Multi-Text Study

Judy Moody Saves the World!

By: Megan McDonald

“Why didn’t I think of it before?  HEAL THE WORLD! That’s it!” - Judy 

She was in a Judy-Moody-best-mood-ever. At last she was on her way to saving the world. And the best part as she no longer had to do it

herself. Class 3T would save the world together. Like an ecosystem!

Created by:Heather Heath

&Angela Sain

Multi-Text Outline

Week one:

Day one: Before readingConcept map on Being a Good CitizenKWL-recycling

Day two: Pre-reading activitiesUsing the title/cover to make predictions

Day three: Chapters 1-2Character Sketcher“I” PoemSetting graphic organizer

Day four: Chapters 3-4Acrostic poem-CitizenshipAcrostic poem-Recycle

Day five: Chapters 5-6Wanted poster for endangered specieVocabulary table

Week two:

Day six: Chapters 7-8Internet workshop-RainforestsAuthor's Craft- Similes

Day seven: Chapters 9-10DRC-Text and Internet sourcesVocabulary table

Day eight: Chapter 11Animal Character ListVocabulary assessment

Day nine: Culmination of bookComplete KWL-L sectionCreate a recycling poster for the school

KWLYou will be completing a K-W-L on recycling and the being a good citizen. Think

about what you know and what you want to know. Use the following words to help you come up with questions you would like answered for the “W” column.

WHO, WHAT, WHERE, WHEN, WHY, & HOW

KWhat I Think I KNOW

WWhat I WANT To

Know

LWhat I LEARNED

Using the Title/Cover to Make Predictions

What do you think the title of this book means?

Who do you think Judy Moody is?

Look at the picture on the cover. What are some clues from the picture that might help you make predictions about the story?

Character Sketcher 1

You are invited to learn more about Judy. Please take notes on how Judy acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture Judy’s personality and explain why the words describe Judy.

Reread page 4 and the first paragraph on page 5. Which words describe Judy?____________________________________

She acts _____________________because__________________________________________________________________________

_. Focus on page 4 paragraph 6.

Reread page 19. Which words describe Judy? ______________________________________________________________________________________________________________

She acts_____________________because__________________________________________________________________________

_.

Reread page 24 paragraph one. Which words describe Judy? ______________________________________________________________________________________________________________

She acts _____________________because__________________________________________________________________________

_.

Then, use the passages that describe Judy’s actions and appearance to help you complete an artistic impression of Judy.

Page 1 paragraph 2; page 20 paragraph one; page 15 next to last paragraph.Other passages you noticed.

Character Sketcher 2You are invited to learn more about Stink. Please take notes on how

Stink acts and looks.

To begin, think about “descriptive words” that capture Stink’s personality and try to find passages in Chapter 3 that show how Molly is acting. Think about why or how those words describe Stink in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Chapter 3 that demonstrate Stink acting:

bravewittycleverassertiveannoyingimaginativemelancholysurprised

On page _______paragraph_______ Stink acts ________________________ because/when ____________________________________________________

________________________________________________________________.

On page _______paragraph_______ Stink acts ________________________ because/when ____________________________________________________

________________________________________________________________.

On page _______paragraph_______ Stink acts ________________________ because/when ____________________________________________________

________________________________________________________________.

Then, use the passages that describe Stink’s actions and appearance to help you complete an artistic impression of Stink. Page 19, last paragraph, gives you some information about Stink’s appearance. Are there any other passages you noticed?

Character Sketcher 3

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem.

When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

You will be learning about Mr. Todd. Think about the following traits as you read Chapter 2-Batty for Banana Peels:

boastful

defiantdisgruntledruthlessconceiteddetermined

Implied Character Traits (3)

(Trait) _________________ p.______ par.________(Explanation or proof of trait)

___________________________________________________________________

___________________________________________________________________

(Trait) _________________ p.______ par.________(Explanation or proof of trait)

___________________________________________________________________

___________________________________________________________________

(Trait) _________________ p.______ par.________(Explanation or proof of trait)

___________________________________________________________________

___________________________________________________________________

Character’s Goal: _______________’s goal is to_____________________

__________________________________________________________________.

Problem: _______________’s problem is_____________________________

__________________________________________________________________.

Solution or Possible Solution: ___________________________________

__________________________________________________________________.

“I Poem”

Write an I Poem from the point of view of Judy from Judy Moody Saves the World. Try to get inside your character; help the reader identify with the character’s thoughts, actions, emotions, and personality. If possible, include personification and similes in your poem. You may wish to use the format presented below. Or, you may want to use your own format.

FIRST STANZAI am (two special characteristics)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)

Setting Graphic OrganizerChanges in the

setting during the story: ______________________________________________________

Where does the story take place?

_____________________________________________________________________

When does the story takes place?

________________

_____________

Complete the acrostic poem for the word citizenship.

C

I

T

I

Z

E

N

S

H

I

P

Complete the acrostic poem for the word recycle.

R

E

C

Y

C

L

E

Create a Wanted Poster for one of the Endangered Species:

Any other Endangered specie

Tiger Beetle Shenandoah Salamander Monkey Face Mussel Shiny Pigtoe Bald Eagle You will complete an artistic representation of the character and

then complete the following information for your character:

WantedSpecie name

Time and place last seenPhysical Description

LikesDislikes

Hangout spotsSuspected Whereabouts

Reward amount

Vocabulary Table:Consult the online dictionaries http://www.wordcentral.com/home.html Find the words in Judy Moody Saves the World to see how they are used. Write student friendly definitions.

Tier 2 Words Page #

Student Friendly DefinitionsEspecially 5 Relating to a certain person or thing: particularlyInspiration 13 Something that is inspired or have a particular

thought or feeling Composting 18 Turning one thing into another over timeGooey 35 Being sticky or gross feelingTrudged 38 Walking or marching steadily Grinding 38 Wearing down or sharpening by frictionClomped 39 Walked with much force and angerWrite your own students friendly definition: Make sure you

check to see how the word is used in the book.

Write a Short Definition of the following word:

p. 15 disappearing

What does the prefix “dis-“ mean?Can you think of other words that have the dis- as

a prefix?

Write a Short Definition of the following word:p. 64

harmful

What does the suffix “-ful” mean?Can you think of any other words that use the

suffix –ful?

Vocabulary ActivitiesVocabulary Activities

Spacious

(After finished the book)(After finished the book)You will complete the following chart with child-friendly

definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

Word and Page

Meaning

Spewed, pg. 74

Spacious, pg. 85

Budge, pg. 88

Absolute, pg. 130

What comes to mind when you hear the word spacious? (fill in the bubbles below)

Describe a time when you couldn’t get something to budge.

Can you use spewed and absolute in two different sentences? Is it possible to use both words in the same sentence? Write your sentences below.

Name __________________

Internet Workshop: Recycling and Being a Good Citizen

You will complete an Internet Workshop on Rainforests using the following site:http://kids.mongabay.com/. Be sure to thoroughly read all required

sections on the website and fully answer each question. You are expected to be an active participant within your group during this assignment.

About RainforestsWhat is a rainforest? Use your own words.

____________________________________________________________________

Where are Rainforests found?____________________________________________________________________

What is the largest rainforest in the world?

____________________________________________________________________

How much rain fall does a rainforest get per year?

____________________________________________________________________

What is a canopy and what is it used for?

____________________________________________________________________

What is biodiversity?

____________________________________________________________________

Explain symbiotic relationships between species.

____________________________________________________________________

____________________________________________________________________

Where are many of the largest rainforest animals found?

____________________________________________________________________

Why are rainforests important?Explain at least three different ways rainforests are important.

____________________________________________________________________

How does rainforests help stabilize the world's climate?

____________________________________________________________________

What causes many species to be doomed to extinction?

____________________________________________________________________

What is the role of the rainforests in the water cycle?

____________________________________________________________________

What happens to the moisture and rainfall when forests are cut down?

____________________________________________________________________

What is erosion?

____________________________________________________________________

Rainforest Animals

What percent of plants and animals do rainforests house?

____________________________________________________________________

Why do rainforests have an abundance of plants and animals

____________________________________________________________________

____________________________________________________________________

Describe at least two different mammals that live in rainforests.

____________________________________________________________________

____________________________________________________________________

Describe at least two different birds that live in rainforests.

____________________________________________________________________

____________________________________________________________________

Describe at least two different reptiles or amphibians that live in rainforests.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Describe at least two different insects that live in rainforests.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Why are rainforests disappearing and

how can we help save them?

What or who are the main cause of rainforest destruction or

deforestation?

____________________________________________________________________

Why are rainforests being cut down? Give at least two examples.

____________________________________________________________________

____________________________________________________________________

What are the two main groups responsible for converting rainforests into

farmland?

____________________________________________________________________

What do people who live in and around rainforest depend on?

____________________________________________________________________

What does “TREES” stand for?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

What are a few ways that people can live in ways to do less harm to the environment?

____________________________________________________________________

____________________________________________________________________

What are protected areas?

____________________________________________________________________

Describe at least five ways in which you can help save the rainforests and help the environment.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Author’s CraftMegan McDonald chose her words very carefully, making use of one

primary literary device. It appeals to the reader’s sense of humor by using such figurative language. Along with your partner, find two to four examples of a similie from your reading, after reading Chapters 7 and 8. Then explain how each passage adds meaning to the story.

Example from the book:

Example from the book:

Simile: a comparison that includes the words like or as.

Example from Page 105

“She couldn't help feeling like a green bean” Page 105

Page number:Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Artistic Representation

Now that you have chosen a few examples of similes, please artistically represent one of these

comparisons.

Data Retrieval Chart

List fascinating facts for each category of information. Be sure to continue this chart as you read and discover new information.

Books/ Short Summary of Book

History/Facts about the Rainforest

Facts about Rainforest animals

A few ways humans are hurting the rainforest.

Few ways to help save the rainforest and be a good citizen.

Judy Moody Saves the World by Megan McDonald

Summary:

Magic Tree House Research Guide- Rainforests by Will and Mary Pope Osborne

Summary:

The Magic School Bus: In the Rain Forest by Joanna Cole

Summary:

 

Internet Site:

http://kids.mongabay.com/

Summary:

Animal character listAnimal character listDraw four endangered animals (different from what you used for yourDraw four endangered animals (different from what you used for your

wanted poster) and write a few sentences describing the animal and why itwanted poster) and write a few sentences describing the animal and why it is endangered and what we can do as citizens to help keep these animalsis endangered and what we can do as citizens to help keep these animals

around.around.Make sure to use descriptive words and correct grammar.Make sure to use descriptive words and correct grammar.

Endangered Animal #1

Endangered Animal #2

Endangered Animal #3

Endangered Animal #4

Name _________________________

Vocabulary AssessmentJudy Moody Saves the World

Pick the best choice to describe to word or words in bold.

1. What does an item feel like if it is gooey?A) hot C) hardB) sticky D) icy

2. Judy clomped up the steps.A) walked calmly C) walked with much forceB) walked softly D) walked slowly

3. What does grinding mean (as used in Judy Moody Saves the World)?A) wearing down or sharpen by force C) taking a napB) following a path D) skateboarding trick

4. If something is spacious it is ________.A) unsafe C) crazyB) small in size D) large in size

5. Pick the best choice to describe spewed.A) gushed C) dullB) contained D) slow

Write your own definition of each word as it was used in the book.

6. trudged-

7. especially-

8. inspiration-

9. composting-

10. absolute-

11. budge-

Suffixes and PrefixesFollow the directions with each question.

12. Write the definition of harmful.

13. What does the suffix “-ful” mean?

14. Write the definition of disappearing.

15. What does the prefix “dis-” mean?

Why We Chose…

Judy Moody Saves the World by Megan McDonald, illustrated by Peter H. ReynoldsGrade 3

This is a wonderful and unique book written from the perspective of a third grader, Judy

Moody. In Judy Moody’s third grade class she is learning about the rainforest, endangered

species, recycling, and being a better citizen. Throughout the book Judy is trying to get her

family and classmates to become better citizens by recycling and using products that don’t hurt

the rainforest. The overall theme of the book is a great lesson that all children should learn and

implement.

*URL for internet workshop: http://kids.mongabay.com/E

Additional Resources:Additional Resources:

Fiction:Fiction:

Magic School Bus: In the Rain Forest, The. Written by Joanna Cole and Illustrated by Bruce Degen. 1998. Scholastic. This book is a story through the adventures of Ms. Frizzle and her students to

learn about the Rain Forest. This would be a really neat way to introduce this unit because this book has some awesome illustrations and lots of factual information.

Rain Forest. Written by Helen Cowcher. 1988. Farrar, Straus and Giroux. This is a picture book that starts out by telling the story of the animals of the

Rain Forest being happy in their habitat. It then goes into the story of humans destroying Rain Forests by cutting down tree causing animals to become endangered. This book would be appropriate for all ages.

Recycle Every Day! Written by Nancy Elizabeth Wallace. 2003. Marshall Cavendish. This charming book is about a family of rabbits that practice the three Rs of

recycling. This would be a good book to get students thinking about the three Rs and how they can implement them.

Nonfiction:Nonfiction:

Magic Tree House Research Guide: Rain Forests. Written by Will and Mary Pope Osborne and Illustrated by Sal Murdocca. 2001. Scholastic. This non-fiction text is filled tons on information about Rain Forests and it is

child friendly. This book is great for any learner because it gives fun facts, photos, illustrations, and definitions. We thought this book would be great for students to explore when learning about rainforests and filling out their DRC.

Look Closer: Rain Forest. Written by Barbara Taylor and Photographed by Frank Green Away. 1992. Dorling Kindersley, Inc. This is another information packed book. This book takes a closer look at the

animals of the Rain Forest and the photographs are amazing. This is an exciting way to get students engaged in the unit and to really want to learn. It has great illustrations and is beautifully detailed.

Recycle! A Handbook for Kids. Written by Gail Gibbons. 1992. Little Brown and Company.

This book is an informative handbook that describes the process of recycling from start to finish. The book also explains what happens to certain products once they are recycled.

Trash! Written by Charlotte Wilcox and photographs by Jerry Bushey. 1988. Carolrhoda Books, Inc. This book is used a text book for grade three in North Carolina. Third grade

students complete a whole unit focused on recycling and this is the main text used for it. The book discusses the topic of recycling and helping the Earth. This book would be a great resource to use for the Judy Moody unit.

Poetry:

Collection of poetry on recycling and other great topics. Accessible on the internet: http://www.canteach.ca/elementary/songspoems51.html

These books and website included as extra resources in the unit offer a great variety

of information about the Rain Forests, being a good citizen, as well as recycling. All of these themes are found in Judy Moody Saves the World and would be more deeply explored through the selection and use of these texts. Allowing students access to these books gives them a greater understanding and foundation for the meaning of being a good citizen and saving the Rain Forests, and would help them appreciate nature and what comes from it. They also give more elaboration to the themes only mentioned or discussed subtly in Judy Moody Saves the World. These books emphasis the importance of recycling and being a good citizen to save our earth in an exciting and beautifully illustrated manner.

North Carolina Language Arts Standard Course of Study: Grade 3

Unit Activity NC Language Arts Grade 3Students define Tier 2 vocabulary

with their student packet and complete vocabulary exercises throughout the unit. This word knowledge is assessed at the end of the unit using a multiple choice vocabulary test. Students also examine the author’s craft by investigating similes within the novel Judy Moody Saves the World. Then, students create an artistic representation of a simile found within the text.

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:

wide reading. word study. listening. discussion. book talks. book clubs. seminars. viewing. role play. studying author's craft.

1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.

Students completed a K-W-L before we began the unit to assess what they know, want to know, and learned about recycling and being a good citizen. Students used an array of books to gather their information. Students made predictions about the book by answering questions and completing the using the title activity before reading Judy saves the world. Students complete a Wanted Poster on a endangered specie, making references to the text by providing the required information. An I-Poem was created using specific information gathered from the text.

2.02 Interact with the text before, during, and after reading, listening, or viewing by:

setting a purpose. previewing the text. making predictions. asking questions. locating information for specific

purposes. making connections. using story structure and text

organization to comprehend.

Students completed a character sketcher which asked students to focus on implied character traits by looking at a character’s actions and words. Students added to this throughout the entire text. Students supported evidence of implied traits by the citing page numbers and passages on which they found the supporting evidence. Students also completed a DRC using Judy Moody Saves the world as well as multiple nonfiction texts and an internet resource.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

considering the differences among genres.

relating plot, setting, and characters to own experiences and ideas.

considering main character's point of view.

participating in creative interpretations. making inferences and drawing

conclusions about characters and events.

reflecting on learning, gaining new insights, and identifying areas for further study.

3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

Rubric for Judy Moody UnitRubric for Judy Moody Unit

Activity/Criteria Your points/Total possible points

Concept map on Being a Good Citizen Bubbles are complete with facts

about being a good citizen. /5

KWL Has all components completed. Thought is apparent when

composing questions for W column. /5

Pre-reading Activities All are components are complete. Thought is apparent in predictions

made about the book. /10Character Sketcher 1-3

Traits are included and thorough. Page numbers are included. Artistic representation is complete

and thoughtful./15

(5 pts each)“I” Poem

Written from Judy’s point of view. Follows the given format of an I-

poem, or creates their own interpretation. /10Setting graphic organizer Details are complete and include responses to each of the three categories listed.

/5Acrostic poems (citizenship

and recycle) Complete thought of word choice is

present./10

(5 pts each)Wanted poster

Artistic representation is thoughtful and creative.

Poster includes information about the endangered animal including the following: name, time and place last seen, physical description, likes, dislikes, hangout spots, suspected whereabouts, reward amount.

/5Vocabulary table

Definitions are “child-friendly” Activities are correct and complete

/10Internet workshop-Rainforests

Responses to questions are complete and accurate.

/10Author's Craft

Chart includes 3 or more examples of personification, simile, or onomatopoeia with page numbers.

Explanations are included about how the examples add to the text.

Artistic representations of author’s craft are thoughtful and creative.

/10DRC All 4 questions/categories are

complete for each book and website.

Short summary of each book and website is included.

Student adds to information beyond what is initially asked.

/10Animal Character List

Drawings and sentences are complete. Used different animals than the wanted poster. Correct grammar is used. /10

Vocabulary assessment All answers are complete and correct. Each answer correct is equal to one point. /15

Recycling poster for school Spelling is correct. Creates a positive attitude towards

subject. Creative and unique. /15

Total /145