Multi text Unit
Judy Moody Declares Independence
By: Megan McDonald
Illustrated by: Peter H. Reynolds
Unit by:
Kristi Caldwell
Melody Lo
Multi-Text Selection
“All men are created equal”
It is important for students to know their liberties and freedoms. We selected Judy
Moody Declares Independence for our multi-text unit to educate students about the significance
of the American Revolution. The first cries of independence were demonstrated during the
Boston Tea Party. Tea was dumped into the Boston harbor. Students will be engaged by the
ideas of rebellion and justice while learning curriculum that aligns with the standards such as
,1.01- Identify and demonstrate characteristics of responsible citizenship and explain how citizen
participation can impact changes within a community. This unit also supports several Language
Arts objectives. Objective 3.02, identify and discuss similarities and differences in events, characters,
concepts and ideas within and across selections and support them by referencing the text. This book does
a great job of explaining how the Americans fought for their independence from the British and
comparing today through showing how Judy Moody earned her independence through earning more
allowances.
When referencing the Constitution, we chose a book written by National Geographic.
From evoking photographs to readable charts, The Constitution supplies students with important
information that will better their understanding of the partner text. The pictures of the places
being discussed are shown in the non-fiction text. This is excellent for students who are visual
learners. Together the novel and the non-fiction go hand in hand when teaching students about
life, liberty, and the pursuit of happiness. It is vital that Third graders learn about citizenship and
freedoms.
For the third grade technology curriculum, objective 1.14, identify, discuss, and use
terms/concepts, makes the internet workshop useful. Several websites are listed and students are to cipher
through each site and search for information. In doing so the class will discuss internet terms and concepts
for example students must understand what a URL address and where it is located on a web page in order
to load an address to search for information. After researching information about the Boston Tea
Party, students will write a limerick poem with the information gathered. The Language Arts
objective, 4.04 states using planning strategies to generate topics to organize ideas. After collecting
information students will use various graphic organizers to place their found information and plan and
organize ideas for composing their limerick poem.
The websites for the internet workshop are as listed below:
1.
2.
3.
4.
http://www.kidspast.com/world-history/0361-boston-tea-party.php
http://www.socialstudiesforkids.com/articles/ushistory/bostonteaparty.htm
http://kids.aol.com/homework-help/boston-tea-party
http://www.radessays.com/viewpaper/20959/Tragic_Hero.html
Standards and Objectives
Standards and Objectives
The Social Studies objective 1.01- Identify and
demonstrate characteristics of responsible
citizenship and explain how citizen
participation can impact changes within a
community.
The Language Arts objective, 3.02 identify and
discuss similarities and differences in events,
characters, concepts and ideas within and
across selections and support them by
referencing the text.






Activities
Historical Non-fiction text
Judy Moody - Paul Revere and Sybil
Ludington
Comparing historical texts in relation to
the events in Judy Moody.
Concept of Independence Day
Vocab-O-Gram
Limerick
Technology curriculum, objective 1.14, Internet workshop
identify, discuss, and use terms/concepts.
 websites
 url address
The Language Arts objective, 4.04 states using Limerick graphic organizers
planning strategies to generate topics to
organize ideas.
Unit Outline
Day 1 – Before Reading and Pre-Reading Activities
Concept Map on the Declaration of Independence (Small Group)
From the cover (Individual)
Vocab-O-Gram/Predict-O-Gram (Individual)
Day 2 and 3 – Read and Work on Section 1 (Chapters 1 - 3)
Section 1 Vocabulary Activities (Individual)
Discussion Director (Individual)
Character Sketcher and Artistic Representation – Tori (Individual)
Day 4 – Section 1 Discussion
Discuss Character Sketcher - Tori (Small Group/Whole Group)
Day 5 and 6 – Historical Non-fiction Text
Shared reading pages 6-7, 18-19, 26-30 (Whole Group)
Write a journal reflection of the shared reading.
Day 7 - Discuss Historical Non-fiction Text
Discuss journal entries
Day 8 and 9 – Read and Work on Section 2 (Chapters 4 -6)
Section 2 Vocabulary Activities (Individual)
Character Sketcher and Artistic Representation – Judy Moody (Individual)
Day 10 – Section 2 Discussion
Discuss Character Sketchers (Small Group)
Day 11 -Teach limerick
Direction instruction, teach about limerick and marinate students in limerick poems (Whole
Class)
Day 12 and 13 – Internet Workshop and DRC
Workshop (Small Group) and complete DRC (Individual)
Day 14 – Limerick
Workday (Individual)
Day 15 and 16 - Read and Work on Section 3 (Chapters 7 - 11)
Section 3 Vocabulary Activities (Individual)
Wanted Poster – Stink (small group)
Double Diary Entry (Individual)
Day 17 – Section 3 Discussion
Discuss Wanted poster (Whole Group)
Day 18 - Assessment
Final-Vocabulary Assessment (Individual)
Present Limerick (Individual)
Concept Map
Please use the following pattern to create a concept map; brainstorm
ideas and connections you have to the Declaration of Independence.
Create a Bubble Concept Map (like the one below), and write these ideas
in bubbles surrounding the Declaration of Independence. Complete this
map in your literature notebook. Also, you may wish to think about the
following concepts: Independence Day and Freedom, Liberty and
Justice.
Ex: Declaration of Independence – July 4th fireworks, red white and blue
Declaration of
Independence
From the Cover
www.judymoody.com
Before opening your text to begin reading take a few minutes to study the front and back
covers of the book and answer the following questions.
Ex: I think the significance of the book’s title; Judy Moody Declares Independence is
that it tells the readers that the book is going to be about the declaration of
independence.
1. What do you think is the significance of the book’s title?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. By looking at the picture what do you believe the book may be about?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Read the book’s description on the back of the front cover. What are some challenges
you believe Judy Moody will face?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Vocab-o-gram/Predict-o-gram
Judy Moody Declares Independence by Megan McDonald illustrated by Peter H. Reynolds
Vocabulary: Revolution, Virginia, Redcoat, Beaver, Stink, Declaration of
Independence, Boston Tea Party, Freedom, Liberty tree, Quill Pen, Alien Rights,
Henry Wadsworth Longfellow, Class 3T
Use the words above and the title of the book to help you make predictions about the
following elements of story; write your predictions in your journal/notebook.
Ex. Setting: Virginia, Liberty Tree
Setting
Characters
What is the setting likely to be?
Who are possible characters in the
novel?
Problem
Characters’ Goals
What might some problems be for the
characters?
What are likely goals for some of the
characters?
Solution
Prediction/Questions
What are possible solutions to the
problems?
Any other predictions?
Do you have any questions about how
the story might evolve?
Character Sketcher 1
You are invited to learn more about Tori. Please take notes on how
Tori acts and looks.
 To begin, reread the following passages, determine “descriptive words” that
capture Tori’s personality and explain why the words describe Tori.
Ex. She acts foreign because she has a funny accent.
 Reread page 24 and page 25. Which words describe
Tori?________________________________________________________
 She acts ______________________because_________________________
_____________________________________________________________.
 Reread page 30. Which words describe
Tori?_____________________________________
 She acts _______________________because________________________
_____________________________________________________________.
 Reread page w31 through 34. Which words describe
Tori?_____________________________________
 She acts _____________________because_____________________
_______________________________________________________.
In this novel, the descriptions of the characters are not stated explicitly. It is up to
the reader to use context clues to make their own assumptions of how the
characters look. Based on what you have read so far, draw a picture of Elijah and
in a paragraph, provide an explanation of why you believe he looked this way
based on what you have read. Include page and paragraph numbers for evidence.
Draw your picture in the space below.
Discussion Director Section I (pp. 1-34)
Directions: Your job is to involve the students in your group by thinking and talking about the section of
the book you have just read. You are going to ask questions that really help the students in your group
think about the reading. Your questions should require students to discuss their interpretations of the text
and connect background experience and knowledge with the text. You want all students involved in the
discussion and talking about issues that come up during the reading.
Your job as the Discussion Director is to come up with five (5) thinking questions. You really
want to make your group THINK about the reading. You are trying to make sure everyone in your group
understands or comprehends the reading. It is very important that you ask your group critical thinking
questions and NOT easy, right- there, in-the-book questions. You want the members of you group to
stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may
wish to begin your questions with the following words/phrases:
Who?, What?, Where?, When?, Why?, How?, If_______ then________?
You need to write down the following:
1. the questions
2. your answers to your questions
3. the page numbers where the students can reference the text to justify their responses to your
questions
You may want to focus on the following events when thinking about and developing your questions:
 The Boston Tea Party: cause and effect
o Major events that occurred and why they happened
 The patriotism of Paul Revere
 The Beaver
 The signing of the Declaration of Independence
 Boston, Massachusetts
 The American Revolution
 The Freedom Trail
 Be sure to ask about facts and opinions
Examples of a few good thinking questions might be:
1. How did men sneak aboard the Beaver and what did they do while on the Beaver?
2. What did King George to make the American angry?
Character Sketcher 2
You are invited to learn more about Judy Moody. Please take notes on
how Judy Moody acts and looks.
 To begin, reread the following passages, determine “descriptive words” that
capture Judy Moody’s personality and explain why the words describe Judy
Moody.
Ex: She acts creative because she decided that she and Tori would make up their
own slogans on the backs of their sugar packets.
 Reread page 38, paragraph 2 and 3. Which words describe Judy
Moody?_____________________________________
 She acts _____________________because_____________________
_______________________________________________________.
 Reread pages 50 through 52. Which words describe Judy
Moody?______________________________________________________
 She acts ______________________because_________________________
_____________________________________________________________.
 Reread page 60 paragraph 2 and 3. Which words describe Judy
Moody?_____________________________________
 She acts _______________________because________________________
_____________________________________________________________.
In this novel, the descriptions of the characters are not stated explicitly. It is up to
the reader to use context clues to make their own assumptions of how the
characters look. Based on what you have read so far, draw a picture of Elijah and
in a paragraph, provide an explanation of why you believe he looked this way
based on what you have read. Include page and paragraph numbers for evidence.
Draw your picture in the space below.
Wanted Poster
Create a Wanted Poster for Stink or any other MAIN character.
You will complete an artistic representation of the character and then complete the following
information for your character:
Wanted
Character name
Ex: (Mom – Kate Moody)
Wanted For…
Ex: (Denying Judy her Independence)
Physical Description
Personality
Interests
Main Goal in Life
Dislikes
Hang Outs
Suspected Whereabouts
Time and Place Last Seen
Limerick Master
From what we have studied, in your reading groups create a limerick.
Choose a concept we discussed from reading the book, Judy Moody
Declares Independence. For example you may wish to write a limerick
about the declaration of independence or about Paul Revere or Sybil
Ludington.
1. Pick a topic.
2. Complete graphic organizer on your topic.
3. Draft your limerick.
Remember Limericks have a total of 5 lines. Three lines have eight or
nine syllables. The 1st, 2nd and 5th lines rhyme and have eight or nine
syllables total. The 3rd and 4th lines rhyme with each other and have five
or six syllables total.
For example:
Once there was a man named Paul Revere
Who rode in darkness without any fear.
His mission to worn
To save others from morn
Today a hero, forever dear.
Use your graphic organizer as tool to help you write your limerick.
4. Revise and edit your limerick.
5. Final copy of limerick.
6. Present limerick.
Words and Phrases
Write down in the boxes below descriptive words and phrases
Author:
Title:
Internet Workshop
Use the Websites listed to research a vital component of our history. Work with partners to learn
more about the Boston Tea Party. After completing the activity, you will be an expert on who,
what, when, where, and how the events occurred. This event was important to the United States
history by being the first cries of independence. It was a key event in the growth of the
American Revolution.
Go to the following bookmarks and use them to help you answer the following questions:
1.
2.
3.
4.
Who Was Involved in the Boston Tea Party?
What Happened after the Boston Tea Party?
Why Did the Boston Tea Party Occur?
Who are the sons of liberty?
Websites
5.
6.
7.
8.
http://www.kidspast.com/world-history/0361-boston-tea-party.php
http://www.socialstudiesforkids.com/articles/ushistory/bostonteaparty.htm
http://kids.aol.com/homework-help/boston-tea-party
http://www.radessays.com/viewpaper/20959/Tragic_Hero.html
More Questions
1. How did the websites help you understand the Boston Tea Party?
2. Did all of the websites have the same information, if not, how was it different?
3. In your own words, describe why the Boston Tea party occurred. Did your research
answer any questions you had about the subject?
4. Describe something interesting you learned from this assignment.
Data Retrieval Chart (DRC) -Boston Tea Party
Resources
1. Who was
2. Why did
3. What
4. Who
involved in the
the Boston
happened
were the
Boston Tea
Tea Party
after the
sons of
Party?
occur?
Boston Tea
liberty?
Party?
1. http://www.kidspast.com/worldhistory/0361-boston-tea-party.php
9. http://www.socialstudiesforkids.com/articl
es/ushistory/bostonteaparty.htm
10. http://kids.aol.com/homework-help/bostontea-party
Boston Tea Limericks
Using the information found from the internet workshop, write a limerick using the information
about the Boston Tea Party. You could create a limerick about being a person watching the
event or even write in the perspective of someone who participated in the throwing of the tea into
the Harbor. Make sure to follow the guidelines discussed in class. A limerick consists of five
lines with a distinct rhyming scheme. Use the examples from class and create your own
limerick.
Limerick: The limerick is a five-line poem that is usually humorous in nature. The poem is
made up of a triplet and couplet, meaning that three of the lines rhyme in the same manner, and
the remaining two rhymes in a different manner. Lines one, two and five make of the triplet,
while lines three and four make up the couplet.
Words and Phrases
Write down in the boxes below descriptive words and phrases
Author:
Title:
Additional Sources
1. The Boston Tea Party by: Pamela Edwards
2. Joining the Boston Tea Party by: Diane Stanley
3. Boston Tea Party: Rebellion in the Colonies Book: By James E. Knight
4. If You Lived in Colonial Times By Ann McGovern.
5. If You Sailed on the Mayflower in 1620 Book: By Ann McGovern.
6. Paul Revere: Boston Patriot Book: By Augusta Stevenson.
7. The Boston Tea Party Book: By Steven Kroll.
8. If You Lived At The Time Of The American Revolution by: Kay Moore
9. If You Were There When They Signed the Constitution by: Elizabeth Levy
10. Paul Revere's Ride by: Henry Wadsworth Longfellow
Limerick Rubric
Categories
Graphic
Organzier
Exemplary
3
Graphic organizer is
complete and
descriptive and
content is directly
related to students
poem.
Proficient
2
Graphic
organizer is
complete but
content does not
relate to
students poem.
Satisfactory
1
Graphic organizer
is partially
complete and
content does not
relate to students
poem.
Unsatisfactory
0
Graphic organizer
is incomplete.
Organization is
evident. Poem is
clear and easy to
follow.
Although
organization is
present poem is
hard to follow
and unclear.
Organization is
incomplete Poem
is confusing and
hard to follow.
Organization is
not present.
Poem consists of
random
information.
Total
Points
___/3
Organization
___/3
Completeness
All qualities of
Limerick poem are
present. 5 lines,
three eight or nine
syllable lines (1st, 2nd
and 5th) that rhyme,
and
two five or six
syllable lines (3rd and
4th) that rhyme with
each other.
Qualities of
Limerick poem
are complete.
But rhyme or
syllable schemes
were not
followed
completely.
Qualities of
Limerick poem
are partially
complete.
Qualities of
Limerick poem
are incomplete.
___/3
Creativity and
Originality
Students work
demonstrated
originality and
showed creativity.
Students work
demonstrated
some originality
and some
creativity.
Students work
reflected little to
no originality and
some creativity.
Students work did
not reflect any
originality and no
creativity.
Neatness and
work ethic
Students work is
easy to read and
demonstrates hard
work. Overall
product quality is
exemplary.
Students work is
easy to read and
demonstrates
hard work.
Overall product
quality is
satisfactory
Students work is
rushed. Overall
product quality
needs
improvement.
Students work is
sloppy and
rushed. Overall
product quality is
poor.
___/3
___/3
Content
Students
demonstrate clear
understanding of
the appropriate
Students
demonstrate
some
understanding
Students
demonstrate
little
understanding
No
understanding
of the
appropriate
Effort
events,
concepts, or
characters within
the poem.
of the
appropriate
events,
concepts, or
characters
within the
poem.
and or confuses
appropriate
events,
concepts, or
characters
within the
poem.
events,
concepts, or
characters were
demonstrated
within the
poem.
Student
demonstrated
exemplary
effort in work.
Student
demonstrated
satisfactory
effort in work.
Student
demonstrated
unsatisfactory
effort in work.
No effort was
demonstrated in
work.
Total points = ________/21
___/3
___/3
DOUBLE ENTRY DIARY: Section 3
You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your
diary, rereading, and discussing throughout these entire books of historical fiction and nonfiction.
As you are assigned your reading, you write one entry from Section 3 of Judy Moody Declares
Independence. You will find important words, quotations, or passages from the book. Then you will
explain why those words, quotations, and passages are important—in other words, when you read
them, what do those words mean to you?
You will write each entry so that it looks something like this table:
From the book (words, quotes, passages).
Please include the page and paragraph.
What it means to me
Quote: “Only traitors drink tea from England.”
(p. 83)
Inference/Question: We know from our study
that the Colonial Americans boycotted tea
from England by throwing tea overboard.
Because Judy’s mother agreed to drink the tea
this shows that Americans no longer are
boycotting tea.
“I’ll be a traitor.” (p. 84)
Below are options that you may choose to write about and how you might organize your thoughts:
Significant passage copied from the text;
include page and paragraph #.
Connections or reactions to recorded
statement
1. Quote
Reaction (How you feel about the quote)
2. Quote
Connection (Self, Text, World)
3. Quote/Picture
Inference (What you think it means)
4. Quote
Question
5. Prediction
6. Question you have or something
you don’t understand
What Really Happened (You will complete
this after you know)
Answer or possible answer
7. Fact
Your Opinion
8. Effect (What happened?)
Cause (Why did it happen?)
9. Author’s Craft (Simile, metaphor,
personification)
Explanation of what it means and how it
adds importance to the passage
As you are reading, think about the following:




What kinds of things does Judy do to gain her independence?
Boston Tea Party
Responsibility
Judy’s determination and perseverance for more allowances.
Vocabulary Activity Section 1
As you are reading chapters 1-3, look for the words listed below. Predict what you think each word
means. Then find the definition in the dictionary.
List of Words
Declaration
Page
#
1
Revolution
2
Taxes
2
Independence
3
Mumbled
9
Redcoat
25
Jealous
33
Student Definition
Fill in the Blanks Section 1
Complete the sentence using a word from the word bank.
Word Bank
Declaration
Revolution
Taxes
Jealous
Redcoat
Mumbled
Independence
1.
2.
3.
4.
5.
6.
7.
Thomas Jefferson wrote the ______________ of Independence.
When Judy was given the sugar packets, she knew her brother would be _____________
The American _____________is an important part of history.
A British soldier was sometimes referred to as a ___________.
Judy _______________the answer to her father.
Judy Moody declared __________________ from brushing her hair.
The tea was thrown overboard because they did not want to pay _____________.
Vocabulary Section 2
As you are reading chapters 4-6, look for the words listed below. Predict what you think each word
means. Then find the definition in the dictionary.
List of Words
Page
#
Harbor
36
Earn
38
Nark
43
Student Definition
Alien
52
Declare
53
Freedom
54
Responsible
56
Fill in the Blank Section 2
Complete the sentence using a word from the word bank.
Word Bank
Harbor
Pounds
Nark
Alien
Declare
Freedom
Responsible
Earn
1.
2.
3.
4.
5.
6.
7.
Judy Moody declared __________________ from going to bed early.
You must ____________ tokens.
Students who complete their work are ____________students.
They threw the tea into the _____________.
Tori’s mom was being a ___________when she did not let her stay with Judy.
I am going to _________________ war.
Until you are a citizen, you are considered an ________________.
Vocabulary Activity Section 3
As you are reading chapters 7-11, look for the words listed below. Predict what you think each word
means. Then find the definition in the dictionary.
List of Words
Page
#
Wilted
72
Trolley
83
Traitors
83
Stout
86
Protest
86
Abandon
92
Inspired
106
Student Definition
Fill in the Blanks Section 3
Complete the sentence using a word from the word bank.
Word Bank
Wilted
Trolley
Traitors
Inspired
Abandon
Stout
Protest
I ____________________in my chair when I saw my bad grade.
I was ____________________to make cookies when I watched the food program on television.
A cat was living in the alley because someone __________________ it there.
We rode the _______________________ all the way through town.
The dog was very lean and __________________________.
I plan to ____________________against animal abuse by holding signs Saturday.
When Josh did not want to be on my team, I called him a _______________________.
Vocabulary Assessment
Use the definitions below to match the word to the definition.
Name:_________________________________________________
1. To become limp
2. The war between the American colonies and Great Britain
3. Bitter in rivalry
4. Self –support
5. A street car
6. One who betrays
7. Strong in body
8. A sheltered body of water that ships port
9. A British Solider
10. An informer
11. Belonging to another place
12. To make official
13. Being free from restraint
14. A formal announcement either oral or written
15. Fees due
16. Ability to act without guidance
17. To not speak clearly
18. To deserve something due to effort
19. To object
20. To withdraw from help
21. To affect
a) Wilted pg. 73
b) Revolution
c) Jealous
d) Independence
e) Trolley pg. 82
f) Traitors pg. 83
g) Stout pg. 86
h) Harbor pg. 36
i) Redcoat
j) Nark pg. 43
k) Alien pg. 52
l) Declare pg. 53
m) Freedom pg. 54
n) Declaration
o) Taxes
p) Responsible pg. 56
q) Mumbled
r) Earn pg. 56
s) Protest pg. 86
t) Abandon pg. 92
u) Inspired pg. 106
Word Bank
Activity
Pre- Activities
 Concept Map
 From the Cover
 Vocab-O-Gram
Vocabulary
 Activities 1, 2 and
3
Student Rubric
Complete
Incomplete
All actives are
Activities are
complete to
incomplete and or
satisfactory.
missing.
+3
All activities are
complete to
satisfactory.
+3
Activities
Discussion Director
0
Activities are
incomplete and or
missing.
0
Points Total
Additional
comments:
___/3
Additional
comments:
___/3
Activity is complete
and accurate.
Activity is incomplete
and or missing.
Additional
comments:
+3
All activities are
complete and
accurate.
0
Activities are
incomplete and or
missing.
___/3
Additional
comments:
+3.
Activity is complete
and accurate.
0
Activity is incomplete
and or missing.
___/3
Additional
comments:
Wanted Poster
+3
Activity is complete
and accurate.
0
Activity is incomplete
and or missing.
___/3
Additional
comments:
DED
+3
Activity is complete
and accurate.
0
Activity is incomplete
and or missing.
___/3
Additional
comments:
0
___/3
Additional
comments:
Character Sketcher: 1, 2
and 3
Historical Non-fiction
text: journal
+3
Other Assignments
Internet Workshop
___/3
Additional
comments:
Limerick Poem
All activities are
complete to
satisfactory.
+3
Total points:_____/27
Activities are
incomplete and or
missing.
0
___/3
Additional
comments:
___/3