Characters[ edit ] Jacob Two-Two The protagonist of the story, Jacob Two-Two is the youngest child in his family and tends not to be heard. As a result, he repeats everything twice automatically, which is the origin of his nickname. See Jacob Richler. Jacob later helps Mr. Dinglebat and his agent Intrepid a hamster on top secret missions.

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Ask students: What power do children have? Who makes the rules? Do you have any say in the rules that you have to follow?

What do you think the average adult or big person thinks of kids? What is the best thing about being a kid? What is the best thing about growing up and getting bigger?

What do you do if you have to follow rules that you think are unfair? Can rules be changed? What is the best way to change the rules? Students will practice listening skills and will engage in creative thinking. Materials: Space in which to move.

Directions: Have students form a tight circle by either joining hands or standing shoulder to shoulder. Ask for a volunteer to stand in the centre of the circle. Have the rest of the students take a step toward the centre of the circle, making the circle complete.

Once the Rule Maker announces a rule, everyone to whom that rule applies must switch places with someone else in the circle while following the rule. The Rule Maker must try to take an available spot in the circle, leaving the last student to find a new place in the middle of the circle to be the next Rule Maker.

Encourage students to not repeat any rules. The sillier the rules the better. Debriefing Questions: Did you like making the rules or following the rules? Why do we have rules? Who makes the rules in real life? Exercise 1: Exploring Status Objective: In this exercise students will develop new characters while improvising scenes that examine power and status. Materials: A deck of cards Space in which to move Teacher Prompt: Think about what your character is doing in the chosen setting.

Do they have to be there? Are they free to come and go? Do they need help or are they available to help others? Make sure that you have enough cards for each student in the class you might need to use two decks of cards. Ace, 2, 3 will represent low status characters. Jack, Queen and King will represent high status characters. Hand out one card to each student and ask students to not show anyone the card they pulled.

Students are now going to improvise a scenario as a whole class. Every student must play a character that reflects the number of the card that they pulled. Students who pulled the lower cards have the least power and students who pulled the Jack, Queen or King have the most. As a class, choose a scenario to play out e. The class hamster is missing! The school bus is late picking kids up from school!

Brainstorm other scenarios with students. Give students time to think about what character they will play in the scene to reflect the number of their card. Give the students one minute to play out the scene. After a minute, stop students, and ask them to guess the value of the cards pulled by other students and to explain their guess. Give students another minute to improvise this new scenario.

Debriefing Questions: What behavior did you see in the scene that indicated whether people did or did not have power? What power do children have? When do children have the most power? What is the difference between power and status? How can you change your status? What are the responsibilities of powerful people? Culminating Exercise: Take Over Day! Objective: In this exercise, students will prepare to take over the classroom.

Students will establish goals and decide how to work together to achieve them. Ideally the students will be able to enact the plan created in this exercise during scheduled class time. This exercise is flexible and can be a tool for students to take over the classroom for one period, half a day or whole day.


Jacob Two-Two

Shelves: childrens We all grew up with television, right? I was watching a belly dancer and my parents and siblings were laughing because I was having a hard-on. I also remember the many times that my mother asked us not to watch too close to the TV screen as the radiation it can damage our eyes. So, when I became a father, I said the same thing to my daughter. We all tend to tell to our We all grew up with television, right? We all tend to tell to our children those things that we heard from our parents when we were young. We sometimes take those as bible-truths without asking why.


Jacob Two-Two Meets the Hooded Fang


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