Of Two Minds:
by Carol Matas and Perry Nodelman
Simon & Schuster, 1995
A Sampler Activity
Prepared by Abigail Garthwait, Librarian, Asa Adams Elementary

SUMMARY: Everyone in the neighboring kingdoms has extraordinary powers but egocentric Princess Lenora tends to misuse her ability to change reality just by thinking. She and her extremely reluctant husband-to-be land in a dangerous situation involving an evil leader, Hevack, who desires to remake the world according to his own ideas, peopled with "perfect" beings. Who should define what it means to be "perfect?"

THEMES: self-control; control of others (things and people); people may not be what they appear to be; idealism; perfect worlds

LEVEL: Grade 5 - 8

OVERVIEW:
* This is a FIRST STEPS Sampler Activity. If you are a raw beginner at assessment techniques, here's an easy place to start.

* Quality works of fantasy provide much food for contemplation. Remember that there is a balance between extending literature and killing the pleasure with too much analysis! Use ONE of the activities below that requires resources within your means and take a beginning step towards attaining new assessment skills.

ACTIVITIES to use with literature circles or whole classes (Of Two Minds could be read aloud so that the class has a common book experience):

1. DESIGN YOUR OWN KINGDOM:

RESOURCE NEEDED: Of Two Minds and a general library collection
INFORMATION SKILLS:
  • locate the section of a resource that is useful in answering the main question.
  • summarizing and discriminating between most and least important ideas.
  • demonstrate the ability to organize concepts.
ASSESSMENT TOOL: product checklist

a. Readers of Of Two Minds will note that both Lenora and Hevack contemplate what a perfect world would be like, although they do differ in intensity and in commitment. Ask students in pairs to list the elements of a perfect world from the point of view of each character. Include the page number that supports each item on the list.

b. Have the students check out a collection of books and other materials on other countries from the library. After perusing the materials, the class will make, on chart paper, a list of the general categories used in most books to organize information (e.g. housing, climate etc.) If students have trouble starting off this general, list everything they say on the board and then ask them to group by category thereby arriving at the same place.

c. THINK-PAIR-SHARE: Using these same general categories, have individual students jot down their brainstormed ideas on the ideal characteristics for each general topic. After 10 minutes or so, each student pairs with another person and they talk about what they chose, why they chose it and make any changes they want. Two groups join (forming a foursome) and do the same thing. Two of these groups join (for a group of eight).

d. Depending on the time available, have groups of students construct a model (in two or three dimensions) of the ideal kingdom. Use the checklist to evaluate the projects. (NOTE: Be sure to give the students this tool ahead of time; don't keep the end result to yourself! A more experienced group and teacher might wish to develop the criteria for excellent projects themselves.

RESOURCES NEEDED: Of Two Minds plus Being of Two Minds by Pamela Service and a classroom teacher who will work with you (the librarian).
INFORMATION SKILLS:
  • summarize main ideas
  • skimming and scanning
  • note taking skills
ASSESSMENT TOOL: reading journal

This beginning activity builds on a partnership with an experienced teacher and allows you to learn with the help of an interested and experienced peer.

a. The first step (after you've read both books yourself) is to find a teacher in your building who will work with you. It's preferable to find someone who already uses literature circles and then you could work with a group in his or her classroom.

b. Many teachers set up literature circles around student interests by giving mini-booktalks on available books and allowing students to select the genre or book they want. Prepare and give a brief book-talk on both books explaining that the group will be reading, responding and comparing. (A BookTalk a la Joni Bodart doesn't give the whole story away, just entices them into wanting to read them.)

c. Ask students to respond to the books as they are reading. In other words expect them to write briefly after every reading session. Model this if they haven't done it. Use the reading journal form on the next page. Notice the right hand column. This is for your responses to what the students are saying. This gives you fodder for group discussions. You may wish to focus on:

d. When the students get to the second book, they'll be ready to pick up elements to compare and contrast. As they write the second journal, have them use a highlighter for the items which will be useful in the comparing and contrast. Your responses here will:

e. When both books have been read have the students work in pairs to make a Venn Diagram of the similarities and differences between the books.

3. GROUP SKIT:

RESOURCE NEEDED: Of Two Minds plus a CD-ROM encyclopedia (or print version)
INFORMATION SKILLS:

  • identify the keywords
  • use subject headings and cross references to find additional resources.
  • skimming and scanning
  • summarize and paraphrase important facts and details
  • draw conclusions based on research information

ASSESSMENT TOOL: teacher and peer assessment of artistic demonstration of learning.

a. In groups of three or four students, research one of the following topics which relate in some way to the book Of Two Minds. (Of course, if another idea comes up (and is approved by the teacher and librarian) by all means encourage the students to pursue it):
b. Ask students to display the group research (facts) on chart paper. One group member will keep a "trail" record of resources used and another would be responsible for recording any webbing or brainstorm that occurs during the creative process. Only the informational chart(s) will be displayed during the skit.

c. Using the facts and findings, each group writes a short skit that creatively (or fictionally) embodies what theyÍve learned. They might wish to mark on the chart with a dot or a highlighter which piece they will focus on.

d. While the skits are being presented, ask the rest of the students and the teacher & librarian to fill out the reaction form on the next page. Be sure to schedule plenty of time for students to reflect and give thoughtful answers. The charts should remain prominently displayed.

Note: This skit was designed not to be a major, long term project. (Elaborate props and costumes aren't necessary.) Instead, the focus is on using drama as a way of learning, understanding and communicating new material.

4. CARD TRICK SHOW

RESOURCES NEEDED: Of Two Minds , general library card trick collection plus internet access (CD-ROM Big Anthony's Magic Tricks - nice but not necessary) INFORMATION SKILLS:
  • using tools such as on-line or card catalog to locate materials
  • evaluation of internet search engines
ASSESSMENT TOOL: Metasearch Evaluation Tool

In Of Two Minds, the whole population of Andilla is able to read minds. (Although their Prince Coren, unlike his compatriots, feels that's an invasion of privacy!) After researching card tricks in the library and on the internet, plan, produce and give a magic show to a younger audience that gives the illusion of mind reading.

Go to Metasearch
(Metasearch is a tool that combines a number of other search engines in one central place.)
Enter CARD TRICK or CARD TRICKS and keep track of your findings on the following form

December 1997
Maine Educational Media Associaton

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