Kaleb – in the “For Teachers” page there will be 4 sections



Kaleb – in the “For Teachers” page there will be 4 sections. Maybe they can be separated in 4 boxes.

Box one (Upper Left):

Read Erec Rex for credit!

Purchase the Accelerated Reader Quiz for Erec Rex: The Dragon’s Eye today.



(The AR quiz for Erec Rex: The Monsters of Otherness is expected to be available by February, ’08.)

Box two (Upper Right):

Special Deals on Classroom Books!

50% off school orders over 20 books.

Free teachers copies for orders over 20 books.

Email books@ for details.

Box three:

Kaza can come to your school, or have an online discussion with your students on her forum site!

Email Kaza at kazakingsley@ for details.

Here are some teacher’s comments:

(Sharing the love of reading and writing is one of my joys, so this means tons to me.)

My 5th and 6th grade students were captivated with Kaza Kingsley’s enthusiasm and friendliness. Even my reluctant readers have been "gobbling up" her new book. What's even more special about Kaza is her "kid friendly" approach. She is the only author I know who will respond to each student's email. At least twice a week, my day begins with a comment from one of my students telling me that he/she received an email from Kaza. It's been six weeks since her visit, and the kids are still talking about it like it was yesterday.

Here are a few comments from my students:

"This was the best experience I've ever had."

“This is the best book I've ever read."

"This book took me on an adventure."

"Once you start reading this book, you can't stop."

"She told us about what really happens when you're writing a book, and I never knew any of that."

"This was a great opportunity that I'll never forget."

And last but not least, "When will she come back?"

Kerry McTaggart

Holmes Elementary

San Diego, CA

What a treasure of a presentation!

Mrs. Kingsley has the ability to share her joy of writing on a level

that children can appreciate. She is an absolutely phenomenal

presenter who magically promotes writing and reading. The children were transfixed for an entire hour, listening to an incredibly talented author. She also drew them into her world of fantasy by having them create a story with her. Any school would be fortunate to have her speak. Thank you, thank you!

Carol Rosen, Teacher/Librarian

Hillel Torah Day School

Skokie, Illinois

Kaza Kingsley's visit to our school was magical for the students. She

was extremely engaging and really connected with the kids. After Ms.

Kingley's book talk, my 8th grade students voted to read her book Erec

Rex for our class book club. It's great too see our students so

enthusiastic about reading.

Dana Harwood

Monarch school

San Diego, CA

What a wonderful gift we were given! Ms. Kingsley so understands how students learn, how to vary a presentation to keep their interest and how to keep them spellbound. Her highly infectious personality, bright smile and wonderful information about her life both as an early writer and currently was so interesting to our budding authors. Book her, you won't be disappointed!

Mary Dougherty, Principal

Vineland Elementary School

Fresno, CA

We have authors come to our school every year, and Kaza’s presentation was the most inspiring one I’ve seen. I loved the way she gave students a visual comparison of the writing process to that of fine art. It is exactly what we want to demonstrate to kids in our school. And the students were completely involved, engaged, and interested!

Kathy Yeager, Principal

Nordstrom Elementary School

Morgan Hill, CA

Kaza Kingsley's presentation was excellent!   Kaza is a vibrant, enthusiastic spreaker who knows how to make her presentation  perfect for elemetary age students.  When she read  an excerpt from one of her books, our students were spellbound.  Kaza then took the students through the writing process in a clear, step-by-step dynamic method.   At Rod Kelley school we were pleased to have such a creative person as Kaza share her talents with us.  

Christel Morley, ELD/ Literacy Facilitator,  

Rod Kelley School

Gilroy, CA 95020

Kaza has appeared at our elementary school and inspired our students to think about their writing. Kaza's engaging personality and enthusiasm for the craft of writing are truly infectious. She has become a favorite author of our fourth and fifth grade readers.

Karen McGinty, Principal

Ella Canavan Elementary

Medina, OH

What a great experience for students and staff alike to hear and see

what goes into the creative process of writing a novel! The kids'

imaginations were really flowing, and the staff were inspired with ideas to bring back into the classroom.

Helene Stoll

C. C. Spaulding Elementary School

Durham, NC

Box four:

Teachers Guide

Erec Rex: The Dragon’s Eye

By author Kaza Kingsley

Juvenile Fiction - Science Fiction, Fantasy, Magic; Juvenile Fiction - Action & Adventure | Firelight Press | Trade Paperback | July 2007 | $9.99 | 978-0-978-65553-2 (0-978-65553-2)

Juvenile Fiction - Science Fiction, Fantasy, Magic; Juvenile Fiction - Action & Adventure | Firelight Press | Hardcover | October 2006 | $17.99 | 978-0-978-65556-3 (0-978-65556-7)

EREC IN THE CLASSROOM

Kaza Kingsley’s books give teachers a way to bring home important concepts in fun ways that kids can understand. When children read books that inspire and amuse, they are open to new ideas. Subjects that might not have interested them before can take on a whole new meaning after they read a good book!

Kaza has a way of drawing in even the most resistant readers into her world. The plot twists and turns in her stories delight children and adults, as do the amusing characters, mystery, suspense and humor. More and more teachers are finding what a delight the Erec Rex books are to read aloud in class.

But more than just fun, the Erec Rex books are a trove of learning experiences that are fun for teachers and students alike. From themes of Math to Mythology, you will find a fantastic teaching adventure awaits you.

EREC REX: THE DRAGON’S EYE

Life is not easy for twelve-year-old Erec Rex. His single mother can barely support her six adopted kids. They’ve moved into an apartment so tiny that Erec sleeps with the washing machine. To make matters worse, there is a strange force in Erec that he cannot control.

Then one morning Erec’s mother is missing. Compelled to find her, he embarks on an adventure that will change him forever. On his journey he meets Bethany, who also lost both parents in a mysterious past. Together they discover Alypiam, where the knowledge of magic is kept.

Things do not go as planned. Forced into a royal competition filled with danger and sorcery, rescuing his mother seems impossible. He discovers that Alypiam is in peril and he is the only one who can save it. But he must learn the secrets of trust and loyalty to overcome all odds ... and to start on a quest to become king.

IN CLASS DISCSSION

General:

-Author Kaza Kingsley came up with some wacky inventions in this book. Which was your favorite?

-Did the epilogue answer questions about the past, ten years ago? Or did it open more questions?

Power:

-Erec wants the scepter because of the feeling of power that it gives him. Does he really want power over other people?

-Why does he crave the scepter? Is there a part of him that is afraid of it?

-Would you want a scepter if it gave you complete control over everyone else?

-Erec is a good person who cares about his friends and is willing to do things to help others. But he is not perfect. Can a person be good and still want something bad?

-Baskania, on the other hand, is obsessed with power. Does this make him bad? Or are there other things that make him bad? Does Baskania have a good side to his personality?

-Who else in the book wants power over others? The Stain triplets? Earl Evirly?

-At the end of the book, Erec holds the scepter and has power over everyone. Yet he agrees to hand it over to King Piter. Is this a surprise?

Trust:

-The key thing that Erec Rex learns in The Dragon’s Eye is that it’s not always easy to know who to trust. Why didn’t Erec trust his mother all along?

-Why did Erec trust the Shadow Demon? What could he have done differently to protect himself from this mistake?

-Erec not only has to learn to trust his mother, but also to trust himself. How does Erec learn from things that happen to him? After facing the Destroyers in the dungeons, how is he more confident to face Bethany’s Uncle Earl?

-Erec is hiding his name, and keeping himself a secret. Are there times when it is better not to trust somebody?

Courage:

-What is courage? Is it just the opposite of fear? Or is there more to it?

-Is the most impressive courage in people who are afraid?

-What characters in the book show courage? Which ones do not?

-At the end, Erec holds the scepter and is in control

-How did Bethany show courage in the book? When she left Alypium with her uncle she was afraid. What made her lose her fear and face him in the end?

-Are there things that have happened in your life that let you lose a fear you had once?

Mythology:

The Erec Rex series offers one of the best explorations of mythology in the classroom setting. Classroom discussions of Erec Rex books give kids insights into the series they may well have missed on their own. Nothing makes children appreciate learning more than coming away with fun and interesting facts hidden within their own beloved books.

Mythology Discussion Questions

Lesson Plans:

MYTHOLOGY

Creating Your Own Mythology – lesson plan

MythologyTime Machine – lesson plan

Puzzles in Mythology and Writing – lesson plan

COMPREHENSION QUIZ

MATH

STORYTELLING

WRITING

VOCABULARY

LANGUAGE ARTS

SOCIAL STUDIES

SCIENCE

ART

MUSIC

LINKS ()

REVIEWS

AUTHOR INTERVIEW

(new page)

Creating Your Own Mythology – lesson plan

Overview: What purpose does mythology serve? Students will discuss why myths exist, and how using mythology made the Erec Rex books richer. Then, in groups, they will create their own mythology exploring themes important to them.

Objectives: Students will

1) understand that our life now, while very different, still has ties to our distant past

2) critically think about Erec Rex: The Dragon’s Eye to look at hidden subtext

3) learn about word webs

4) explore the power of their own writing to amuse, clarify and explain

5) come away with a better understanding of why mythology exists

Materials:

1) The book, Erec Rex: The Dragon’s Eye

Teaching Plan:

Word Web: Have students write a question at the top of a piece of paper. It should be something that they do not understand completely, for example: How does a television work? Or, Why do we have only one president at a time?

Then, under this question, they will make a word web. In the middle of the paper, they will write a word, and circle it. The word should be a noun, the subject of the question they have written above (such as “television” or “president.”)

For ten minutes, students will create a web on the page. First they will write down any words that come to mind at all around their initial word (“radio, announcer, screen, broadcast, etc.”) and circle these words, connecting them to the first word with lines, like a web. Then, they will look at each new word on the page, and write words around them as well that come into their mind that have to do with those words.

At the end, they will have a paper filled with circled words, connected to each other by lines, like a giant web. This brainstorming exercise should be kept for later use.

Reading: Students should read Erec Rex: The Dragon’s Eye, Chapter Eight, pages 85 – 104.

After reading, discuss:

-How many of the creatures and things in this chapter were from a “real” mythology? (Answer: the Calais twins, the Hydra, the Dragon, the Minotaur, the Cyclops)

-How many things were invented by the author? (Answer: Identdetector, Water Wall, the Ginglehoffer, the Giant Mosquito, cloudsicles, Aniballs.)

-Which did you like better, the mythology created by the author, or the ones she drew from past cultures? Or did you like the mix?

-What has mythology done for us in the past, before we knew much about how the earth works? Is there a place for mythology today?

-Have they, themselves, come up with answers for things they don’t understand? What kinds of things did they make up to help explain things to themselves?

Creating Mythology:

-Students should get in small groups of 3 – 4. They should look at each other’s word webs, and come up with a question that they want to explore with their own mythology. The word webs will be spring points for their imaginations.

-The group will then write an “ancient Greek” style myth, explaining the answer to their question as the ancient Greeks did, using gods and goddesses. The kids can make up their own gods or use those from Greek or Roman mythology.

-Next, the group will write a modern myth, explaining the same question in a completely different way.

-Students will practice acting out both of the myth stories they created, assigning each other roles to play, and writing lines.

-After rehearsing, each group will act out the two myths in front of the class. The class will then vote, by a show of hands, which story they preferred: the ancient Greek style myth, or the modern myth story. Then they can discuss why.

Assessment:

Students are evaluated on the content and presentation of the two myths, both performed and handed in for a grade. They may also be graded on conduct, participation, and cooperation.

Extensions:

Kaza Kingsley used mythology to make her story more vibrant. Students may also take the personal myths they have written and write short stories based on them. They may or may not incorporate classical Greek or other mythology into their stories.

Myths of the past were passed through the ages in many ways. Just as important as storytelling (oral history,) art was a way to share mythology. Students may draw or paint pictures of the myths and legends they created. These can be posted in the classroom.

Drama was yet another way to hand mythology from generation to generation. As a class, pick a favorite myth, such as the story of King Midas or Persephone, research it, and create a play based on the characters. Act out the play as a class.

A lot of characters from ancient mythologies have problems or flaws that represent a weakness we all have. Students may create a character that illustrates a certain type of problem that kids today often have. They can create a story based on how that character learns to change their ways and improve.

Mythology was present all around the world in the past, not just Ancient Greece and Rome. Pick another system of mythology and read about it. Norse (Viking) and Celtic mythology are good starting points!

Suggested Reading:

D'Aulaires Book of Greek Myths, by Ingri D'Aulaire, Edgar Parin D'Aulaire

D'Aulaires' Book of Norse Myths, by Ingri D'Aulaire, Edgar Parin D'Aulaire

D'Aulaires' Book of Trolls, by Ingri D'Aulaire, Edgar Parin D'Aulaire

Classic Myths to Read Aloud: The Great Stories of Greek and Roman Mythology, Specially Arranged for Children Five and Up by an Educational Expert, by William Russel

Copyright: Firelight Press

(new page)

MythologyTime Machine – lesson plan

Overview: You have shot back in time to ancient mythological Greece. Everything around you is different than anything you have known before. So now you have the opportunity to completely re-invent yourself. Who do you become? Students pick a character out of Greek Mythology, research it, learn, and present to others.

Objectives: Students will

(1) learn to identify characters in Greek Mythology

(2 ) unlock the hidden mythological code in Erec Rex: The Dragon’s Eye

(3) create a creative composition

4) explore the differences between mythological characters

Materials:

(1) The book, Erec Rex: The Dragon’s Eye

Teaching Plan:

New Identity: Each student will choose a character from Greek Mythology to “become.” Several students may pick the same character, if desired. Students may choose from the following list (or may choose from a classroom book or online research.)

LIST

The students will research their characters. Then they will write on a sheet lists of their character’s likes, dislikes, and personal traits.

Following this, they will write a summary of the “story” of their mythological character, such as how they were born, and important events in their lives.

Reading: Students should read Erec Rex: The Dragon’s Eye, Chapter Four, page 39, in class.

After reading, discuss:

-Do the Royal Triplets of the Kingdoms of the Keepers remind you of anybody in Mythology? (Answer: King Piter is taken from Jupiter, Queen Posey is taken from Poseidon, and King Pluto from Pluto – the three ruling gods in Roman Mythology. Piter rules Alypium (Olympia,) Posey rules Ashona (the seas,) and Pluto Aorth, which is underground (the underworld.) (These hidden facts usually surprise students.)

Reading: Students should read Erec Rex: The Dragon’s Eye, Chapter Twenty-Four, pages 357-8, in class.

After reading, discuss:

-Who might Erec stem from in Mythology? (Answer: Hercules. Erec = Heracule. At the end of Book One, Erec finds out, like Hercules, that he has 12 quests (12 labors) to complete.) Erec is strong and brave. How else is he like Hercules?

Reading: Students should read Erec Rex: The Dragon’s Eye, Chapter Five, pages 23-4, in class.

After reading, discuss:

-What types of foods do kids eat in Alypium? Are any taken from Greek Mythology? (Nectar, Ambrosia = the foods of the gods.)

The Mythology Time Machine:

-Students should get in groups of 2. Each student in the group will “be” the character from Mythology they have chosen and researched.

-Each group will choose an argument, or problem, that their two characters are having with each other. The argument may be made up, but should be based on their research of the characters. For example, the characters Hera and Aphrodite might argue about who ate Hera’s special apples from her orchard, or whose husband is better. Maybe they are jealous of each other. Be creative!

-The students will write a persuasive argument as to why each of them are right.

-At the end, the students will stand up in pairs, introduce themselves as their characters, describe their characters’ traits, and read their persuasive argument.

Assessment:

Students are evaluated on the content and presentation of their persuasive argument, both read aloud and handed in for a grade. They will also be graded on their research projects on their chosen mythological characters.

Extensions:

Kaza Kingsley hid mythology in her story. Why didn’t she spell it all out for the reader? Write a short story that hides something from mythology. See if your friends or teacher can spot what is hidden, then write a paragraph explaining it.

You have researched a character from Greek Mythology. What do you picture that character to look like? Make a collage of images you find for that character from the internet, then draw your own interpretation of him or her.

Many of the characters in Greek Mythology became star constellations. Is your character a constellation in the night sky? If so, draw out what it looks like, and tell when it can be seen. If not, find another constellation taken from Mythology.

What if the argument between your two characters had to be made without words? After your persuasive argument, try a mimed, silent argument. Is it hard to do? Would anybody understand you if they had not heard you first?.

Suggested Reading:

D'Aulaires Book of Greek Myths, by Ingri D'Aulaire, Edgar Parin D'Aulaire

D'Aulaires' Book of Norse Myths, by Ingri D'Aulaire, Edgar Parin D'Aulaire

D'Aulaires' Book of Trolls, by Ingri D'Aulaire, Edgar Parin D'Aulaire

Classic Myths to Read Aloud: The Great Stories of Greek and Roman Mythology, Specially Arranged for Children Five and Up by an Educational Expert, by William Russel

Copyright: Firelight Press

(New page)

LIST

Zeus

Hera

Poseidon

Hades

Hermes

Athena

Artemis

Hestia

Demeter

Heracles (Hercules)

Persephone

Pan

Eros

Hephaestus

Apollo

Ares

Dionysus

Aphrodite

Athena

(new page)

Puzzles in Mythology and Writing – lesson plan

Overview: Myths of the past gave answers to puzzles that our ancient ancestors could not solve. Often the myths were puzzles themselves, hinting at feelings and fears hidden in the hearts of the people of the time. Students explore the puzzles in mythology, in literature, and make some of their own.

Objectives: Students will

(1) learn about Greek mythology through creation of their own puzzle

(2) examine how puzzles are used in literature

3) enjoy the puzzles their fellow students created, enhancing their knowledge of the subject matter

4) use their puzzle to enhance their fiction writing

Materials:

1) The book, Erec Rex: The Dragon’s Eye

Teaching Plan:

Making Puzzles: Each student should invent a puzzle, with Greek mythology as the subject matter. It can be a riddle, a brain teaser, a word game, an anagram, a crossword or any type of puzzle that can be solved on paper.

The students should choose the topic for their puzzle (such as Artemis, the Garden of the Hesperides, Jason and the Argonauts, etc.) then do research to come up with facts for their puzzle.

When their puzzles are done, they should recopy them neatly, using rulers for straight edges if necessary. The answers should be written on a separate sheet.

After the puzzles are turned in, make copies of each for each student. They may solve them in class, or do them at home for fun. Students should save the copies of their puzzles for later.

Reading: Students should read Erec Rex: The Dragon’s Eye, Chapter Ten, pages 142 – 144.

After reading, discuss:

-How did Bethany figure out the answer to the question in the film?

-Why did the other kids not figure out the answer?

-When you read a puzzle in a story, do you stop and try to figure out the answer yourself?

-There is another hidden puzzle in this story (and many more in the book!) Can you find it? (Answer: the characters names Renwo Tneconni and Koorc, spelled backward are Innocent Owner and Crook!)

Reading: Students should read Erec Rex: The Dragon’s Eye, Chapter Sixteen, pages 238 – 243.

After reading, discuss:

-There are two puzzles in this reading. One was the riddle; the other was the way Erec and Bethany had to get the sprites to show them the passageway. Which was trickier?

-What kind of person would be able to figure out how to work with the water sprites? Would Balor Stain have thought of the answer? Do you think the puzzle was designed to make certain types of people win? What other way could a puzzle be set up so a certain type of person would win?

-Did you try to solve the riddle before you read the answer? How far did you get?

-At the end of the book Aoquesth asks Erec a riddle. Can you remember what the riddle is? What was the answer?

Puzzles in Writing:

-Students should look at the mythology puzzles they created, and think of how their puzzle could fit into a story. The puzzle may need to be changed to work. For example, an anagram may be changed completely so that only one of the questions in it are used.

Then the students will now write a short story centered around their puzzle. Be creative! It may be a mystery story with the puzzle leading to the answer. Or the puzzle may be something that the characters must solve to get what they want. Anything is fair game. See how the puzzle can add interest to your stories.

Assessment:

Students are evaluated on the puzzles which are handed in for originality, presentation and mythology research used in the puzzles. They are also evaluated on their short story for creativity, mythology research, and writing skills.

Extensions:

Art can be expressed in many ways. Can a puzzle be art? Can art be a puzzle? Explore this as students do an art exploration. Students sketch the same drawing on two different pages, then paint or color the two in differently. Then, laying one sheet on top of the other, cut both pictures into the same jigsaw pattern. Mix the pieces, and make new pictures with pieces from each original pattern. Glue them onto another paper or cardboard.

Riddles can be silly and fun, like the poem riddle Kaza Kingsley wrote on page 242 of Erec Rex: The Dragon’s Eye. Students can write their own poem riddle – they can be as goofy as they like and enjoy playing with words.

Math puzzles can be fun. Students can make their own math puzzles, from Sudoku to math crosswords to an invention of their own.

Suggested Reading:

D'Aulaires Book of Greek Myths, by Ingri D'Aulaire, Edgar Parin D'Aulaire

Mythology, by Lady Hestia Evans

Ancient Greece Literature-Base Activities for Thematic Teaching Grades 4-6, by Linda Quick

Copyright: Firelight Press

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