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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

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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

Day Four-Reading Chapter: Batty for Banana Peels

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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

Activities:

Character Sketcher (Individually)…………………………………………Page Vocabulary Practice (adhesive & brainstorm)…………………………Page

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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 Vocabulary Practice (uproar & fink)……………………………………Page

Day Thirteen-Reading Chapter: The Winking Disease

Activities:

Award-Winning Ideas (Small Groups)……………………………………Page

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Vocabulary Practice (chrysalis, ecosystem, & assembly)………………Page

Day Fourteen-Summing Up

Conclusion:

KWL (Whole Group)……………………………………………………………Page Vocabulary Assessment (Individually)………………………………………

Page

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Centers and Internet WorkshopYou 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/

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http://kidsbegreen.wordpress.com/

Data Retrieval Chart (DRC)

Rainforests

Resources

What is a rainforest? What is the

canopy?

Where is the rainforest? (Name at least five countries.)

What kinds of animals live in the rainforest?

Zoom Rainforest

Mongabay

Other Resources

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Resources Why are rainforests important?

How does the rainforest help the global climate?

Who lives in the rainforest?

What is deforestation and why is the rainforest vanishing?

Zoom Rainforest

Mongabay

Other Resources

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K-W-L WorksheetYou 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.

KWhat we know

WWhat we want to

find out

LWhat we learned and still need to

learn

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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?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Picture WalkUsing 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

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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?

Author’s Craft

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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.”

Pg 14 “big blue box”

alliteration-The repetition of usually initial consonant sounds in two or more neighboring words or syllables

hyperbole- Big exaggeration, usually with humor

onomatopoeia- Naming a thing or an action by imitating the sound associated with it

metaphor- Comparing two things by using one kind of object or using in place of another to suggest the likeness between them

person-ification-Giving something human qualities

Explain: Explain: Explain: Explain: Explain:

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Judy Moody-Vocabulary IAs 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 Pg # Student-Friendly Definitionscompost 21

endangered 42

global-warming

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inspiration 13

littering 19

pollution 32

recycle 18

specimen 52

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http://www.merriam-webster.com/home.htm

Rainforest AnimalsJudy 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

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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.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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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 AssociationWhat words might go with the word compost? Why?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What words might go with the word endangered? Why?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

“I Am” Poem17

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)


THIRD STANZA

I understand (something that is true)

I say (something you believe in)

I dream (something you dream about)

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I try (something you really make an effort about)

I hope (something you actually hope for)


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Vocabulary Practice— Sentence Stems/Idea CompletionsThe 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 NetworksWhat 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?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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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

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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

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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?____________________________________________________________________________________________________________________________________

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Endangered Animal PosterDraw a picture of your assigned endangered animal in the space below.

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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…____________________________________________________________________________________________________________________________________

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Judy Moody-Vocabulary IIAs a class we will conduct research using our online


Tier 2 Words Pg # Student-Friendly Definitionsadhesive 105

brainstorm 69

erosion 61

habitat 61

ozone 70

solar-powered 81

spacious 85

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Character SketcherYou 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 __________________________________ _______________________________________________________________________________________________________________________________________________.

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

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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.

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Adventures in Tree-SittingJulia Butterfly Hill is best known for living in a 180-foot tall, roughly

1500-year-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?

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http://www.youtube.com/watch?v=UXc_1V6-u4I&feature=related

http://www.youtube.com/watch?v=DT0LkvYNnfY&feature=related

http://www.youtube.com/watch?v=FyLiOnmBZLw

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

Vocabulary Practice—Word Lines

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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. _________.

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Inspirational PoetryAcrostic 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.

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Judy Moody-Vocabulary IIAs a class we will conduct research using our online


Tier 2 Words Pg # Student-Friendly Definitionsuproar 112

fink 116

chrysalis 121

ecosystem 131

assembly 133

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Ecological ExpeditionJudy 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.

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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?____________________________________________________________________________________________________________________

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Award-Winning IdeasJudy 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.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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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 _____________.

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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. HotterB. ColderC. Larger

4. If something is solar-powered , its power source is:

A. WaterB. The sunC. Wind

5. Things that make up an ecosystem include:

A. AnimalsB. WordsC. Stars

Write your own definitions for the following words:6. littering-

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7. composting-

8. pollution-

9. endangered-

10. specimen-

11. erosion-

12. ozone-

13. chrysalis-

14. fink-

Write a synonym for each the following words:15. habitat- 16. brainstorm-

17. spacious- 18. adhesive-

19. uproar- 20. assembly-

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RUBRIC

Activity PointsInternet Workshop and Center Work

Internet Workshop DRC- minimum of 18 answers KWL-sections complete /20

10 pts eachPre-Reading Activities

Making Predictions-thoughtful predictions applied Picture Walk-minimum of 10 entries Establish Purpose for Reading

/3010 pts each

Author’s Craft Correctly connects figurative language to examples Gives complete explanations /10

Coloring Contest Coloring complete Full explanation with attention to standard writing

conventions /5“I Am” Poem

Thoughtful effort is apparent All stanzas are complete /10

Endangered Animal Poster Endangered animal is illustrated with sincere effort /5

Character Sketcher Answers to questions are complete Attention to standard writing conventions /15

Adventures in Tree-Sitting Answers complete Answers to questions show thoughtful consideration to

the clips presented /10Acrostic Poetry

Poem expresses complete and pertinent ideas about the rainforest

Poem shows consideration of the unit material covered /10Ecological Expedition

Sincere efforts were demonstrated Worked as a team-effort /5

Award-Winning Ideas Ideas are well thought out and complete Ideas clearly connect to unit material /10

Vocabulary Activities Activities are complete and accurate

/9010 pts each

Vocabulary Assessment

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Answers are complete and show sufficient knowledge for the vocabulary terms /30

TOTAL 250

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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

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

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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

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

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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

that is must to let children know they need to recycle so that they can save

these rainforest.

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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 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

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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.

The Rainforest Grew All Around by Susan K. Mitchell

Illustrator: Connie McLennan

Publisher: Sylvan Dell Publishing

Copyright 2007

Grades K-2

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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.

Rain Forest: A Journey from the River to the Treetops

Illustrator: Sebastian Quigley, Gary Slater

Publisher: Silver Dolphin Books

Copyright 2007

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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 rainforest are important and it emphasizes why recycling is

a very important thing to do.

I Can Save the Earth! by Alison Inches

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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 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.

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The Adventures of an Aluminum Can by Alison Inches

Illustrator: Mark Chambers


Copyright 2009

Grades 1-3

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

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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 .

The Adventures of a Plastic Bottle by Alison Inches

Illustrator: Pete Whitehead


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,

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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 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


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

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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 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

55


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.

Recycle! A Handbook for Kids by Gail Gibbons

Illustrator: N/A

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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 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 NC Language Arts Grade 3

Students do an activity requiring them to explore author’s craft.

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 vocabulary study where they create their own definitions for words using the dictionary, internet sources, ect.

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

Students do an activity for making predictions using the cover page as well as a picture walk. The students do an activity where they review questions to consider before reading to create purpose and to make connections.

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

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

for specific purposes. making connections.

Students compose their own poems: “I Am” and acrostic poems connected to the text.

4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions).

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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.

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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