Multi-text Study
Judy Moody
Saves
the
World!
By: Megan McDonald
Why did I choose Judy Moody Saves the World?
I chose the novel, Judy Moody Saves the World!, by Megan McDonald, because I
wanted to share the importance of the rainforests in an age of new construction and
development. This book focuses on the importance of the rainforests and the different
species living in the rainforest and the need to protect them by recycling. The safeties of
different species in the rainforest are being threatened. Without proper care and concern for
these species, they may soon become extinct. This book relays several important messages
about ecosystems and human interaction with animals. I think that after students read Judy
Moody Saves the World!, they will have a better appreciation for animals living in the
rainforest and a greater concern for their well being. Hopefully, this book will also inspire
students to speak up about what they believe in and take action when others won’t, following
Judy Moody’s character example with recycling and saving the rainforest.
I chose Tropical Rain Forest, by April Pulley Sayre, as the nonfiction book to
accompany Judy Moody Saves the World! because I think it really captures how
magnificent rainforests are. It mainly focuses on what rainforests are and where they are
located. The photographs in this book are simply amazing. The photographs depict a
variety wildlife that inhabit the rainforest. There is no doubt in my mind that students will be
excited about rainforests after reading this book and looking at the pictures.
When developing the Internet workshop to go along with this multi-text unit, I was able
to find a vast amount of websites on rainforests. It was evident that with the publishing of
Judy Moody Saves the World!, rainforests have become a very hot topic across the nation.
The main point that I wanted to get across to my students in this internet workshop was that
we must take action to save not only the different endangered species in the rainforest, but
we need to have a better understanding of how the rainforest helps earth’s ecosystem. I
supplied my students with a website about rainforests and the different species that live in
the rainforests. Then, I invited them to explore their lifestyle, habitat, and lifecycle. I also
invited them to find out how people around the United States are taking action to ensure
that they remain on this earth for a long time. After they complete this Internet workshop, I
hope they have a better appreciation for rainforests, and I hope that they too will take action
to help an endangered species.
This Internet workshop also directly correlates with
NCSCOS social studies objectives for 3rd grade.
3rd Grade Social Studies NCSCOS Objectives:
Competency Goal 1: The learner will characterize qualities of good citizenship by
identifying people who made a difference in the community and other social
environments
1.01 Identify and
demonstrate characteristics of responsible citizenship and explain how
citizen participation can impact changes within a community.
Texts:
McDonald, Megan. Judy Moody Saves the World. Cambridge, Massachusetts:
Candlewick Press. 2002.
 Reading Level: 3rd grade
Sayre, April Pulley. Tropical Rain Forest. New York, NY: Scholastic Inc., 2002.
 Reading level: 3rd grade
Website used in Internet workshop:
 http://www.zoomschool.com/subjects/rainforest/
Additional websites:

http://www.kidsrecycle.org/index.php
This site gives useful information for children and teachers. There are lots of
facts, activities, and resources.
North Carolina Language Arts Standard Course
of Study:
Grade 3
Unit Activity
NC Language Arts Grade 3
Students define Tier 2 vocabulary with
1.01 Apply phonics and structural
their student packet and complete
analysis to decode words (e.g., roots,
various vocabulary. The student’s
suffixes, prefixes, less common vowel
knowledge of the vocabulary words is
patterns, syllable breaks).
assessed at the end of the unit using a
1.02 Apply meanings of common prefixes
multiple choice final vocabulary test.
and suffixes to decode words in text to
Students also examine the author’s craft
assist comprehension.
by investigating similes and
1.03 Integrate prior experiences and all
onomatopoeia within the novel, Judy
sources of information in the text
Moody Saves the World. Then,
(graphophonic, syntactic, and semantic)
students create an artistic representation
when reading orally and silently.
of two similes found within the text in
1.04 Increase sight vocabulary, reading
order to compare the two. During
vocabulary, and writing vocabulary
“Discussion Director” students create
through:
text based on discussion questions for
their small groups.

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.
1.06 Read independently daily from selfselected materials (consistent with the
student's independent reading level) to:

increase fluency.

build background knowledge.

extend vocabulary
Before, during and after reading
2.01 Use metacognitive strategies to
students will complete a K-W-L. I will use
comprehend text (e.g., reread, read
this to assess what the students know
ahead, ask for help, adjust reading speed,
before, want to know and learned from
question, paraphrase, retell).
reading the texts. Students also interact
2.02 Interact with the text before, during,
with the text and make inferences and
and after reading, listening, or viewing by:
evaluations by perusing and browsing
three different areas full of books and
information on rain forests, recycling and
the environment. Students will use an
Internet workshop to seek additional
information about rain forests. Students
will also complete a learning
log/response journal as a means of
connecting the text to the student’s

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.
personal experiences. Students will
create higher level thinking questions to
ask classmates, complete with pages
numbers in the text to support their
answer.
2.03 Read a variety of texts, including:

fiction (short stories, novels,
fantasies, fairy tales, fables).

nonfiction (biographies, letters,
articles, procedures and
instructions, charts, maps).

poetry (proverbs, riddles,
limericks, simple poems).

drama (skits, plays).
2.04 Identify and interpret elements of
fiction and nonfiction and support by
referencing the text to determine the:

author's purpose.

plot.

conflict.

sequence.

resolution.

lesson and/or message.

main idea and supporting details.

cause and effect.

fact and opinion.

point of view (author and
character).

author's use of figurative language
(e.g., simile, metaphor, imagery).
2.05 Draw conclusions, make
generalizations, and gather support by
referencing the text.
2.06 Summarize main idea(s) from written
or spoken texts using succinct language.
2.07 Explain choice of reading materials
congruent with purposes (e.g., solving
problems, making decisions).
2.08 Listen actively by:

facing the speaker.

making eye contact.

asking questions to clarify the
message.

asking questions to gain additional
information and ideas
Students will complete a character
3.02 Identify and discuss similarities and
sketch that asks students to focus on
differences in events, characters,
implied character traits by looking at a
concepts and ideas within and across
character’s actions and words. Students
selections and support them by
will add to this throughout the entire text.
referencing the text.
And complete a visual to accompany the
information. Students support their
evidence of implied traits by the citing
page numbers and passages on which
they found the supporting evidence.
Students develop a Reader’s Theatre
4.01 Read aloud grade-appropriate text
presentation of sections from Judy
with fluency, comprehension, and
Moody Saves the World.
expression
Students will write an “I Am” poem using
4.07 Compose a variety of fiction,
a main character from Judy Moody
nonfiction, poetry, and drama selections
Saves the World. Students will create a
using self-selected topics and forms (e.g.,
Reader’s Theatre script from a section
poems, simple narratives, short reports,
of the novel and perform it in class.
learning logs, letters, notes, directions,
Students will write a feature news story
instructions).
about Judy Moody’s class’s contribution
to the environment and the situation with
the burrowing owls!
Additional Unit Books
Non Fiction
Willow, Diane. At Home in the Rain Forest. Charlesbridge Publishing, August 1992.
This book describes some of the plants and animals that can be found in the rain forest
and how each plant, bird, animal and insect exists in relationship to the others. This would be an
excellent book to use with third graders because it will help the students see colorful visuals of the
animals in the rainforest, whereas in the book, Judy Moody Saves the World!, the few pictures it has is
black and white. At Home in the Rain Forest has colorful pictures to strike the interest of the students.
Wexo, John Bonnett. Endangered Animals. Mankato, Minnesota: Creative Education, 1990.
This book has pictures of endangered animal species that accompany an explanation of why some
animals are threatened and what people can do about it. This would be a wonderful kickoff book for Judy
Moody Saves the World! because it will prepare students for when Judy is assigned an endangered
species to research and help them understand why Judy’s teacher wants his class to research these
particular animals.
Gibbons, Gail. Nature's Green Umbrella. HarperTrophy, 1997.
This book describes the climatic condition of the rainforest, as well as the different layers of plants and
animals that comprise the ecosystem.
Dorros, Arthur. Rain Forest Secrets.
This book describes the characteristics, various forms of plant and animal life, and destruction of the
world's rainforests.
Pratt, Kristin Joy. A Walk in the Rainforest. Dawn Publications, 1992.
An ABC book about animals found in the rainforest.
Guiberson, Brenda Z. Rain, Rain, Rain Forest. Henry Holt and Co., 2004.
The text follows creatures such as a sloth, capuchin monkeys, and a poison-dart frog as they move
through their habitat. The author conveys the relationships among different animals by describing their
activities at various times of day.
Fiction
Cherry, Lynne. The Great Kapok Tree . Voyager Books, 1990.
If a tree falls in the forest, someone or something will always be there to hear it. Many, many creatures
will feel the effects when their source of sustenance and shelter falls to the earth. So when a man is sent
into the Amazon rain forest one day, under instructions to chop down a great kapok tree, many eyes
watch him nervously. It's not long before he grows tired, though, and the "heat and hum" of the rainforest
lulls him to sleep. One by one, snakes, bees, monkeys, birds, frogs, and even a jaguar emerge from the
jungle canopy to plead with the sleeping ax-man to spare their home. When the man awakens, startled at
all the rare and marvelous animals surrounding him, he picks up his ax as if to begin chopping again, then
drops it and walks away, presumably never to return.
Cowcher, Helen. Rain Forest.
The animals of the rain forest sense danger when they hear rumblings and see a huge tractor invading
their home, but a huge storm washes the machine away.
Worth, Bonnie. If I Ran the Rain Forest: All about Tropical Rain Forests. Random House
Children’s Books, 2003.
The Cat in the Hat takes Sally and Dick for an “umbrella-vator” ride through the understory, canopy, and
emergent layers of a tropical rain forest, encountering a host of plants, animals, and native peoples along
the way.
Moore, Eva. The Magic School Bus: In the Rainforest. Scholastic, Inc., 2001.
This adventure takes the Ms. Frizzle and her class deep into the rain forest. The gang is on a quest to
find out why Ms. Frizzle's cocoa tree has stopped growing cocoa beans. In addition to learning all about
why trees become unhealthy, readers will learn all about life in a rain forest.
All of the above books will be available for students to self-select and read on their own. It is very important for teachers to
provide additional reading for students to expand their knowledge and understanding of the subjects being taught. There is no
doubt that students will have questions about the rainforests while they are reading Judy Moody Saves the World!. Having
resources available about rainforests and endangered wildlife in rainforests will encourage students to expand their knowledge and
interest in this unit. I hope to expand the depth of their knowledge, foster awareness and understanding of culture, and lead
them to personal growth by encouraging them to be excited about reading and learning! Books can open up a student’s imagination
and allow them to think and experience new things. When I am a teacher, I hope to set an example for my students that reading
can be fun!
Judy Moody Saves the
World!
Literary Packet Outline
WEEK ONE
Before Reading: Day 1 (Small Group and Individual)
 “What I Noticed About These Areas” Activity
o Students will view books, pictures, and websites related to:
rainforests and vocabulary related to rainforests.
o Students will complete a worksheet about what they noticed
about these areas.
 K-W-L on rainforests
 Read Tropical Rain Forests by April Pulley Sayre in groups
 Predictions of Story Elements
 Read pages 1-14 (Chapter 1) as a class
Pg. 15-25 (Chapter 2) Day 2
 Discuss ABC Book Assignment (Whole Group)
 Begin Character Sketcher: Characterization (Individual)
Pg. 26-41 (Chapters 3) Day 3 (Small Group and Individually)
 Discussion Director (Small Group)
 Vocabulary Worksheet (Week 1)-Introduce and begin
 Vocabulary Activity (Week 1) in packet,
individually
Pg. 42-54 (Chapter 4) Day 4
 Double Entry Diary (Individual)
 Vocabulary Activity (Week 1) continued in
packet (Individual)
Pg. 55-63 (Chapter 5) Day 5
 Author’s Craft (Whole Group)
 Artistic Representation (Individual)
 Begin Internet Workshop (Pairs)
WEEK TWO
Pg. 64-77 (Chapter 6) Day 6
 I Poem (Whole Group, then Individual)
 Vocabulary Worksheet (Week 2) and Activity in packet
Pg. 78-94 (Chapter 7) Day 7
 Feature Story (Pairs)
 Internet Workshop continued (Pairs)
 Vocabulary Activity (Week 2) continued in packet (Individual)
Pg. 95-106 (Chapter 8) Day 8
 Learning Log/ Response Journal
(Individual)
 Vocabulary Activity (Week 2) continued in
packet (Individual)
Pg. 107-121 (Chapter 9) Day 9
 Poems for Two Voices (Pairs)
 Reader’s Theater (Small Group)
 Wanted Poster (Individual)
 Vocabulary Activity (Week 2) continued in
packet (Individual)
Pg. 122-127 (Chapter 10) Day 10
 Performance of Reader’s Theater, Poem for Two Voices and
presentations of Wanted Posters
WEEK THREE
Pg. 128-145 (Chapter 11) Day 11 (whole group)
 Revisit Story Elements Predictions
 Completion of “L” (K-W-L)
Day 12
 ABC Book (whole group)
 Final Vocabulary Assessment (individual)
Judy Moody
Saves the World!
By Megan McDonald
~
Tropical Rain Forest
By April Pulley Sayre
“Today, let’s come up with ways we can help save the earth. Sometimes
it’s good to start small. Think of ways we can help at home. In our families.
And at our school.”
-Mr. Todd
Name: __________________________
Name: ________________________________________
What I Noticed About
These Areas
AREA 1
AREA 2
AREA 3
K-W-L
You will be completing a K-W-L on the rainforest. Think about what you know, what you
want to know, and finally what you have learned. 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
K
What I Think I
KNOW
W
What I WANT To
Know
L
What I LEARNED
After reading Tropical Rain Forest by April Pulley Sayre and gaining an understanding of your topic, go
back to the “K” column and see if any of the ideas you ‘”thought you knew” were inaccurate. Check any of them
that are inaccurate, according to the text. Rewrite any of your statements that were inaccurate so that they are
correct. Then go to the “L” column and begin grouping or categorizing what you have learned.
Before You Read: Look carefully at the front and
back covers of Judy Moody Saves the World!. Write
down your predictions about the following:
Setting (Time and Place): When and Where do you
think this book takes
place?___________________________________________________
__________________________________________________________
Characters (The people, animals, or objects around
which the action of the story is centered): Who do you
believe the main characters in the book will
be?______________________________________________________
__________________________________________________________
Problem(s) & Solution(s) (What goes wrong in the story
and how is it solved?): What do you predict will be the most
significant problems in this book? How do you believe the
problems may be solved?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Write down any other questions or predictions:
__________________________________________________________
__________________________________________________________
BOOK
Choose one or two items from the chart below to create pages for an
alphabet book for all to share. Each page should include a large capital
letter, an illustration or some artistic impression, and a paragraph (at least 5
sentences) explaining your letter representation. Design your page with an
interesting format and type font. Your page should be vertical. The following
words are examples you may use but are not limited to:
A
B
C
D
E
Apple core
Bats
Contest
Dung beetle
Egg shells
Adopt
Beach
Compost
Decorate
Energy
Endangered
F
G
H
I
J
Funeral
Genius
Honorable
mention
Isopod
Jitter bugs
Global warming
Humankind
K
L
M
N
O
Knock
Log cabin
Moose
Nocturnal
Oxygen
Kindling
Lava
Mascot
Ozone
Littering
P
Q
R
S
T
Picasso
sQuishy
Reflexes
Sling
Tree bark
Planet
aQuarium
Rubbish
Stamps
Toad
Pollution
Recycle
U
V
W
X
Y
Use
Vampire
Wild
Ms. TuXedo
Yogurt
rUbber
remoVe
Water
encYclopedia
Z
gaZillions
Character Sketcher
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 a sketch or illustration 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
really 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 your 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.
Character’s Name: __________________________________________
Section and title of the book you are reading:
_____________________________________________________________
Implied Character Traits (3)
1. (trait)____________ p. __ par. ___
(explanation or proof of trait)
____________________________________________________________________________________
____________________________________________________________________________________
2. (trait)____________p. __par.____
(explanation or proof of trait)
____________________________________________________________________________________
____________________________________________________________________________________
3. (trait)___________p. ___par.____
(explanation or proof of trait)
____________________________________________________________________________________
____________________________________________________________________________________
Character Goal:
_____________________’s goal is to ___________________________________________________.
Problem :
____________________’s problem is __________________________________________________
___________________________________________________________________________________.
Solution or Possible Solution:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Discussion Director
Judy Moody Saves the World!

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
5 thinking questions. Your
teacher really wants you to help the students in your group to go back to the book to
find their answers if they don’t know them. So, to help this run very smoothly, you
need to write down the questions, your answers to your questions, and the page
numbers where the students can reference the text to justify their responses to your
questions.

When developing your questions, think about the contest, Judy Moody’s class’s
contribution to the environment, and the class project.
Remember to ask BIG, FAT, JUICY THINKING QUESTIONS!!
No skinny questions allowed!
Vocabulary
(Week 1)
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
cranky
p. 12
discussion
p. 17
complicated
p. 40
squirmed
p. 42
specimen
p. 52
Meaning
Vocabulary Activities (Week 1)
Word Networks
 What people, things, situations, or words come to mind when you think
about the word endangered? (p. 42)
Synonyms and Antonyms
Synonym
Word
Antonym
famous (p. 5)
save (p. 18)
important (p. 42)
Sentence Stems/Idea Completions
 Do not change the original format of the worksheet
because____________________________________________________
____________________________________________________________.
 You do not hunt endangered animals because ______________
____________________________________________________________.
Questions, Reasons,
Examples
 If something is disappearing what is
happening to it?
 If you were to protect someone from a
bully, what are some things you would do?
Examples and Non-examples
Which would best illustrate the word wiggled?

A caterpillar that slowly crawls along
your finger?

A flag flapping in violently in the wind?
Making Choices
 Which of the following could be described as famous? Circle your
answers:
1.
a giraffe
2.
Michael Jordan
3.
a mouse
4.
a telephone pole
5.
an elephant
Double Entry Diary
You are invited to complete a Double-Entry Diary for this section
of the book. Remember to write down the quotation or passage and
the page number on the left side of your paper. On the right side of
your paper, write your response or personal reactions and
connections to what was written in the left column.
Here’s an example to start with:
Quotation/Passage and
page number
“If we want to take care of our planet,
it helps to begin in our own backyard.”
Pg. 43
Your response, reactions,
and connections to the
quotation or passage.
If I want to change the world, I can do
it at home by recycling newspapers,
plastic bottles, and aluminum cans. I
can also use less paper in order to
prevent more trees from being cut
down to make paper. When eating or
drinking at meals, I can use washable
plates, cups, and silverware instead of
disposable one so I can reduce garbage
and waste at home.
Double Entry Diary
Now, it’s your turn… Go for it!
Quotation/Passage and
page number
Your response, reactions,
and connections to the
quotation or passage.
Author’s Craft
Megan McDonald chose her words very carefully, making use of several interesting literary devices. They
appeal to the reader’s senses and sense of humor by using such figurative language. Find two examples of
each listed below. Then explain how each passage adds meaning to the story.
Page number:
Page number:
Example:
Example:
What does this
passage add to
the story?
What does this passage
add to the story?
Onomatopoeia : a word(s)
that imitates the sound it
represents
Page number:
Page number:
“Bzzzzzz! at last the bell
rang like a sweet chorus of
buzzing tiger beetles, and
she, Judy Moody was GO-N-E, gone.” Page 67
Example:
Example:
What this passage adds
to the story:
What this passage adds to the
story:
Simile: a comparison that
includes the words like or
Page number:
Page number:
“We should call it Bottle
Mountain” said Rocky.
“Double cool,” said Frank.
“It looks like a giant
igloo.” Page 126
Example:
Example:
What this passage adds
to the story:
What this passage adds to the
story:
as
Artistic Representation
Now that you have chosen two examples of similes,
please artistically represent one of these
comparisons. You may use any artistic medium. The
following are options: colored pencils, watercolors,
pastels, collage, etc. Enjoy!
Rainforest Internet Workshop
Welcome to the Rainforest! You are now being hired as a Rainforest Animal Expert. There are
many people who want to get rid of the beautiful rainforest to make money from the land. Over
half of all plant and animal species live in the rainforest. Your job is to learn as much as you can
about the importance of the rainforest and what kinds of wonderful creatures live in the
rainforest.
Now that you have learned about the rainforest from the book Judy Moody Saves the World! By
Megan McDonald, use the following website below to research the rainforest even further. Once
you have visited the following site, you should be able to answer the three questions below.
Hurry, the rainforest and the wonderful creatures need you!
Website: http://www.zoomschool.com/subjects/rainforest/
Questions:
1. Where does the Mandrill live and who are their predators?
2. Where are the largest rainforests located?
3. Why is the tropical rainforest so important to the Earth’s ecosystem?
“I Poem”
Write an I Poem from the point of view of a main character in 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 STANZA
I am (two special characteristics you have)
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 STANZA
I pretend (something you actually 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 STANZA
I 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)
Vocabulary
(Week 2)
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
awareness
p. 66
nudged
p. 69
ancient
p.80
envy
p. 103
glare
p. 114
Meaning
Vocabulary Activities (Week 2)
Word Networks
 What people, things, situations, or words come to mind when you think
about the word stubborn? (p. 76)
Synonyms and Antonyms
Synonym
Word
crowded (p. 70)
Antonym
ignore (p. 90)
grouchy (p. 109)
Sentence Stems/Idea Completions
 The award for first place in baseball was special
because____________________________________________________
_____________________________________________________________.
 The house fire was an emergency because____________________
_____________________________________________________________.
Questions, Reasons, Examples
 Why would you brainstorm when you have a school project?
 When would you have made a promise to someone?
Examples and Non-examples
Which would best illustrate something in ruin?

A grass-stained shirt?

A war-torn city that has been bombed?
Making Choices
 Which of the following would be something that would annoy you? Circle
your answers:
1.
a buzzing mosquito in your face
2.
joyful music
3.
recess
4.
a hot, fresh, chocolate chip cookie
5.
a nagging teacher
Writing a Feature Story
EXTRA! EXTRA! READ ALL ABOUT IT! You are invited to write a
feature story (using Microsoft Publisher) discussing the endangered
animals project Judy Moody’s class had to do and do a story about their
contribution to the environment. Be sure to include the special award the
class received as a major part of your story. You can use Judy Moody, the
principal, other classmates, and the museum guide as sources for your
story. You will need to do the following:

Think of a name for your newspaper—(for example: “The Recycling
Times”)
o For common newspaper names see the following:
http://en.wikipedia.org/wiki/List_of_common_newspaper_name
s

Write an interesting title for your feature story—(for example:
“Bringing the Planet Back To Life One Class At A Time”)
Make sure to include quotes from witnesses at the ceremony, Judy
Moody, and the other classmates.
Make sure spelling and grammar are correct!
Be creative!!!
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When writing a feature story remember:
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The main purposes of a feature story are to set the tone and grab the
reader’s attention--to draw the reader in—to make him or her curious.
A chronological or narrative pattern of organization is used.
The final paragraph should complete the story.
The best ways to do this are to refer back to the lead or use a quote
to refer to the future.
The story should reflect the subject’s character and personality.
Feature stories should contain direct quotes.
Write creatively, use color and imagination, and cause people to
come ALIVE with your writing.
Learning Log/ Response Journal
Judy and her classmates were given a mission to find out facts about endangered species
in the Virginia area. Instead of just stopping at finding out information, they decided to
try to help the environment even more. Even though one class cannot do it all, they were
recognized for their efforts. They knew that every contribution made to the Earth is a
step in the right direction. Try to think of a time when you noticed something wasn’t right
or needed to be fixed. Did you tell anyone about it? Did the people you tell believe you
and help you fix the problem? If not, what did you do? Did you end up fixing the problem
in the end? Explain.
WANTED
Your job is to create a wanted poster for an
endangered species from the book.
You will complete an artistic representation of the suspect
and then complete the following information for the
wanted poster:
Wanted:
Character name
Time and Place Last Seen
Physical Description
Acts
Likes
Dislikes
Hang Outs
Suspected Whereabouts
Be creative and have fun!
Poem for Two Voices
Select two main characters from the book Judy Moody Saves the
World!, and compose a poem for two voices. Think of something that
the characters might have different views about. Then, get them to talk
to one another. Use the poem by Paul Fleischman or Allan Wolf as a
model for your writing. To read Fleischman’s and Wolf’s poems, you
need two voices. Lines written across from one another are read
together. Although these poems rhyme, yours doesn’t have to. In
addition, you are invited to include an artistic representation that
symbolizes a theme in your poem.
You may want to write your poem with a partner. You might also want
to write a poem for three or even four voices.
Reader’s Theatre

Megan McDonald reveals the characters in Judy Moody Saves the World by how
they speak, what they do, and by how they look. The narrator allows for the reader to
“hear” the characters’ voices. You are invited to prepare a Reader’s Theatre
presentation for a scene from the book. The scene should be no less than 2 pages
and no longer than 8 pages. Read Readers on Stage: A Guide to Reader’s
Theater (or Readers Theatre) by Aaron Shepard to help you with the process.
http://www.aaronshep.com/rt/Tips.html

In one form of Reader’s Theatre, students are assigned to read both the narration
and the dialogue in certain sections of a book. A narrator(s) reads the non-dialogue
parts. If the non-dialogue parts become long, or are more than one paragraph at a
time, there is often more than one narrator. The students sit on stools or chairs in the
front of the classroom. No scenery or props are necessary.

The focus is for students to read and re-read the script so that in the end, they will
perform the reading with fluency, appropriate prosody (phrasing and expression), and
a complete and thorough understanding of the text. Because props are minimal,
students read from their scripts, and use their expression, intonation, rate and other
prosodic features to convey the meaning of the story to audience members.
Name: ____________________________________
Final Vocabulary Assessment
Multiple Choice
Directions: Circle the best response or responses:
1. Which of the following is the most ancient item?
a. computer
b. map
c. washing machine
2. Which of the following is a characteristic of a cranky person?
a. someone who gripes a lot
b. someone who can lift 100lbs
c. someone who bruises easily
3. Which of the following would be a reason why someone would
glare at something or someone?
a. the item is very interesting
b. someone said something offensive to anger the person
c. it is someone or something likeable
4. If someone nudged you, what might you do next?
a. roll on the floor
b. give them your attention
c. cry and scream
5. When would be a time when you might squirm under pressure?
a. you are sitting outside the principal’s office
b. you are at an amusement park
c. while shopping for toys
6. During school, we had bus safety awareness to show us
appropriate bus behavior. What does awareness mean?
a. putting on clothing
b. being fearful of something
c. gaining knowledge or notice about something
7. I showed envy when my classmate wore a new pair of shoes that
I liked. What does envy mean?
a. unhappy with someone because of a wanted item
b. happiness
c. stealing because you don’t like someone
8. Which of the following is complicated?
a. saying the alphabet
b. color-by-number
c. a maze
9. Which of the following is an example of a discussion?
a. talking about a book
b. watching television
c. going to school
10. What type of specimen do we study in science?
a. maps
b. the solar system
c. insects
Rubric
Activity/Criteria
NOTE: This packet is to be word-processed!
Your
points/Total
possible points
Pre-Reading Activities
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Examples are complete; thought and effort is demonstrated
K-W-L is complete
Predictions of Story Elements complete
/5
Page for ABC Book
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Information is correct and interesting
Information is organized
Design is creative, colorful, and inviting
/5
Character Sketcher
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Sketch includes thoughtfully selected information about the
character, including 3 implied character traits, problem and
solution, and character goal
Artistic Impression is creative and demonstrates knowledge of
information given in text regarding character’s physical
description
/5
Discussion Director


Questions displays insight into novel’s main events and themes;
questions are “higher-level”
Answers are provided and when appropriate, page #’s
/5
Vocabulary Definitions and Activities

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Definitions are “child-friendly” and correct
Activities are correct and complete
/5
Double-Entry Diary

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Example is well chosen, well explained and thoughtfully crafted
Provides more than one thoughtful idea/supporting reason
/5
Internet Workshop (1 workshop complete)

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Notes reveal thoughtful preparation for participation;
Information in graphic organizer, PowerPoint or poem is
correct and well organized; main ideas are present.
/10
 Visual representation is present.
Author’s Craft
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Chart includes 2 well-chosen examples of simile and onomatopoeia
from the novel
Explanations are included of how figurative language adds
meaning to the text
Artistic representation is thoughtful and creative
/5
“I Poem”
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Is in the form of an I poem
Includes thoughtfully chosen words and images to reveal
character
Includes alliteration, simile or metaphor
/10
Learning Log/Response Journal
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Log/journal is complete
Includes thoughtful comments and connections to text
Includes connection to personal life
Answers question
/5
Feature Story
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Interesting lead grabs the reader
Concise, organized, and creative story which includes
necessary details and reveals understanding of main
character’s personality
Specific examples in text are referenced
Word choice is thoughtful and demonstrates an
understanding of the historic nature of the events as well as
free from grammar and spelling errors
/10
Poem for Two Voices
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Poem reveals insight into characters selected
Poem includes dialogue that is true to the characters
Artistic representation is creative and thoughtful
/5
Reader’s Theatre
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Script is carefully planned and well-organized
Dialogue and narration are present
Performance rubric:
Intonation
Clarity
Expression
Fluency
/10
Missing Poster
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Biographical information is present
Includes thoughtfully chosen words and images to reveal character
Information is presented creatively (not just listed)
Artistic representation is creative and thoughtful
Final Vocabulary Assessment (1pt each)
/5
/10
Total:
/100