Uplifting Book for Young and Old


To purchase this book on Amazon, click here.

 

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This is an excerpt from this little story:

Deep in the dark jungles of the Amazon a most highly unusual birth took place in the animal kingdom of Balta. Two animals were born as one on a tremendously humid day in the middle of August.

The first of these two most unique animals was an anteater named Vortex. His name came from the noise he would make as his two foot tongue would lick up and gather multitudes of ants and stuff them into his long protruding proboscis. With loud, snorking and licking noises he would bring all ants anywhere into his wrinkly, quivering mouth. Animals for miles around could hear the great vacuum of his enormous ingestions as he would begin laboring every morning right on the dot of 6:00 a.m.

“SNORK, SNORK, SNOOOOOOOOOORK, SNORK!”

Vortex vacuumed up all the ants for miles around from the surrounding earthen ground using his tireless 24” tongue. While he did this, he also was very careful to keep very exacting accounts of precisely how many ants he devoured at any given time.

And while you might think his licking and snorking characteristics are what identified Vortex as unusual, these qualities were not, in fact, what put Vortex and his unlikely friend on the map, so to speak.

At the same time that Vortex was born into this beautiful jungle forest, his dear companion and constant comrade, the courageous lion was born. She knew she was a queen from the day she was born and quickly became one of the fastest and fiercest animals in the entire jungle. She was known simply as Scoop.

Why Scoop, you say? Well, it was said by all the animals in her rainforest community, that she was so much faster than her prey, that she would merely spring and scoop, and her prey was already swallowed and digested. Though lions generally populate the continent of Africa, Scoop somehow managed to arrive in the abundant rainforests of Peru in South America, along with her friend and constant companion Vortex.

So why were these two animals so unique? You may ask. Well, here is the story I have been told by those who actually know and lived with Scoop and Vortex all the many years of their lives.

You see, these two animals were born as one. They were attached at the shoulder and torso, so that wherever one went, the other must go accordingly. No one knows why this unusual birth occurred, but animals and people from the region of Balta with firsthand experience declare that in fact, this pair was real and lived for many years in the Amazon jungle sometimes in harmony, sometimes not.

 

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A Must Read for the Holidays




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“Super Speed Sam, Santa’s Rescue Dog,”
by MONTY J. McClaine

This book is available on Amazon.

Even though It’s 90 degrees outside, who cares? With this wonder filled story to read about the Santa Journey that happens every Christmas Eve, I have decided, the weather be hanged, hurricanes and such will have to take a back seat to “Super Speed Sam, Santa’s Rescue Dog.” This most delightful story by Monty J. McClaine tells the story of how Santa and his reindeer make their annual Christmas Eve journey delivering toys to every boy and girl. Lest you think “been there, done that” about the Santa story, you will need to think again. This author, Monty J. McClaine brings this story to a completely new understanding of the Santa Story as only a former computer engineer could.

With utmost precision and logic, McClaine weaves tangible detail into everything in the story, from the personality quirks of each individual elf and their resulting actions, to the explanations that speak to all the many logistical questions that eternally emerge from the minds of every inquiring child’s mind about this whole “Santa Story.”

When Santa encounters difficulties in his amazing journey, author McClaine’s Santa imparts special secret powers to a family Bassett Hound name Sam, who aquires the power to save the day (well night, actually) by rescuing Santa and his reindeer from a very prickly and life threatening situation. As an added bonus to Sam, his newly acquired special powers will be passed down through all Sam’s puppies to all of Sam’s grandpups and greatgrandpups.

The whys and wherefore so of this ever ubiquitous Santa tale is individualized and tailored to a most emphatically original tale, not quite like any you have probably ever heard. Crafted and constructed like a finely engineered bridge, this story with its compelling plot and supporting detail pushes the reader to remain engaged in an ultimately high suspense plot that grabs and will not let go until the very end of the story.

I am definitely reading this story to my husband on Christmas Eve this year, as I know it will delight him to no end. As for children, heaven help them if they don’t believe in the Santa story, for one read of this book will make them Santa believers for a lifetime.

 

Book Review by Janis Kirstein

 

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Share the Love


To purchase this book, go to: http:///www.amazon.com/dp/B01LYJAGLK

 

Fantasy Animals is a book created to share with children. I am creating this share challenge for you. Share this book with three children this week!

Jan Kirstein, Author

 

 

 

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Excerpt from Fantasy Animals to Share with Your Favorite Children:

 

Deep in the dark jungles of the Amazon a most highly unusual birth took place in the animal kingdom of Balta. Two animals were born as one on a tremendously humid day in the middle of August.

The first of these two most unique animals was an anteater named Vortex. His name came from the noise he would make as his two foot tongue would lick up and gather multitudes of ants and stuff them into his long protruding proboscis. With loud, snorking and licking noises he would bring all ants anywhere into his wrinkly, quivering mouth. Animals for miles around could hear the great vacuum of his enormous ingestions as he would begin laboring every morning right on the dot of 6:00 a.m.

“SNORK, SNORK, SNOOOOOOOOOORK, SNORK!”

Vortex vacuumed up all the ants for miles around from the surrounding earthen ground using his tireless 24” tongue. While he did this, he also was very careful to keep very exacting accounts of precisely how many ants he devoured at any given time.

And while you might think his licking and snorking characteristics are what identified Vortex as unusual, these qualities were not, in fact, what put Vortex and his unlikely friend on the map, so to speak.

At the same time that Vortex was born into this beautiful jungle forest, his dear companion and constant comrade, the courageous lion was born. She knew she was a queen from the day she was born and quickly became one of the fastest and fiercest animals in the entire jungle. She was known simply as Scoop.

Why Scoop, you say? Well, it was said by all the animals in her rainforest community, that she was so much faster than her prey, that she would merely spring and scoop, and her prey was already swallowed and digested. Though lions generally populate the continent of Africa, Scoop somehow managed to arrive in the abundant rainforests of Peru in South America, along with her friend and constant companion Vortex.

So why were these two animals so unique? You may ask. Well, here is the story I have been told by those who actually know and lived with Scoop and Vortex all the many years of their lives.

You see, these two animals were born as one. They were attached at the shoulder and torso, so that wherever one went, the other must go accordingly. No one knows why this unusual birth occurred, but animals and people from the region of Balta with firsthand experience declare that in fact, this pair was real and lived for many years in the Amazon jungle sometimes in harmony, sometimes not.

 

 

 

 

 

This is a very short survey about your earliest reading memories. Won’t you please have some fun and take this survey? It would really help me out, and make us both very happy. Try it! You’ll see!

https://www.surveymonkey.com/r/CMV2FFZ

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More Ways to Share the Love!! All Fantasy Animal Offsprings!

http://www.redbubble.com/people/janiskirstein?asc=u

 

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Fantasy Animals Paperback by Janis Kirstein Hits Createspace Today!


https://www.createspace.com/6459085

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In three to five days:  www.amazon.com/author/janiskirstein

 

 

Take a look at this inspiring book by an amazing artist whose every word and design is done with loving, witty intention.”- Judy Ann Sato


“Deep in the dark jungles of the Amazon a most highly unusual birth took place in the animal kingdom of Balta. Two animals were born as one on a tremendously humid day in the middle of August.” 
By Janis Kirstein

 

Jump on in and see this beautifully illustrated children’s story about two animals joined together in the Mexican tradition of the Alebrijes. Born in the Amazon jungle, these two animals, an African Lioness, and a South American Anteater are joined at the hip and are forced to learn to get along with each other for survival.

 

 

Fantasy Animals Has Related Products For You and Your Children

 

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CLICK HERE FOR MORE FANTASTIC CHILDREN’S BOOKS:

 

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Lesson Plan for Fantasy Animals


For the book “Fantasy Animals,” go to my author page:  amazon.com/dp/B01LYJAGLK

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Here are the Lesson Plans for Teachers with Core Concepts for Visual Arts, Spanish and Social Studies!

 

 

 

 Visual Arts

 

  1. What’s the Big Idea?  Questions for creating art and design that can affect social change:

Spanish-Speaking Culture

Can you Create a work of art based on an art form invented and used in the cultural history and context  of Mexico, a Spanish speaking country?

Visual Arts

The basis of this assignment is based on the Alebrijes which are wooden carving of two or more animals originating outside of Mexico City, Mexico in the 1930’s by Pedro Linares. The assignment is to draw and paint an alebrijes making the two animals from different continents. Can you design such an animal and describe it’s ways to get along with “itself”?

Spanish Language

Can you learn Spanish words  to  be used to communicate and identify the names of the colors, and to count the number of “prey” that the animals eat?

 

  1. Art Making – Materials needed.  Process & Product.

The materials needed include:

A slide show of Alebrijes made in Mexico

Tag board

Tempera Paint quart size

Brushes small, medium and large

Sharpie Markers

 

  1. How will Spanish Language be incorporated? 

Spanish language will be incorporated in music for listening while making art work.

Spanish words for colors will be used as students describe one another’s art works.

Spanish names for the names of the animals will be used.

Spanish words for one through ten in counting will be used for the counting of the “Prey” of the animals.

 

 

  1. What might the presentation of understanding look like? How will student work be assessed?

The presentation of the project will be enhanced by a power point slideshow of cultural examples of Alebrijes.  During this presentation, teacher will lead a discussion on the use of the Art Elements and Principles.

Then at least two examples of the project will be shown as exemplars, with two animals in their natural habitat.

Assessment 1: Write a reflection or short story on how the two animals in your Alebrijes would coexist.

Assessment 2: the final painting of the student’s alebrijes would be evaluated according to the rubric given for the art project.

Assessment 3: Vocabulary search and find for Spanish words for colors used, and animals used.

  1. How will this address Interculturality and other aspects of Global Competencies?

 

Interculturality and Global competency will be addressed through the requirement that each animal come from another continent for one another. The animals will have to learn to coexist by sharing the same space and making cooperative decisions regarding walking/running habits, eating habits, sleeping habits and habitat preferences.

Creating this project will address intercultural language issues by learning names of colors and animals to strengthen communication.

 

 

  1. List some standards that this lesson/unit supports? (WL, Arts, SS) [short description – not just codes]

 

HS Accomplished

VA:Crt.2.HSII

Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

VA-CII3- Elaborate on an imaginary idea

 

Performance Standard VA: Crt.HSIII-     Following or breaking established conventions to plan the making of multiple works of art based on theme, idea or concept.

 

VA:Crl.I.HSIII

Visualize and hypothesize plans for ideas and directions for creating art and design that can affect social change.

 

  1. Ideas for leading Professional Development based on Take-Away from this Academy:

This project could be presented in an in-service for teachers, incorporating the Alebrijes project, the writing assignment reflecting on how the two animals could co-exist and additionally learning Spanish vocabulary for colors and numbers.

 

  1. Plans for collaboration with other teachers who teach other subjects:

 

I am making plans with the Spanish teacher in my school at Western Hills High School. We are going to combine our respective art and Spanish classes for the 6th hour class period for 3 to 5 days, using the project described here in this lesson worksheet.  We will then present the results of this workshop or combined class project in a special art exhibit to be shown in conjunction with the special Music and Band program Performance for Thanksgiving.

 

 

Backward Design Lesson Plan

Unit _Visual arts and Spanish Cultural Integration___________________              

Grade Level __9-12______________            Time of Year to be Taught:__EarlyTeacher Team:  ________________________________________________________________________________________

Stage 1: What will students know and be able to do at the end of this lesson?

Objectives: Students will learn the history of the Alegrijes and will be able to make a plan for drawing and painting an alebrijes with two animals each being from a separate continent.

 

Vocabulary: Students will look up the names of their two animals in Spanish and learn these words. They will also practice learning how to count to ten in Spanish. Spanish words for colors will also be introduced.

 

 

Structures: The lesson will be introduced with a Powerpoint to demonstrate the alebrijes and how they appeared in Mexico. Then the project will be introduced with a rubric. Students will draw their two animals by looking at images found on the internet of their two animals. Then they will draw their animals’ habitat.

 

 

Culture: The Mexican culture of the 1930’s will be introduced through the introductory slide show along with some music from that place and time.

 

 Stage 2: How will you know that students can do that?

Assessments: On day one, I will see their preliminary sketches of their two animals in their habitat. On the final day, I will evaluate the final project or painting using the rubric given at the outsell. Students will also write a story of the two animals and how they work together to solve their differences.

 Stage 3: What instructional activities will be used?

Activities:

  • Opening/Activity 1 Slideshow. Music. Reading of an exemplary short story of an alebriges combining two animals, each from different countries written by an author.

 

 

  • Activity 2 Rubrics handed out to students. Art Project described. Rubric presented. Students find their two animals, draw and create the habitat in a preliminary or final drawing.

 

 

  • Activity 3 …Students create their painting of the Alebrijes

 

 

  • Closing/Activity Students will share their paintings with one another and their reflection piece incorporating how the animals will coexist and the Spanish vocabulary of colors, animal names and number of one to ten.

 

Stage 4: What Standards does this address in Arts, World Languages, and Social Studies (cultural studies)?

Visual Arts Standards:

VA: Crt.2.HSIII

Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

VA-C113- Elaborate on an imaginary idea

VA:Crl.1.HSIII-  Visual and hypothesize plans for ideas and directions for creating art and design that can affect social change.

Performance Standard- VA:Crt.2.HSIII- Choose from a range of materials and methods of traditional and contemporary artistic practices following or breaking established conventions to plan the making of multiple works of art based on an idea or concept.

Spanish: World-Readiness Standards for Learning Languages

COMMUNICATION

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

  • Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
  • Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

CULTURES

Interact with cultural competence and understanding

  • Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
  • Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

CONNECTIONS

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations

  • Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
  • Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

COMPARISONS

Develop insight into the nature of language and culture in order to interact with cultural competence

  • Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
  • Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES

Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

  • School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
  • Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

 

 

Social Studies:  11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES: Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Cycles of economic prosperity and recession as well as economic inequities prompted debates over the role of the federal government in regulating the economy and providing a social safety net. (Standards: 1, 4, 5; Themes: TCC, SOC, GOV, CIV, ECO)   11.10b Diverse groups and organizations sought to bring about change in American society through a variety of methods.

 

GLOBAL CONNECTIONS

Social studies teachers should possess the knowledge, capabilities, and dispositions to provide instruction

at the appropriate school level for the study of Global Connections and Interdependence.

 

 

 

For Fantasy Animal tops, notebooks, computer skins, clothes and other items, click here:  https://kirsteinfineart.com/2016/07/27/fantasy-animals-coming-soon/

 

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