Home Plan - [JG3-L1-U4-LC1-4 General Science – Conservation – My Smelly Pet]

The document provides a comprehensive guide to teaching with the story “My Smelly Pet” from Judy Moody, focusing on learning objectives like understanding context clues, comparing stories, and persuasive writing skills. Judy Moody ends up with a Venus flytrap for a school project, leading to humorous situations, like her using a baby voice to interact with it. The sections also involve discussions on character actions, prediction, and persuasive letter writing. Themes of responsibility and pride emerge as Judy presents her pet to the class, highlights the importance of remembering one’s belongings, and concludes with the significance of positivity and proper communication in persuasive writing through exercises and examples.

Contents

• Pages 1—14: Analyzing Judy Moody.
• Pages 15—32: Judy, Jaws, folder.
• Pages 33—50: Negative to positive.

This section of the document focuses on a story called “My Smelly Pet” from Judy Moody. The document outlines learning objectives related to the story, such as understanding context clues, comparing it with another story, and writing a persuasive letter. The story is about Judy Moody needing a pet for a collage and ending up with a Venus flytrap. The text discusses how Judy interacts with the plant, using her “best squeaky baby voice” to try to make it move. The section also touches upon Judy’s forgetfulness in bringing her folder to school for a project. Throughout the section, there are questions and prompts to help students understand the text and engage with the story, such as predicting outcomes and discussing character actions.

In this section of the document, Judy Moody looks at her classmate Frank Pearl’s folder and finds pictures of macaroni, ants, and shoes, making her wonder if shoes are his favorite pet. She realizes she forgot her own folder due to being preoccupied with her new pet. Her backpack smells bad due to a Venus flytrap inside. Judy introduces her Venus flytrap, Jaws, to the class, feeling surprised and proud when it opens its trap wide. Mr. Todd advises her to remember her folder next time and keep homework away from animals. Judy feels happy and proud at the end. There is a discussion about a persuasive letter to help the environment and understanding traits of a persuasive letter such as having a polite and positive voice.

This section of the document provides tips on how to change negative sentences into positive ones and emphasizes the use of modal verbs to make requests politely. It includes examples of negative expressions and their positive counterparts. Additionally, it discusses the importance of a proper concluding statement in persuasive writing, with examples provided. There are also exercises for students to apply their understanding of these concepts by completing tasks such as rewriting sentences and selecting appropriate closings for letters.