”, “gloomy

street” etc.

2. When Sally’s parents went on a business trip, she was left with Mrs. Chipley. But Mrs. Chipley’s daughter has gotten sick and

Aunt Sally’s name and address were left by Sally’s parents in case of an emergency. So Sally finds herself being taken on a dark

and stormy night to stay with Aunt Sarah. AWV.

3. AWV. She might be afraid of the weather and having to stay with an aunt she doesn’t remember in a house that looks like a

“witch’s house.” AWV.

4. Her heart sinks to her toes when she sees Aunt Sarah’s house.

5. Aunt Sarah’s house is dark with overgrown bushes on a strange dark street with only tall buildings. A wrought iron gate makes a

creaking sound in the wind, and Sarah thinks it looks like a witch’s house.

6. AWV.

Chapter 21. Sally is feeling frightened, longing for her own home.

2. AWV.

3. Shadow is Aunt Sarah’s black cat. The cat is bad tempered, large, with gleaming, unfriendly eyes. The cat hisses at Sally and

all of this increases Sally’s fear.

4. Aunt Sarah does not act as if she is happy Sally is there. Aunt Sarah speaks sharply about the water Sally tracked into the house.

She is also upset because Sally let in a draft that seems to have affected Shadow.

5. AWV. Perhaps Aunt Sarah is not feeling well, or doesn’t want to take care of Sally, or doesn’t know how to care for a child.

6. AWV.

7. AWV.

Chapter 3 1. The house is filled with good cooking smells, chairs squeak when moved, the furniture is unusual (beads, melodeon), music

sounds when the floor shakes, the grandfather clock ticks loudly, Shadow yawns. These details make the house interesting and

creates a picture in our mind’s eye.

2. AWV.

3. Sally must climb a very long stairway that twists and turns. Sally thinks the room is beautiful. The painting especially interests

her and she falls in love with the doll the girl is holding.

4. The room is frilly and beautiful. Furniture is painted blue, yellow curtains, brass bed and oil painting.

5. Sally thinks the girl in the painting has changed her expression.

6. AWV.

Chapter 41. The girl in the painting looks just like Sally and her name was Sally too.

2. Sally has two dreams: in the first Aunt Sarah is dressed like a witch and is riding an enormous Shadow, in the second Sally is

playing happily with the doll in the painting.

3. Aunt Sarah is concerned that Sally is not feeling well probably because she was wet from the previous night’s storm. She checks

her forehead for a temperature.

4. When Sally from the painting was a girl all of the surrounding area was country and the house was a farmhouse. None of the

surrounding buildings existed then.

5. Sally sees an old barn and a “rippling sea of green” - what was once a garden. Tall apartment buildings enclose the garden. She

also notices a flash of red between the barn door.

6. AWV.

7. AWV.

Chapter 51. Aunt Sarah goes out so Sally is left alone in the house.

2. AWV.

3. AWV.

4. Sally is nervous, restless, her knees shake; she is hurried and curious.

5. Sally hopes to find the doll from the painting.

6. Sally is afraid but she is drawn by her curiosity and her hopes of find the doll.

7. Sally discovers a room covered with dust and cobwebs, tiny windows high on the walls, a tall mirror, chest of drawers, old

furniture and many old trunks.

8. AWV. 24

Chapter 61. Sally found a yellow bonnet, pale blue dress, petticoat, shoes, shawls, muffs, dresses, gloves, a pink parasol and a diary. AWV.

2. AWV.

3. The girls in the picture is named Sally, they look alike, and are the same age.

4. Sally learns about the family, the doll’s name, a visit with a girl named Patience, a sleigh ride, and Elizabeth’s disappearance.

5. AWV.

6. AWV.

Chapter 71. AWV. Perhaps Sally is depressed because of losing Elizabeth.

2. AWV.

3. The voice Sally hears is not Aunt Sarah - it is the mom of the Sally in the painting.

4. AWV.

5. That feeling occurred when Sally realized the girl in the mirror was more than a reflection. She was living her own life in

another time on the other side of the mirror.

6. AWV. Sally is the Sally in the painting with a mom and dad.

7. AWV.

Chapter 81. Sally has gone back in time to be Sally in the painting.

2. It means she is back in time before the Christmas Eve when Elizabeth was lost.

3. The surprise is Mrs. Niminy Piminy had their kittens.

4. Sally returns to the present day.

5. AWV. Aunt Sarah woke her up.

6. AWV.

7. AWV.

Chapter 91. Aunt Sarah believes Sally read it in the diary she found in the trunk.

2. AWV.

3. AWV.

4. AWV.

5. AWV.

6. Aunt Sarah says “she simply disappeared.” Perhaps she is a little bit magic as the other Sally thought.

7. AWV.

Chapter 101. The garden is overgrown with tall weeds and underbrush. Paths are difficult to find.

2. Emily looks like the doll, Elizabeth, with golden hair, blue eyes, turned up nose and curly mouth. The two girls are close in age.

3. The girls introduce themselves, talk about the mystery, and then Sally notices fear in Emily for Aunt Sarah and her house.

4. The barn is dirty, dusty, dark, and damp. AWV.

5. Sally is making connections between the other Sally and this house.

6. AWV.

Chapter 111. Emily gasps in shock. Aunt Sarah and her house scares her.

2. The call is surprising because Sally decides to stay. It is also surprising that Aunt Sarah says she’d like Sally to stay. Two days

before, Sally’s mom would probably be on her way to get her because Sally wouldn’t want to have stayed.

3. AWV.

4. The two are celebrating Sally’s visit and it also seems like an apology.

5. Everyone’s opinions are changing. Aunt Sarah is smiling and being much more kind. AWV.

Chapter 121. Aunt Sarah and Sally are in dark moods.

2. Sally’s throat is hurting, the day is dreary with rain, and she is worried because Emily was scared away the day before. Aunt

Sarah complains about her back hurting with arthritis.

3. Aunt Sarah suggests that Sally spend the morning playing in the attic.

4. AWV.

5. Sally is tired again and closes her eyes. Then she looks in the mirror to see the other Sally dressed differently than she is.

6. AWV.

Chapter 131. This garden is filled with blooming flowers, birds, butterflies, blooming trees, seashells lining the gravel path.

2. AWV. Perhaps both, Tom likes to be with her too. 25

3. Sally believes when she asks Elizabeth for a breeze, a breeze appears. Then Elizabeth flops over in time for Sally to save a toad

from being eaten by Tom.

4. Sally first read this in the diary.

5. AWV.

6. AWV.

Chapter 141. AWV.

2. AWV.

3. Sally thought Aunt Sarah scared Emily away but in reality her mom had called her home.

4. AWV.

5. AWV.

6. AWV.

7. AWV.

Chapter 151. AWV.

2. AWV.

3. AWV.

4. The girls think that perhaps Elizabeth is leaving them clues, but that they will have to do their share and find her themselves.

5. Aunt Sarah couldn’t believe it.

6. AWV.

Chapter 161. Sally is sick enough that Aunt Sarah called the doctor but he said there is no need to alarm her parents. She must stay in bed. The

worst part for Sally is she can’t continue her search for Elizabeth until she is better.

2. The house will be sold and torn down so the apartment buildings can expand.

3. Perhaps it is too much work for her or her arthritis is bad in the house. She may enjoy California weather more.

4. She hears jingle bells.

5. She saw the other Sally in the mirror.

6. Sally goes on a sleigh ride to find a Christmas tree. Elizabeth is with her.

7. AWV.

Chapter 171. The tree needed a Christmas Angel on top so Elizabeth was enlisted for the job. Dad gets a ladder and helps Sally put it on top of

the tree.

2. AWV. It would have been difficult for the family not to have noticed it happening.

3. The family has no explanation and doesn’t know what to do.

4. Sally sobs in her mother’s arms.

5. AWV. Sally wakes up in Aunt Sarah’s arms. AWV.

6. Sally think about the bonnet that is found and what if Elizabeth fell from the tree and Tom took her, Tom might have tried to hide

her in the place that Shadow has been hiding things (“between the roof and the floor” in the attic). Or maybe Shadow all along has

been trying to draw their attention to this place where Elizabeth was taken.

7. Elizabeth was found in this area between the roof and the floor in the attic. She is dirty and soiled but still the sweet Elizabeth

doll.

8. AWV. Perhaps the mirror was the magic and now that it is broken, the magic is over.

Chapter 181. AWV.

2. Aunt Sarah thinks the first Sally would have wanted today’s Sally to have Elizabeth.

3. When Sally’s mother arrives she calls her aunt, Aunt Sal, and Sally puts it all together.

4. AWV.

5. AWV.

6. Aunt Sarah decides to keep the house. She always felt bad about selling and having it torn down. She still loves the house and

its memories and she hopes to go to California in the winter, and this house in the summer. She will fix the garden, and hopes Sally

and Elizabeth will visit.

26

NATIONAL STANDARDS FOR ENGLISH LANGUAGE ARTS

This teacher’s guide has been prepared and noted according to the STANDARDS FOR THE ENGLISH

LANGUAGE ARTS, sponsored by National Council for the Teachers of English and the International Reading Association.

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the

United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for

personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions

(e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on their prior

experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word

identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,

graphics.)

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively

with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate

with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques,

figurative language, and genre to create, critique, and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather,

evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, and people) to communicate their

discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather

and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic

groups, geographic regions, and social roles.

10. Students whose first language is not English make use of their first language to develop competency in the English language arts

and to develop understanding of content across the curriculum.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion,

and the exchange of information). Source: http://www.ncte.org

*******

MAGIC ELIZABETH is syndicated by Breakfast Serials, Inc. Founded by Avi, this company

promotes literacy by providing quality literature to our nation’s newspapers. You may contact Breakfast

Serials at:

Breakfast Serials, Inc.

859 South York St.

Denver, Colorado 80209

Telephone: (888) 827-9014

Email: [email protected]

Web site: www.breakfastserials.com

Jan McDonald, author of this teacher’s guide, received her bachelor’s degree in English education from

Michigan State University, and her master’s degree in reading from the University of Colorado. She has

worked as a literacy specialist for over 20 years. She welcomes your feedback at:

Rocky Mountain Readers

9716 Deerfield Rd.

Franktown, Colorado 80116

720-253-7019

Email: [email protected] 27

ˆˆ - nie.goerie.comnie.goerie.com/wp-content/uploads/2012/08/magic-elizabeth-teache… ·...

Documents