C A N D L E W I C K P R E S S T E AC H E R S ’ G U I D E

Stella Endicott and the

Anything-Is-Possible
Poem
KATE D I CAMILLO
illustrated by CHRIS VAN DUSEN

A BOUT THE BOOK

Stella Endicott loves her teacher, Miss Liliana, and she
is thrilled when the class is assigned to write a poem.
Stella crafts a beautiful poem about Mercy Watson,
the pig who lives next door—a poem complete with
a metaphor and full of curiosity and courage. But
Horace Broom, Stella’s irritating classmate, insists that
Stella’s poem is full of lies and that pigs do not live in
houses. When Stella and Horace get into a shouting
match in the classroom, Miss Liliana banishes them to
the principal’s offi ce. The two of them discover that
anything really is possible, even friendship!

HC: 978-1-5362-0180-2 • Also available as an e-book

Tales from Deckawoo Drive

Common Core
Connections
A BOUT THE TA LES FROM An ode to a certain pig kicks off one wild school day in Kate
DECK AWOO DR I V E SER IES DiCamillo’s latest stop on Deckawoo Drive. The humorous Stella
For fans of the Mercy Watson books who are not quite Endicott and the Anything-Is-Possible Poem is the fifth installment
in the Mercy Watson spin-off series, Tales from Deckawoo Drive.
ready to move on to Kate DiCamillo’s middle-grade This teachers’ guide, with connections to the Common Core,
novels, the Tales from Deckawoo Drive series serves as includes an array of language arts activities, book discussions,
a bridge between the two. vocabulary instruction, and more to accommodate the learning
needs of most students in grades 1–3. Students are called upon
to be careful readers without jeopardizing the pleasure they gain
from reading. It is best to allow students to read the entire story
before engaging in a detailed study of work.
Notes throughout the guide correlate the discussion and activities
to specific Common Core Language Arts Standards. For more
information on specific standards for your grade level, visit the
Common Core website at www.corestandards.org.

Illustrations © 2020 by Chris Van Dusen

 DISCUSSION QUESTIONS
1. Describe Stella and Horace Broom’s relationship. How did it change from
the beginning of the story to the end? How did Stella go from finding
Horace “very, very annoying” (page 6) to writing “Horace Burton Broom
and I are friends” (page 85)?

COMMON CORE 2. Stella told her brother that she didn’t need assistance, she needed a
CONNECTIONS metaphor (page 13), and then left for the Watsons’ house. Why do you
Reading: Key Ideas and Details think Stella went to visit Mercy?
RL.1.1–3.1: Ask and answer questions
3. What were Horace and Stella fighting about? How did it start? Do you
about key details in a text.
think it was a matter of differing opinions or of stubbornness? How would
RL.1.2: Retell stories, including key
you feel if someone called you a liar?
details, and demonstrate under-
standing of their central message or 4. Why does Miss Liliana send Stella and Horace to the principal? Why does
lesson.
Horace say “Everything is ruined” (page 31)?
RL.1.3–3.3: Describe characters and
major events in a story. 5. Does Horace’s reaction to getting sent to Mr. Tinwiddie match Stella’s?
Speaking & Listening: Comprehension How does his dread compare to her bravery? What two words does she
and Collaboration draw upon for support?
SL.1.1–3.1: Participate in collaborative
conversations with diverse partners
6. Do you agree with Stella that they should face their fate with curiosity and
about grade-specific topics and texts courage? Why? In the same situation, would you be more like Stella or
with peers and adults in small and Horace?
larger groups.
7. What does Mr. Murphy mean when he asks, “Who let you chickens out
of the coop?” (page 34)? Why do you think he refers to the students as
chickens?
8. Why did Stella go after Horace when he fled the principal’s office? What
does that say about the kind of person Stella is? If you were in Stella’s
place, would you have tried to help him?
9. How does Stella deal with being locked in the supply closet? How would
you describe Horace’s behavior? How does Stella calm Horace during his
panic attack?
10. Do you think that getting locked in the supply closet contributed to Stella
and Horace’s newfound friendship? Explain using examples from the
story to support your theory.
11. At the beginning of the story, Miss Liliana told her class that she believes
in “listening closely and speaking softly and singing loudly” as well as
“examining mysteries” (page 5). What does Miss Liliana mean by this
statement? Do you share her beliefs?
12. How does Mr. Murphy use the organization of his supply closet to teach
Stella and Horace about life? Do you agree with his view? Why does he say
that “the rules are the rules. There is a pattern. You follow the pattern”
(page 41)? Stella interjects by adding that anything is possible, which
Illustration © 2020 by Chris Van Dusen

could cause a break in the pattern. Mr. Murphy states, “There’s patterns
and there’s surprises, and that’s good. It makes things interesting” (page
42). What is the significance of this statement in terms of the story?

Stella Endicott and the Anything-Is-Possible Poem Teachers’ Guide • www.candlewick.com • page 2
 L A NGUAGE A RTS ACTI V ITIES

COMMON CORE W H AT DOES TH AT ME A N?

CONNECTIONS
Kate DiCamillo has mastered the art of providing witty, contextual
Reading: Craft and Structure language arts lessons while still keeping her young audience entertained.
RL.3.4: Determine the meaning of words In Stella Endicott and the Anything-Is-Possible Poem, she integrates vocabulary
and phrases as they are used in a text. lessons throughout the text. In fact, she has very cleverly incorporated
Language: Vocabulary Acquisition and six words and their definitions within the dialogue between characters
Use (metaphorically page 9, infraction page 51, absconder page 54, entombed page 60,
L.1.4–3.4: Determine or clarify the ignoble page 63, and literal page 64). Begin by writing these words large
meaning of unknown words and enough for the class to see. Tell them you are going to test their memory.
multiple-meaning words based on Read aloud the definition from the page referenced above without saying
grade-specific reading and contents.
the actual word. Ask the students if they can remember which word is
being defined. After several guesses, reread the entire passage from the
book. Discuss the author’s style of writing. Ask them if they like having
the definition of the word within the story and how many already knew
what those words meant before it was explained. Draw attention to the two
words from the list that have opposite meanings (metaphorical and literal).
This exercise is a prelude to subsequent activities in this guide—those
focusing on vocabulary, metaphors, and antonyms—so you will want to
keep the words literal and metaphor, along with their definitions, posted in
the classroom for the students to reference.

COMMON CORE VOC A BUL A RY

CONNECTIONS
Review this list of vocabulary words from Stella Endicott and the Anything-Is-
Reading: Craft and Structure
Possible Poem. These words are not defined in the book, so ask students if
RL.3.4: Determine the meaning of
they can guess the meanings by rereading each word in the context of the
words and phrases as they are used in
a text.
story. Then have them use dictionaries to check themselves and/or define
the word. Have students use each word in a sentence. You may wish to
Language: Vocabulary Acquisition
and Use
assign a few words per night for homework or have students create personal
dictionaries with the words because they will need it for the next activity.
L.2.4: Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade- dwellings (page 51) inadvertently (page 81) pursed (page 24)
level reading and content, choosing
flexibly from an array of strategies. endeavor (page 12) incapable (page 54) smug (page 9)
a. Use sentence-level context as a clue
gist (page 36) irritated (page 3) undeniably (page 73)
to the meaning of a word or phrase.
illuminated (page 37) mournful (page 16) vanquishes (page 4)

improbable (page 82) occasionally (coda)

Illustration © 2020 by Chris Van Dusen

Stella Endicott and the Anything-Is-Possible Poem Teachers’ Guide • www.candlewick.com • page 3
 COMMON CORE A NE AT OR SLOPPY SUPPLY CLOSET?
CONNECTIONS
Mr. Murphy keeps his supply closet very neat and orderly. Everything
Language and Vocabulary has a place because “you don’t just throw things in here willy-nilly” (page
Acquisition and Use 39). Ask students what the opposite of orderly is (e.g., random, chaotic,
L.2.4 Determine or clarify the meaning sloppy). Discuss the definition of antonym. Use the following example: Sloppy
of unknown and multiple-meaning is an antonym of neat. Refer back to the definitions of metaphorical and literal
words and phrases based on grade-
that are posted in the classroom. Brainstorm other antonyms with the class.
level reading and content, choosing
flexibly from an array of strategies.
In Stella Endicott and the Anything-Is-Possible Poem, there is only one supply closet.
L.2.5 Demonstrate understanding of For this activity, students will create two supply closets. Supply Closet
word relationships and nuances in Number One will contain some of the vocabulary words from the previous
word meanings.
section, while Supply Closet Number Two will contain their antonyms.

Distribute two sheets of 8½" x 11" lined writing paper, one 12" x 18" sheet
of colored construction paper, and pencils, crayons, markers, etc. Have
the students fold the construction paper in half so there is a seam down
the center (at 9"). Title the left side “Supply Closet Number One” and the
right “Supply Closet Number Two.”

Have students write these five words on one sheet of lined paper: illuminated,
mournful, occasionally, pursed, and vanquish. Next to each word, they should
write the definition (from the previous activity) or draw a picture to convey
the meaning. Then have them work in pairs to look up or brainstorm an
antonym for each word. The antonyms should be written on the second
sheet of lined paper along with definitions or illustrations, listed in the
same order as the vocabulary words on the first page.

Attach the lined paper with the vocabulary words to Supply Closet Number
One and the lined paper with the antonyms to Supply Closet Number
Two on the construction paper with glue, staples, or tape. As an extension
activity, use a different group of vocabulary words: improbable, inadvertently,
incapable, and undeniably. Explain the meaning of the prefixes in-, im-, and un-
and how adding them to a word actually changes the meaning, turning it
into its antonym.

A LLITER ATI V ELY SPE A K ING

COMMON CORE
CONNECTIONS Stella is enamored with middle names. She asks her teacher Miss Liliana
what her middle name is on page 2, then asks Horace when they are
Language and Vocabulary
trapped in the supply closet on page 76. Stella’s middle name is Suzanne.
Acquisition and Use
Horace’s middle name is Burton, making his full name Horace Burton
L.2.5: Demonstrate understanding of Broom. Ask students if they know what alliteration means. Explain that it is
word relationships and nuances in when adjacent words begin with the same sound, as in Stella Suzanne or
word meanings.
Burton Broom. Have students create alliterative phrases using their own
Writing: Production and Distribution names. Model it first by using Stella as an example (e.g., Stella is sitting
of Writing
still on the sofa in silence). Together as a class, create one for Horace
W.1.5–3.5: With guidance and support (e.g., Horace is hauling heavy hippos by the hundreds). The sillier, the
Illustration © 2020 by Chris Van Dusen

from adults, focus on a topic, respond

better! Challenge your students to use at least five alliterative words in their
to questions and suggestions from
peers, and add details to strengthen sentence. Then have them draw a picture representing their alliteration.
writing as needed. They can share their sentences out loud and display their pictures around
the classroom or on a bulletin board.

Stella Endicott and the Anything-Is-Possible Poem Teachers’ Guide • www.candlewick.com • page 4
 COMMON CORE FUTUR E A STRONOMERS
CONNECTIONS
Horace wants to be an astronaut and is
Writing: Research to Build and Present
Knowledge
excited to see a glow-in-the-dark solar
system painted on the ceiling of the
W.1.7–2.7: Participate in shared research
and writing projects.
supply closet. Horace is able to name
each planet in correct order (page 71).
W.3.7: Conduct short research projects
Ask your students if they can recall the
that build knowledge about a topic.
name of each planet in our solar system.
W.3.8: Recall information from
Review the order of the planets by
experiences or gather information from
print and digital sources; take brief
drawing a simple solar system on chart
notes on sources and sort evidence into paper, labeling each planet. Divide the
provided categories. class into eight groups and assign each
Speaking & Listening: Presentation of group a planet to research. Talk to the school librarian beforehand to
Knowledge and Ideas get assistance in locating materials for the students to do their research.
SL.1.1–3.1: Participate in collaborative They can use the Internet or even an old-fashioned encyclopedia. Each
conversations with diverse partners group must gather fi ve facts about their assigned planet and be prepared to
about grade-specific topics and texts present their fi ndings to the rest of the class. They can create a model or
with peers and adults in small and large illustration or fi nd pictures to share as well.
groups.
SL.3.4: Report on a topic or text, tell
a story, or recount an experience META PHOR IC A L POETRY
with appropriate facts and relevant,
descriptive details, speaking clearly at Miss Liliana gives her class a homework assignment “to write a poem with
an understandable pace. a metaphor in it” (page 9). Ask the students if they remember what a
metaphor is. Refer to the word metaphorical that you still have posted from
the fi rst activity and review the defi nition. Kate DiCamillo provides a
multitude of examples of metaphor throughout the story. Review some of
them with the class.
COMMON CORE
CONNECTIONS Horace Broom is an overblown balloon. (page 10)

Language: Vocabulary Acquisition and Outside, leaves are ballerinas, dancing to the ground. (page 21)
Use
My heart is a rock that someone just threw into a cold lake. (page 45)
L.1.5–2.5: Demonstrate understanding
of word relationship and nuances in
Today is a bouquet of dead flowers in brown water. (page 48)
word meanings.
L.3.5: Demonstrate understanding of Horace Broom’s hand is a hermit crab without its shell. (page 65)
figurative language, word relationships,
and nuance in word meanings. Ask students how the author is comparing one thing to another in each
Speaking & Listening: Comprehension of these examples. Why might Horace’s hand be compared to a shell-less
and Collaboration hermit crab or a leaf to a ballerina? Why is Stella calling her heart a rock?
SL.1.1–3.1: Participate in collaborative Discuss how metaphors use imagery and imagination—all without using the
conversations with diverse partners words like or as.
about grade-specific topics and texts
with peers and adults in small and large Next challenge your students to create a two-line poem that includes one
groups. metaphor. The topic will be a planet of their choice. In the coda, Stella
refers to Venus as “beautiful and bright. It’s a heart humming in the
night.” Use Stella’s statement about Venus as a model for how to create
Illustration © 2020 by Chris Van Dusen

a metaphorical planet-based poem. Guide students to the facts acquired

from their group research projects to use for inspiration. Students may
wish to work in pairs. Allow time to share their metaphorical poetry.

Stella Endicott and the Anything-Is-Possible Poem Teachers’ Guide • www.candlewick.com • page 5
 COMMON CORE I LOV E: GET TING TO K NOW YOU
CONNECTIONS
Stella and Horace’s relationship shifts once they get locked in the supply
Speaking & Listening: Comprehension closet. Horace professes his love for the planets. In turn, Stella confesses
and Collaboration one of her loves: metaphors. This exchange goes back and forth for a
SL.1.1–3.1: Participate in collaborative while, and they discover they both love maps and mornings (pages 73–
conversations with diverse partners 75). Ask your students if they have ever made a friend by sharing similar
about grade-specific topics and texts interests. Does a friend have to share all your interests, or is it more fun
with peers and adults in small and large
when they can teach you about new subjects or hobbies? Explain that the
groups.
conversation between Stella and Horace is one way in which people get to
Writing: Text Types and Purpose
know one another.
W.1.2–3.2: Write information/
explanatory texts. Distribute a handout or plain pieces of 8½" x 11" paper. Have students
Language: Vocabulary and Acquisition complete the sentence “I love ____.” Then have them ask a fellow classmate
and Use what they like. The student will fill in the missing blanks to complete the
L.1.6–2.6: Use words and phrases sentence “______ loves _____.” Both sentences will be on the same sheet of
acquired through conversations, paper. The student can draw a picture of the two of them and what they
reading, being read to, and responding love. Encourage students to share with the rest of the class. They may learn
to texts. something new about a classmate.

A N Y THING C A N H A PPEN
Stella questions Mr. Murphy’s life philosophy, whereby the rules are
the rules and they follow a set pattern. Stella asks, “Don’t you think that
anything can happen?” (page 41). Mr. Murphy basically states that patterns
and surprises keep things interesting. Write his statement for the class to
see. Ask the students to explain that declaration. Stella adopts the motto
“Anything can happen” because Baby Lincoln, her story-writing neighbor,
claims that it’s “the whole point of stories” (page 4).

Using that as a springboard, have the students rewrite a part of the story
with a different Anything Can Happen outcome. For example, maybe
Horace didn’t run out of the principal’s office and Stella and Horace met
COMMON CORE with Mr. Tinwiddie after all. What would have happened? Mr. Tinwiddie’s
CONNECTIONS sign said toughest sheriff in town. Do you think he really was the toughest
sheriff in town? Or maybe the glow-in-the-dark solar system wasn’t what
Reading: Key Ideas and Details
Horace found in the supply closet. Maybe something else was in there
RL.3.3: Describe characters in a story
to calm him down. Or maybe it wasn’t the supply closet they got trapped
(e.g., their traits, motivations, or
feelings) and explain how their actions
in, but an empty classroom or the teachers’ lounge. Have students write
contribute to the sequence of events. their Anything Can Happen piece while keeping in mind Stella’s and
Writing: Text Types and Purposes
Horace’s interests and character traits: the outcome can be different, but
the characters need to remain true to the story. As an added challenge,
W.1.3–3.3: Write narratives in which
encourage students to attempt using at least two of the vocabulary words
they recount a well elaborated event or
short sequence of events. (from the previous activities) and incorporate the definitions through
dialogue in the same manner as Kate DiCamillo did in Stella Endicott and the
Anything-Is-Possible Poem.
Illustration © 2020 by Chris Van Dusen

Stella Endicott and the Anything-Is-Possible Poem Teachers’ Guide • www.candlewick.com • page 6
 COMMON CORE SIGN OF THE TIMES
CONNECTIONS Mr. Tinwiddie has a sign on his door that reads mr. j. tinwiddie toughest
sheriff in town. “It was not the kind of sign that cheered a person up,
Writing Texts and Purposes:
necessarily” (page 52). Read that sentence aloud and ask the class how it
W.1.2–3.2: Write informative/
explanatory texts.
relates to the sign. Would a sign like that intimidate you if you saw it on
a principal’s door? Ask the students to think about their own principal.
Speaking & Listening:
Think about all the nice things that the principal does for the school and
Comprehension and Collaboration
its students and staff. Brainstorm various signs/sayings that students might
SL.1.1–3.1: Participate in collaborative
like to see on their principal’s door. Have each student think of a motto
conversations with diverse partners
about grade-specific topics and texts
and share it with the class, then have the class vote on their favorite and
with peers and adults in small and turn it into an actual sign to give to your principal. Have each student
large groups. decorate and sign it.

Teachers’ guide written by Karen Cardillo, freelance writer and educational consultant

A BOUT THE AUTHOR

Kate DiCamillo is the beloved author of many books for young
readers, including the Mercy Watson and Deckawoo Drive
series. Her books Flora & Ulysses and The Tale of Despereaux both
received Newbery Medals. A former National Ambassador for
Young People’s Literature, she lives in Minneapolis.
Photo by Catherine Smith Photography

A BOUT THE ILLUSTR ATOR

Chris Van Dusen is the author-illustrator of many books for
young readers, including The Circus Ship and Hattie & Hudson, and
Illustration © 2020 by Chris Van Dusen

the illustrator of the Mercy Watson and Deckawoo Drive series.

He lives in Maine.

Photo by Peter Luhar

Stella Endicott and the Anything-Is-Possible Poem Teachers’ Guide • www.candlewick.com • page 7
 Tales from Deckawoo Drive

Don’t Miss the Rest of the Series!

Francine Poulet Meets the

Leroy Ninker Saddles Up Ghost Raccoon
HC: 978-0-7636-6339-1 HC: 978-0-7636-6886-0
PB: 978-0-7636-8012-1 PB: 978-0-7636-9088-5
Also available as an e-book Also available as an e-book

Where Are You Going, Baby Eugenia Lincoln and the

Lincoln? Unexpected Package
HC: 978-0-7636-7311-6 HC: 978-0-7636-7881-4
PB: 978-0-7636-9758-7 PB: 978-1-5362-0353-0
Also available as an e-book Also available as an e-book

Visit www.mercywatson.com to learn more about the neighborhood of

Deckawoo Drive, including its star, porcine wonder Mercy Watson, and
Illustrations © 2020 by Chris Van Dusen

the books all about her for younger readers. There is also a letter from
Kate DiCamillo, information about her and illustrator Chris Van
Dusen, teachers’ guides, and more.

Stella Endicott and the Anything-Is-Possible Poem Teachers’ Guide • www.candlewick.com • page 8