Why and How Kids Do Their Part:
A Multi-Text Unit of Study
By: Ryan Cook and Kay Ann Fite
Judy Moody Saves the World!
By: Megan McDonald
“Rare! Tomorrow we can tell Mr. Todd how we started to heal the
world…Why didn’t I think of it before? HEAL THE WORLD!
That’s it!”
Rain Forests: Magic Tree House Research Guide
By: Will and Mary Pope Osborne
1
Multi-Text Unit Outline
Judy Moody Saves the World
Week One
Day One- Before Reading
Launching the unit:

Centers-Internet Workshop (DRC) and Other Literature Resources
(Small Groups)………………………………………………………………Page

K-W-L (Small Groups)…………………………………………………….Page
Day Two-Pre-Reading
Activities:

Make Predictions Using the Cover Page, Title and Picture-Walk (Small
Groups)………………………………………………………………………Page

Establish Purpose for Reading (Small Groups)…………………………Page
Day Three-Reading Chapter: Crazy Strips Contest
Activities:


Author’s Craft (Individually)………………………………………………Page
Vocabulary I (Whole Group)………………………………………………Page
2
Day Four-Reading Chapter: Batty for Banana Peels
Activites:


Contest for the Rainforest (Individually)…………………………………Page
Vocabulary Practice (compost & endangered)……………………………Page
Day Five-Reading Chapter: A Mr. Rubbish Mood
Activities:

“I Am” Poem about Judy (Individually)………………………………………Page

Vocabulary Practice (global-warming & inspiration)………………………Page
Week Two
Day Six-Reading Chapter: Pigtoes, Pumas, and Pimple backs
Field Trip:

Museum of Life and Science, Raleigh…………………………………Pages
Activity:

Vocabulary Practice (littering & pollution)……………………………Page
Day Seven-Reading Chapter: Beetle Emergency
Activities:

Endangered Animal Poster(Individually)………………………………Pages

Vocabulary Practice (recycle & specimen)………………………………Page

Vocabulary II (Whole Group)………………………………………………Page
Day Eight-Reading Chapter: Pond Scum
3
Activities:

Character Sketcher (Individually)…………………………………………Page

Vocabulary Practice (adhesive & brainstorm)…………………………Page
Day Nine-Reading Chapter: Luna Two
Activities:

Adventures in Tree-Sitting (Individually)…………………………………Page

Vocabulary Practice (erosion & habitat)…………………………………Page
Day Ten-Reading Chapter: Batty for Band-Aids
Activities:

Vocabulary Practice (ozone, solar-powered, & spacious)……………Page
Week Three
Day Eleven-Reading Chapter: Project P.E.N.C.I.L.
Activities:

Acrostic Poetry (Individually)………………………………………………Page

Vocabulary III (Whole Group)………………………………………………Page
Day Twelve-Reading Chapter: Batty for Bottles
Activities:

Ecological Expedition……………………………………………………Page
4

Vocabulary Practice (uproar & fink)……………………………………Page
Day Thirteen-Reading Chapter: The Winking Disease
Activities:

Award-Winning Ideas (Small Groups)……………………………………Page

Vocabulary Practice (chrysalis, ecosystem, & assembly)………………Page
Day Fourteen-Summing Up
Conclusion:

KWL (Whole Group)……………………………………………………………Page

Vocabulary Assessment (Individually)………………………………………Page
5
Centers and Internet Workshop
You are invited to have a wonderful adventure while
we explore many concepts surrounding rainforests and
their importance to us, as human beings, and to the
environment. In small groups, you will be given time at each
of the centers around the room including the computer
center, where an internet workshop is set up so that you
can complete the Data Retrieval Chart provided for you.
Also, do not forget to follow the instructions on the K-W-L
sheet that is also part of your group’s responsibility during
this center time. The link to the internet workshop is as
follows:
http://kidsbegreen.wordpress.com/
6
Data Retrieval Chart (DRC)
Rainforests
Resources
What is a
rainforest?
What is the
canopy?
Zoom
Rainforest
Mongabay
Other
Resources
7
Where is the
What kinds of
rainforest?
animals live in
(Name at least
the
five countries.)
rainforest?
Resources
Why are
rainforests
important?
How does the
rainforest
help the global
climate?
Who lives in the
What is
rainforest?
deforestation
and why is the
rainforest
vanishing?
Zoom
Rainforest
Mongabay
Other
Resources
8
K-W-L Worksheet
You and your group will be completing a K-W-L on recycling and rainforests to
explore the information you think you know, the information you would like to
know, and after more investigation, what you have learned. As your group
visits each center, fill in your chart with the information you find as well as any
prior knowledge you have on either recycling or rainforests. Be sure to use
words like who, what, where, why, when, &how when creating your questions
for the “W” column.
K
W
L
What we know
What we want to
What we learned
and still need to
learn
find out
9
Make Predictions Using the Cover &Title
1) What do you think the title of this book means?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2) How old do you think Judy Moody is?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
3) Why do you think Judy Moody is dressed the way she
is?
__________________________________________________________
__________________________________________________________
10
__________________________________________________________
__________________________________________________________
11
Picture Walk
Using complete sentences, write your thoughts and
predictions about what the pictures for each of these
chapters suggests is going on in the story.
1) Crazy Strips Contest
2) Batty for Banana Peels
3) A Mr. Rubbish Mood
4) Pigtoes, Pumas, and Pimple backs
5) Beetle Emergency
6) Pond Scum
7) Luna Two
8) Batty for Band-Aids
9) Project P.E.N.C.I.L.
10) Batty for Bottles
11) The Winking Disease
12
What Are We Looking For?
Having questions in mind for reading establishes a purpose;
therefore, answers the “why am I reading this?” question many
students pose before beginning a selection. This purpose should
not only direct your reading towards a goal, but should also help
focus your attention. Read the following questions and keep them
in mind as you read Judy Moody Saves the World!
1. Who is Judy Moody?
2. What are her interests?
3. Who else is in the story?
4. When/where does the story take place (setting)?
5. What can I learn by reading this story?
6. What is the problem?
7. Who is affected by the problem?
8.
How is the problem resolved?
9. How does the story end?
10.
What is the author’s purpose?
13
Author’s Craft
There are many ways that author’s carefully chose their words
so that readers stay interested and entertained with their text.
Many of these ways are examples of figurative language. In her first
chapter of Judy Moody Saves the World, Megan McDonald keeps
her readers engaged by using figurative language. Given the
definitions, match each example with its correct type. Also, do not
forget to explain how it adds to the meaning of the story.
Pg 1 “Stink,
didn’t you
ever hear of
going knock,
knock?”
Pg 4 Judy
flashed her
best
anaconda eyes
at Stink.
Pg 12
decorate the
ankles of
millions
Pg 12
“Nobody
wants a
cranky Crazy
Strip.”
alliteration-
hyperbole-
The repetition
of usually initial
consonant
sounds in two or
more neighboring
words or
syllables
Big
exaggeration,
usually with
humor
onomatopoeia- metaphor-
Explain:
Explain:
Naming a thing
or an action by
imitating the
sound
associated with
it
Comparing two
things by using
one kind of
object or using
in place of
another to
suggest the
likeness between
them
Explain:
Explain:
14
Pg 14 “big
blue box”
personificationGiving
something
human
qualities
Explain:
Judy Moody-Vocabulary I
As a class we will conduct research using our online resource,
http://www.merriam-webster.com/home.htm, our scholastic
dictionaries, as well as our context clues from the text to create
definitions that are student-friendly and will be helpful in the
practice and mastery of the words in the following table.
Tier 2 Words
compost
Pg #
Student-Friendly Definitions
21
endangered
42
global-warming
39
inspiration
13
littering
19
pollution
32
recycle
18
specimen
52
15
Rainforest Animals
Judy Moody entered the Crazy Strips Contest to show her support for “healing
the earth.” Color your animal for the coloring contest to show your support
for rainforest conservation. Explain why the conservation effort is important
in the space below.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Rainforest Animals
Judy Moody entered the Crazy Strips Contest to show her support for “healing
the earth.” Color your animal for the coloring contest to show your support
for rainforest conservation. Explain why the conservation effort is important
in the space below.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
16
__________________________________________
__________________________________________
Rainforest Animals
Judy Moody entered the Crazy Strips Contest to show her support for “healing
the earth.” Color your animal for the coloring contest to show your support
for rainforest conservation. Explain why the conservation effort is important
in the space below.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Rainforest Animals
Judy Moody entered the Crazy Strips Contest to show her support for “healing
the earth.” Color your animal for the coloring contest to show your support
for rainforest conservation. Explain why the conservation effort is important
in the space below.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
17
__________________________________________
__________________________________________
18
Vocabulary Practice—Have you ever?
Describe a time that you might use compost.
______________________________________________________________________________
Would you compost things like plastic or glass?
______________________________________________________________________________
What kinds of materials make up compost?
______________________________________________________________________________
Describe what happens when something is endangered.
______________________________________________________________________________
Are house cats endangered?
______________________________________________________________________________
What kinds of things are endangered?
______________________________________________________________________________
Word Association
What words might go with the word compost? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What words might go with the word endangered? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
19
“I Am” Poem
An “I Am” poem is a good way to focus on a character’s characteristics.
For the chapter titled A Mr. Rubbish Mood use the following outline as a
guide to write an “I Am” poem for Judy Moody. Imagine that you are Judy
Moody. What would your thoughts, actions, and feelings be? Think about
using Judy’s point of view as you write your poem.
FIRST STANZA
I am (2 special characteristics you have)
I wonder (something of curiosity)
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 bothers you)
I cry (something that makes you sad)
I am (the first line of the poem repeated)
20
THIRD STANZA
I understand (something that is true)
I say (something you believe in)
I dream (something you dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
21
Vocabulary Practice— Sentence Stems/Idea Completions
The government is worried about global-warming because…
______________________________________________________________________________
______________________________________________________________________________
We can help prevent global-warming by…
______________________________________________________________________________
______________________________________________________________________________
Many children get inspiration from super heroes because…
______________________________________________________________________________
______________________________________________________________________________
We find inspiration in times when someone or something is in need because…
______________________________________________________________________________
______________________________________________________________________________
Word Networks
What people, things, situations, or words come to mind when you think about
the word global-warming?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What people, things, situations, or words come to mind when you think about
the word inspiration?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
22
Museum of Life and Science Field Trip
Our class is planning a field trip to the Museum
of Life and Science in Raleigh. The purpose of this
field trip is to raise awareness of endangered
species. During our unit on Megan McDonald’s
Judy Moody Saves the World we will be learning
about the importance of recycling and protecting
the environment. The students will explore the
museum to learn about the many species that are
being endangered by deforestation and pollution.
Please sign and return the attached permission slip.
(Date)
Cost:
 Museum fee $9.50
 Transportation fee $5.00
 Bagged Lunch- Standard Student Lunch
23
PERMISSION SLIP FOR FIELD TRIP
_________________________________________
(Facility’s Name)
_______________
(Today’s Date)
________________________ has a special field trip planned and would like
(Name of Class)
your permission to take your child.
Date of Trip_________________________ Departure Time________________
Location of Trip______________________ Return Time___________________
Phone(_____)________________________ Method of Travel_______________
Driver(s) __________________________________________________________
To give permission, please sign the lower half of the permission slip and
return it to the class by __________________________.
(Date)
(keep the top half for your information)
--------------------------------------------------------(cut along dotted line and return this half)
PERMISSION SLIP FOR FIELD TRIP
Child’s Name_______________________________________________________
(Last)
(First)
I give permission for my child to attend with _________________________and
(Name of Class)
staff on a field trip to ____________________________ on ________________.
(Location of Trip)
(Date)
I can be reached at (______)________________________ during the hours of
(Phone)
the field trip.
________________________________________ ______________
signature of parent/guardian
date
24
Vocabulary Practice— Making Choices
 If any of the things I say might be examples of situations
that describe littering, say littering. If not, don’t say
anything.
1.
throwing trash into a garbage disposal
2.
tossing a napkin out of the car window
 If any of the things I say might be examples of situations
that describe pollution, say pollution. If not, don’t say
anything.
1.
dark clouds of smog in a city
2.
clear, clean water in a nearby stream
Alike and Different
What is alike or different about these words: littering and recycling?
__________________________________________________________________
__________________________________________________________________
What is alike or different about these words: pollution and waste?
__________________________________________________________________
__________________________________________________________________
25
Endangered Animal Poster
Draw a picture of your assigned endangered animal in the space below.
26
Vocabulary Practice—Questions, Reasons, Examples
 If you were going to start to recycle, you might start by
recycling plastic bottles. Why? What are some other items to
recycle that you know about?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 In science, you might study a specimen. What might interest
you about a specimen? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Sentence Stems/Idea Completions
 People who care about the environment recycle because…
__________________________________________________________________
__________________________________________________________________
 Scientists study a specimen so that they can…
__________________________________________________________________
__________________________________________________________________
27
Judy Moody-Vocabulary II
As a class we will conduct research using our online resource,
http://www.merriam-webster.com/home.htm, our scholastic
dictionaries, as well as our context clues from the text to create
definitions that are student-friendly and will be helpful in the
practice and mastery of the words in the following table.
Tier 2 Words
adhesive
Pg #
Student-Friendly Definitions
105
brainstorm
69
erosion
61
habitat
61
ozone
70
solar-powered
81
spacious
85
28
Character Sketcher
You are invited to explore some passages that pinpoint some of Stink’s
characteristics. In small groups, fill in your discoveries in the spaces provided.
To begin, reread the following passages, determine “descriptive words” that
capture Stink’s personality and explain why the words describe him.

Reread page 69 and the first four paragraphs on page 70. Give some
words to describe Stink?______________________________________________

He acts_____________________ because __________________________________
________________________________________________________________________
_______________________________________________________________________.
Focus on page 69 and 70.

Reread pages 74 and 75. Which words describe Stink? ___________________
_______________________________________________________________________

He acts_____________________ because __________________________________
________________________________________________________________________
_______________________________________________________________________.
Focus on page 74 paragraph four.

Reread pages 76. Which words describe Stink? __________________________
_______________________________________________________________________

He acts_____________________ because __________________________________
________________________________________________________________________
_______________________________________________________________________.
Then, use the passages that describe Stink’s actions and appearance to help
you complete an artistic impression of Stink.
29
Vocabulary Practice—Have You Ever?
 Describe a time when you might use the word adhesive.
 What kinds of things make good adhesive?
 Describe a time when you might use the word brainstorm.
 What kind of place do you like to be in when you brainstorm?
Cloze Passages
When the __________ was not successful in keeping the poster on
the wall, the teacher had to ______________ about another way to
hang it.
30
Adventures in Tree-Sitting
Julia Butterfly Hill is best known for living in a 180-foot tall, roughly 1500year-old California Redwood tree for 738 days from December 10, 1997 to
December 18, 1999. She lived in “Luna," the Redwood, to prevent loggers from
cutting it down. Judy “Monarch” Moody decided to climb a tree of her own so
that “everybody will learn how important trees are.” This series of clips will let
us learn more about Judy’s role model.
http://www.youtube.com/watch?v=FyLiOnmBZLw
http://www.youtube.com/watch?v=DT0LkvYNnfY&feature=related
http://www.youtube.com/watch?v=UXc_1V6-u4I&feature=related
After viewing the clips, answer the following questions.
 Why did Julia Butterfly Hill decide to live in the tree?
 What is clear cutting?
 Was Julia successful in her efforts?
31
Vocabulary Practice— Applause! Applause!
Clap to show (not at all, a little bit, a lot) if you think the
words will help protect against erosion.





Rocks
Wind
Trees
Plants
Water
Clap to show (not at all, a little bit, a lot) if you think the
words would make a safe habitat for you.





Tree
Log house
Cave
Brick house
The woods
Alike and Different
What is alike or different about these words?
erosion and water
habitat and house
32
Vocabulary Practice—Word Lines
Place the phrases on a word line from the least surprising to the
most surprising and explain why you placed them there.
How surprised would you be if:
 There was no Ozone?
 Your whole entire house was solar-powered?
 Your classroom was so spacious you could play a game of
soccer in it?
Least
Most
Surprised __________________________________Surprised
Sentence Stems/Idea Completions
Our world’s ecosystem is getting damaged because of __________.
A car being solar-powered is different because _________.
I wish my house was spacious so that I could. _________.
33
Inspirational Poetry
Acrostic poems are simple poems in which the first letter of
each line forms a word or phrase (vertically). An acrostic poem can
describe the subject or even tell a brief story about it. Your
challenge is to create your own acrostic poem about the rainforest
using your book as inspiration for the way you choose your words.
You can talk about the components of the rainforest, the problems
rainforests face, things we can do to save the rainforest, etc.
34
35
36
Judy Moody-Vocabulary II
As a class we will conduct research using our online resource,
http://www.merriam-webster.com/home.htm, our scholastic
dictionaries, as well as our context clues from the text to create
definitions that are student-friendly and will be helpful in the
practice and mastery of the words in the following table.
Tier 2 Words
uproar
Pg #
fink
116
chrysalis
121
ecosystem
131
assembly
133
Student-Friendly Definitions
112
37
Ecological Expedition
Judy and her class did a bottle drive to contribute to
their cause to help the environment. Our class will be
going around the school collecting recyclables. We will go
through trash cans in the cafeteria, outside, and the
nearby park. We must be sure to be safe, as the trash can
sometimes contain dangerous objects. We will all be
wearing gloves and we will work in groups of three. Two
people will collect the recyclables while the third holds the
boxes we will use to hold them.
38
Vocabulary Practice—Examples and Non-examples
Where would an uproar likely occur?
 After a score at a football game
 While reading a book in the library
Who would be more likely to encounter a fink?
 A police officer talking to a criminal
 A dentist while pulling someone’s teeth
Word Associations
Which word goes with tattle-telling? Why?
__________________________________________________________
__________________________________________________________
Which word goes with a loud celebration? Why?
__________________________________________________________
__________________________________________________________
39
Award-Winning Ideas
Judy and her class received the giraffe award for their hard
work sticking their necks out for their cause to save the rainforest.
Throughout our study of rainforests and recycling, we studied many
important topics. As a group, discuss what you have learned and
create a list of what stands out as the most important or worthy of
award. List your ideas under the trophy below.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
40
Vocabulary Practice—Alike and Different
What is alike or different about these words:
 Chrysalis and Shelter?
__________________________________________________________
__________________________________________________
 Environment and Ecosystem?
__________________________________________________________
__________________________________________________
 Assembly and Meeting?
__________________________________________________________
__________________________________________________
Cloze Passages
After school Mr. Cook had to meet some friends at a/an
___________.
This meeting covered science, here he found out that we
all live in some type of _____________.
Every morning Ms. Fite comes out of her house, while a
butterfly may come out of a _____________.
41
42
Vocabulary Final Assessment
Choose the correct letter for the underlined word.
1. If you were an inspiration to others they would:
A. Ignore you.
B. Look up to you.
C. Find you to be boring.
2. If you were going to recycle something you would be:
A. Throwing it in a trash can.
B. Tossing it out a window.
C. Putting it in a sorted bin.
3.
During global warming, the earth gets:
A. Hotter
B. Colder
C. Larger
4. If something is solar-powered, its power source is:
A. Water
B. The sun
C. Wind
5. Things that make up an ecosystem include:
A. Animals
43
B. Words
C. Stars
Write your own definitions for the following words:
6. littering7. composting8. pollution9. endangered10. specimen11. erosion12. ozone13. chrysalis14. fink-
Write a synonym for each the following words:
15. habitat-
16. brainstorm-
17. spacious-
18. adhesive-
19. uproar-
20. assembly-
44
RUBRIC
Activity
Points
Internet Workshop and Center Work
 Internet Workshop DRC- minimum of 18 answers
 KWL-sections complete
Pre-Reading Activities
 Making Predictions-thoughtful predictions applied
 Picture Walk-minimum of 10 entries
 Establish Purpose for Reading
Author’s Craft
 Correctly connects figurative language to examples
 Gives complete explanations
Coloring Contest
 Coloring complete
 Full explanation with attention to standard writing
conventions
“I Am” Poem
 Thoughtful effort is apparent
 All stanzas are complete
Endangered Animal Poster
 Endangered animal is illustrated with sincere effort
Character Sketcher
 Answers to questions are complete
 Attention to standard writing conventions
Adventures in Tree-Sitting
 Answers complete
 Answers to questions show thoughtful consideration to
the clips presented
Acrostic Poetry
 Poem expresses complete and pertinent ideas about the
rainforest
 Poem shows consideration of the unit material covered
Ecological Expedition
 Sincere efforts were demonstrated
 Worked as a team-effort
45
/20
10 pts each
/30
10 pts each
/10
/5
/10
/5
/15
/10
/10
/5
Award-Winning Ideas
 Ideas are well thought out and complete
 Ideas clearly connect to unit material
Vocabulary Activities
 Activities are complete and accurate
Vocabulary Assessment
 Answers are complete and show sufficient knowledge
for the vocabulary terms
TOTAL
46
/10
/90
10 pts each
/30
250
Judy Moody Saves the World by Megan McDonald
Illustrator: Peter H. Reynolds
Publisher: Candlewick Press
Copyright 2004
Grades 3-5
This book is centered around Judy Moody, and her realizing the danger
our rainforest are in. Judy and her brother enter an adhesive bandage design
contest, but at she doesn't have any ideas. Then a class environmental
preservation project motivates her imagination, as well as a new mission. Judy’s
teacher is teaching the class about rainforest and how they are being
impacted. Judy takes it upon herself to do something about it. At first she
goes about it a little too extreme, but as the story goes on the reader learn all
types of interesting facts about the rainforest. Judy tends to continue, and
47
while bandage-art fame fails her and praises her brother, she does come up
with a class recycling project that makes a difference. At the end on the book
Judy and her class raise money by recycling to buy trees to be planted back.
Because of Judy’s action she is rewarded by the school by receiving an award.
This chapter book is great for any upper elementary, it tends to bring out a
laugh, plus the reader is constantly learning facts. The reader is persistently
learning how our everyday lives are killing are rainforest. This book is the best
book to open children’s eyes to simple little things that we do are affecting
rainforest thousands of miles away, and that everyone can do little things to
help the rainforest out.
Rain Forests by Will Osborne and Mary Pope Osborne
Illustrator: Sal Murdocca
Publisher: Random House
48
Copyright 2001
Grades 3-5
Jack and Annie go on an adventure through the rainforest. Their goal is
to bring the mango back from their adventure. This book is full of illustrations,
and just about every page has one. What is unique about this chapter book is
that Jack and Annie encourage the reader to do a little research on their own
about rainforest. This book gives the reader little, but important information
that leaves the reader wanting more. This would be great for students because
it allows them to do their own research which usually allows the reader to
understand the information better. Also, it allows the reader to sometimes find
out information that the instructor would have never taught them. Without
doing any additional research the reader should be able to answer these
questions just by reading the book:
What is the strangest plant in the rain forest?
Which rain forest animal is the creepiest?
What medicines have been discovered there?
How can we save our rain forests?
This book not only covers the layers of a tropical rainforest, plants, and
creatures but it also teaches the reader about the people who live in the
rainforest. This book is slightly over a 100 pages long, but full of information
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that is must to let children know they need to recycle so that they can save
these rainforest.
Afternoon on the Amazon by Mary Pope Osborne
Illustrator: Sal Murdocca
Publisher: Random House
Copyright 1995
Grades 3-5
This is a great chapter book for older elementary students. It only
consists of ten chapters, less than 10 pages long. Jack and Annie travel back in
time to a South American rain forest in search of the elusive magician Morgan
le Fay. While they are stuck in the middle of the rainforest they encounter many
animals, and much harm. I think the biggest problem for Jack and Annie is that
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they couldn't find the tree house. They were in a lot of danger over and over.
One of them was that 1,000,000 army ants were chasing them, and they also
come across vampire bats. Another danger was that they could have got eaten
by the python or the alligator. Also the mama jaguar could have eaten them,
but the monkey saved them from all these problems. The monkey acted as their
guide and helped them navigate through the rainforest. This book relates to
the unit because it takes place in the Amazon rainforest. It allows readers to
see the type of animals that live in the rainforest, and learn a little about them.
Since this book is an action packed book it keeps the reader hook and they are
learning tons of information without even knowing it. If needed a child can
read a chapter at a time, and this isn’t too much for them to read and lose
focus. Most readers will want to keep on reading though, just because of the
dangers.
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The Rainforest Grew All Around by Susan K. Mitchell
Illustrator: Connie McLennan
Publisher: Sylvan Dell Publishing
Copyright 2007
Grades K-2
This book is full of huge illustrations, some pages are only illustrations no
text. The artwork is beautiful and cannot help to catch the reader’s eye. This
book has a unique layout, some pages are informational, some lyrical and others
are a combination. The songs throughout the book are traditional songs, and it
allows the reader to connect with the animals. The rhymes are very catchy,
which is a great way to keep the information in the readers head. It is very good
that even though this book is fun, and a sing a long can be created, that the
book still has factual information that the reader reads. On the sidebars of
each two-page spread, readers can learn more about the plant or animal
featured in the song. It defines the animal or plant and gives a little
information about that animal. This would allow a reader to learn about
specific and important animals of the rainforest. They can learn about animals
that are being harmed in the rainforest by mankind.
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Rain Forest: A Journey from the River to the Treetops
Illustrator: Sebastian Quigley, Gary Slater
Publisher: Silver Dolphin Books
Copyright 2007
Grades 3-5
This is one of the most beautiful books that anyone can read. This book
is filled with fascinating facts, stunning photography, and 3-D pop-up scenes.
This book gives the reader a close up to dense areas in the jungle and each
rainforest zone. This book is very compact with factual information that some
adults don’t even know. The detailed artwork along with the 3-D pop-ups catch
the reader’s eye, and since the reader is engaged by the pop-ups they want to
read about what’s going on in the pop-ups, a great idea to catch the reader’s
attention. A child who reads this can spend a entire day on a single page
grasping all the facts that this book gives. The main idea that students need to
remember is that the rainforest covers “just 6% of the earth’s surface, rain
forests are home to over 60% of all known animal species!” This little fact is why
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rainforest are important and it emphasizes why recycling is a very important
thing to do.
I Can Save the Earth! by Alison Inches
Illustrator: Viviana Garofoli
Publisher: Little Simon
Copyright 2008
Grades 1-3
This book is a fun book to read, the reader can’t help but to laugh at
some of the illustrations. The story is about a furry green monster named Max
the Little Monster. At first Max treats the Earth with no respect. Max keeps
the TV turned on and keeps it blasting, always leaves the lights on, hoards his
toys, leaves his computer plugged in, clogs the toilet with toilet paper, until all
of his ways cause a power outage. When this outage occurs he has no TV to
watch, no computer to play on, and no video games to play with. All of this
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opened Max’s eyes to a new type of lifestyle. Max becomes a new person and
realizes all the things that he is doing wrong, and fixes his problems. In the back
of this book is a glossary for this book. So when a student read’s this book, they
learn new ideas and new words. This would be a great book for every child to
read, because most children are another form of the old Max. Max can relate
to them, and hopefully it will open the reader’s eyes to know how to treat the
Earth with respect. This 8x8 paperback is perfect bound and will be printed on
100% post-consumer waste recycled paper with soy-ink. The paper is FSC
certified.
The Adventures of an Aluminum Can by Alison Inches
Illustrator: Mark Chambers
Publisher: Little Simon
Copyright 2009
Grades 1-3
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Most children see a can, and think nothing about it. The cover of this
book captures the reader, because the can is personified and can move and
talk. This book is a book that is written in a very unique perspective. It is a very
fun book to read, and it lets the reader experience what it’s like to be a
aluminum can. This aluminum can starts inside a bauxite rock, to the
manufacturing line, to the store shelf filled with fruit, to a display on a
bookshelf, to a garbage can, and finally to a recycling plant and becomes an
aluminum baseball bat. Once the can is a baseball bat he decides he would like
to stay, and hopefully it will not need to be recycled again. What makes this
book so fun is that through the experiences that the bottle goes through, the
aluminum can allows the reader to know its thoughts through the journal it
write in. The way that this connects is this is a perfect way to show how
recycling is important; so many things can be recycled. I’m sure that a child sees
aluminum cans in the trashed at least once a week, and maybe this can put an
early stop to trash. Letting a child read this is a perfect way to let them see
what recycling can do, and how everyone can benefit from it. Written on 100%
recycled paper .
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The Adventures of a Plastic Bottle by Alison Inches
Illustrator: Pete Whitehead
Publisher: Little Simon
Copyright 2009
Grades 1-3
The book cannot help but to capture your eyes, as it has a bright cover.
The illustrations in this book fit perfectly with the text. This book is a book
that is written in a very unique perspective. It is a very fun book to read and it
lets the reader feel like they are a plastic bottle. This book is about a plastic
bottle, a very free-willed plastic bottle that goes on a journey from the refinery
plant, to the manufacturing line, to the store shelf, to a garbage can, and
finally to a recycling plant where it becomes a new fleece jacket. What makes
this book so fun is that through the experiences that the bottle goes through,
the bottle personifies and the reader gets to know the bottles thoughts. The
way that this connects is this is a perfect way to show how recycling is
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important, and how materials can be reused. Letting a child read this is a
perfect way to let them see what recycling can do. People put things in the
recycling bin and have no clue where it goes, what it turns into, or what
happens to it at all. This book allows the reader to actually see how recycling
works.
The Polar Bears’ Home by Lara Bergen
Illustrator: Vincent Nguyen
Publisher: Little Simon
Copyright 2008
Grades 1-3
This book is easy on the eyes, and seems to tug on the heart of anyone
who reads this. The illustrations are great and make the book pleasurable. This
fun loving children’s book is about the effects of global warming. While reading
this, children get to be a part of an Arctic adventure and travel with a little
girl and her father. The learn tons of information about polar bears, and the
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effects global warming has on them. This story focuses on a polar bear family
and how global warming affects two baby polar bear cubs and their families. If
pollution wasn’t a factor in this world we wouldn’t have to worry about the
change in global warming. Pollution is damaging our planet Earth, recycling
could help on the pollution and the need to cut down our rainforest for our
needs. This book would be great for a child, because most of them will never
see a polar bear, and this allows the reader to realize how global warming is
affecting other parts of the world. This 8 x 8 paperback book is perfect-bound
and will be printed on 100% post-consumer waste recycled paper with soy-ink.
The paper is FSC certified.
Easy to Be Green by Ellie O’Ryan
Illustrator: Ivanke & Lola
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Publisher: Little Simon
Copyright 2009
Grades 3-5
This book and be deceiving to the eye. Even though it looks small from
the size and cover, it is still packed with tons of information. Most would think
that it was an lower elementary book, until the open it and realize that it’s
definitely and upper elementary level book. The illustrations in this book are
very kid friends and are very welcoming. This book is filled with an activity that
children can do, that teaches them how to help save the Earth. It has multiple
coloring pages, tips, facts, and 5 fun activities that they can do. The layout is
simple enough, that a child should be able to easily navigate their way through
the entire book themselves. Some things that a child learns from this book is
the My Garden Song, Eco libris tips, and about a Bumble Bee in a Tree. Also,
the children can do a recycling craft project, and can navigate through an
arctic maze. This book is printed on 100% post-consumer waste recycled paper
with soy-ink.
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Recycle! A Handbook for Kids by Gail Gibbons
Illustrator: N/A
Publisher: Little, Brown and Company
Copyright 1992
Grades 1-3
Recycle! A Handbook for Kids is a really fun and easy book to read. First
thing to notice about the book is that it is printed on recycled paper. The top
of every page are where the vivid pen-and-wash illustrations are located and at
the bottom of the page is where the text is located which perfectly fits the
illustrations above. This book is filled with a lot of helpful information that a
student should easily be able to recognize. The drawing are illustrated to be
contents of a landfill and to how recycle those contents. Students learn how
to recycle an assortment of different products that are made from materials
cut down from the rainforest. The reader will learn why it is necessary to
recycle, and how to recycle paper, plastic, glass, cans, and polystyrene. This
children’s book not only teaches them why and how to recycle, but it also
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teaches the reader the benefits of recycling. Another thing that this book
adds is the limited space that our world has for trash. It opens the reader’s
eyes so that they can realize that most of our landfills are getting full and we
only have a short amount of space left. Towards the end of the book the
ozone layer is mention, and the restricted possibilities for recycling polystyrene,
and that we need to eliminate them period because it releases dangerous CFCs
when burned. The book is wrapped up perfectly, the reader is giving fourteen
facts about garbage.
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North Carolina Language Arts Standard Course of Study Chart
Unit activity
Students do an activity
requiring them to explore
author’s craft.
NC Language Arts Grade 3
1.04 Increase sight vocabulary,
reading vocabulary, and
writing vocabulary through:




wide reading.
word study.
discussion.
studying author's craft.
Students do three sections of 1.05 Use word reference
vocabulary study where they materials (e.g., dictionary,
create their own definitions glossary) to confirm decoding
for words using the
skills, verify spelling, and
dictionary, internet sources, extend meanings of words.
ect.
Students do an activity for
2.02 Interact with the text
making predictions using the before, during, and after
cover page as well as a picture reading, listening, or viewing
walk. The students do an
by:
activity where they review
 setting a purpose.
questions to consider before
 previewing the text.
reading to create purpose and
 making predictions.
to make connections.
 asking questions.
 locating information
for specific purposes.
 making connections.
63
Students compose their own 4.07 Compose a variety of
poems: “I Am” and acrostic
fiction, nonfiction, poetry,
poems connected to the text. and drama selections using
self-selected topics and forms
(e.g., poems, simple narratives,
short reports, learning logs,
letters, notes, directions,
instructions).
Bibliography
Bergen, Lara. The Polar Bears' Home A Story About Global Warming. New York: Little Simon,
2008. Print.
Fullman, Joe. A Journey from the River to the Treetops. Silver Dolphin Books, 2009. Print.
Gibbons, Gail. Recycle! A Handbook for Kids. Boston: Little, Brown Young Readers, 1996. Print.
Inches, Alison. I Can Save the Earth! One Little Monster Learns to Reduce, Reuse, and Recycle.
New York: Little Simon, 2008. Print.
Inches, Alison. The Adventures of a Plastic Bottle. Little Simon, 2009. Print.
Inches, Alison. The Adventures of an Aluminum Can. Little Simon, 2009. Print.
Mcdonald, Megan. Judy Moody Saves the World! (Judy Moody). Cambridge: Candlewick, 2004.
Print.
Mitchell, Susan K. The Rainforest Grew All Around. Grand Rapids: Sylvan Dell, 2007. Print.
O' Ryan, Ellie. Easy to Be Green. Simon & Schuster Merchandis, 2006. Print.
64
Osborne, Mary Pope. Afternoon on the Amazon. New York: Random House, 1995. Print.
Osborne, Will And Ma. Rain Forests (Magic Tree House Research Guide). New York: Random
House Books for Young Readers, 2001. Print.
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