Summarize天下mud

FuzzyMudByLouisSacharANovelStudybyNatReedFuzzyMudByLouisSacharTableofContentsSuggestionsandExpectations3ListofSkills4Synopsis/AuthorBiography5StudentChecklist6ReproducibleStudentBooklet7AnswerKey69Abouttheauthor:NatReedhasbeenamemberoftheteachingprofessionformorethan35years.
Hewasaafull-timeinstructoratTrentUniversityintheTeacherEducationProgramfornineyears.
Formoreinformationonhisworkandliterature,pleasevisitthewebsiteswww.
reedpublications.
organdwww.
novelstudies.
org.
Copyright2017NatReedAllrightsreservedbyauthor.
Permissiontocopyforsingleclassroomuseonly.
Electronicdistributionlimitedtosingleclassroomuseonly.
Notforpublicdisplay.
2FuzzyMudByLouisSacharSuggestionsandExpectationsThis75pagecurriculumunitcanbeusedinavarietyofways.
EachchapterofthenovelstudyfocusesonthreechaptersofFuzzyMudandiscomprisedoffouractivities:BeforeYouReadVocabularyBuildingComprehensionQuestionsLanguageandExtensionActivitiesAprincipalexpectationoftheunitisthatstudentswilldeveloptheirskillsinreading,writing,listeningandoralcommunication,aswellasinreasoningandcriticalthinking.
LinkswiththeCommonCoreStandards(U.
S.
)ManyoftheactivitiesincludedinthiscurriculumunitaresupportedbytheCommonCoreStandards.
ForinstancetheReadingStandardsforLiterature,Grade5,makesreferencetoa)determiningthemeaningofwordsandphrases.
.
.
includingfigurativelanguage;b)explaininghowaseriesofchaptersfitstogethertoprovidetheoverallstructure;c)compareandcontrasttwocharacters;d)determinehowcharacters…respondtochallenges;e)drawinginferencesfromthetext;f)determiningathemeofastory.
.
.
andmanyothers.
Studentscanworkontheactivitiesattheirownpace.
Everyactivityneednotbecompletedbyallstudents.
AportfoliocoverisincludedaswellasaStudentChecklist.
Themesandtopicswhichmaybetaughtinconjunctionwiththenovelincludeconservationandtheenvironment,bullying,theimportanceoffriendsandfamily,perseveranceandpersonalgrowth,courage.
3FuzzyMudByLouisSacharListofSkillsVocabularyDevelopment1.
Locatingdescriptivewords/phrases8.
Useofsingular/pluralnouns2.
Listingsynonyms/homonyms9.
Listingcompoundwords3.
Identifying/creatingalliteration10.
Identifyingpartsofspeech4.
Useofcapitalsandpunctuation11.
Determiningalphabeticalorder5.
Identifyingsyllables12.
Identificationofrootwords6.
Identifyanagrams13.
Identify/createsimiles7.
Identifypersonification14.
IdentificationofacliffhangerSettingActivities1.
SummarizethedetailsofasettingPlotActivities1.
Completeatimelineofevents3.
Identifytheclimaxofthenovel2.
Identifyconflictinthestory4.
FiveW'sChartCharacterActivities1.
Determinecharactertraits3.
Relatingpersonalexperiences2.
Protagonists/antagonists4.
ComparingtwoCharactersCreativeandCriticalThinking1.
Research5.
Conductaninterview2.
Writeanewspaperstory6.
Writeadescriptionofpersonalfeelings3.
Writealettertoafriend7.
Writeabookreview4.
CompleteanObservationChart8.
CompleteaKWSChartArtActivities1.
AStoryboard3.
Designacoverforthenovel2.
Createacollage4.
DesignanInformationCard4FuzzyMudByLouisSacharSynopsisFifthgraderTamayaDhilwaddiandseventhgraderMarshallWalshhavebeenwalkingtoandfromWoodridgeAcademysinceelementaryschool.
ButtheirroutineisdisruptedwhenbullyChadHilligaschallengesMarshalltoafight.
Toavoidtheconflict,Marshalltakesashortcuthomethroughtheoff-limitwoods.
Tamaya,unawareofthereasonforthedetour,reluctantlyfollows.
Theysoongetlost.
Andthentheyfindtrouble.
Biggertroublethananyonecouldeverimagine.
Inthedaysandweeksthatfollow,theauthoritiesandtheU.
S.
Senatebecomeinvolved,andwhattheyuncovermightaffectthefutureoftheworld.
[Courtesyofthepublisher]AuthorBiographyLouisSacharIwasborninEastMeadow,NewYorkonMarch20,1954andlivedthereuntilthirdgrade.
WhenIwasnineyearsold,wemovedtoTustinCalifornia.
Ienjoyedschoolandwasagoodstudent,butitwasn'tuntilhighschoolthatIreallybecameanavidreader.
Afterhighschool,IattendedAntiochCollegeinOhio.
Myfatherdiedduringmyfirstsemester,andIreturnedtoCaliforniatobenearmymother.
Ireturnedtocollege,thistimetotheUniversityofCaliforniaatBerkeleywhereImajoredinEconomics.
WhenIgraduatedin1976Idecidedtotrytowriteachildren'sbook,whicheventuallybecameSidewaysStoriesFromWaysideSchool.
Ittookmeaboutninemonthstowritethebook.
Iwroteintheevenings.
Idecidedtogotolawschool.
SidewaysStoriesfromWaysideSchoolwasacceptedbyapublisherduringmyfirstweekatHastingsCollegeoftheLawinSanFrancisco.
Ifinishedlawschool,graduatingin1980,butitwasn'tuntil1989thatmybooksbegansellingwellenoughthatIwasfinallyabletostoppractisinglawanddevotemyselffullytowriting.
MywifeCarlawasacounselloratanelementaryschoolwhenIfirstmether.
ShewastheinspirationforthecounsellorinThere'saBoyintheGirl'sBathroom.
Ourdaughter,Sherre,wasbornin1987.
WeliveinAustin,Texasalongwithourdog.
(FromMr.
Sachar'sWebsite)5FuzzyMudByLouisSachar]StudentChecklistStudentName:AssignmentGrade/LevelComments6FuzzyMudByLouisSacharName:7FuzzyMudByLouisSacharChapters1-3Beforeyoureadthechapter:Theprotagonistinmostnovelsfeaturesthemaincharacteror"goodguy".
TheprotagonistofFuzzyMudisTamayaDhilwaddi,afifthgradestudentattendingtheprestigiousprivateschool,WoodridgeAcademy.
Thinkbackonsomeofyourfavoritecharactersfrompastnovelsyouhavereadormoviesyou'veseen.
WhatdoyouthinkmakesforanespeciallymemorableprotagonistVocabulary:Chooseawordfromthelisttocompleteeachsentence.
elegantderangedexcerptedeccentricviableabominationintegrityinstinctively1.
Manypeoplethinkthatmutantsareanofnature.
2.
Janieknewthatwhathercousinwassuggestingwaswrong.
3.
Solarpowerisaenergysource.
4.
Whenthechildrenencounteredthehermitintheforest,hisrantingsseemedtoindicatethathewascompletely5.
Myauntlivesinaverymansion.
6.
Despitehisgenius,somepeoplebelievedthescientisttobequite7.
One'sisaperson'smostvaluableasset.
8.
Thecriticalpassagewasfromthemanuscript.
8Questions1.
Whatisthesettingofthenovelatthebeginningof:ChapterOneChapterTwo2.
Matcheachnamewiththeproperdescription:1MarcHumbardATamaya'sprettiestfriend.
2TamayaDhilwaddiBTheinventorofBiolene3JonathanFitzmanCIntroducedTamayatotheheadmistress4MonicaDAtowninPennsylvania5HeathCliffEWorkedatSunRayFarmfor2years6SummerFThenovel'sprotagonist7MarshallWalshGTamaya'sbestfriend3.
Atmosphereisdescribedasaliterarytechniqueinwhichthestory'ssettingandtheauthor'schoiceofdescriptivewords(forinstance)influencesthereader'smood.
WhatkindofmooddoyouthinktheauthoristryingtocreatebyincludingthefollowingsentenceinthelastfewparagraphsofChapterThree:Butnowthecolorshadfadedandthetreeslookeddarkandgloomy4.
WhydoyouthinkMarshallistakingashortcutinChapterThree5.
WhatisyourimpressionofTamayasofar96.
ItisalreadyevidentfromthestorythatTamayahasgoodobservationalskills.
Howdoessheprovethisafterhearingthestoryabouttheboybeingattackedbyawolf7.
ThescientistswhoinventedBiolenewerehopingitwouldbeaviablealternativeto8.
DescribetheconcernsthatDr.
MarcHumbardhadwithregardtoBiolene.
LanguageActivitiesA.
ExaggerationExaggerationinaliterarydevicedefinedasastatementthatrepresentssomethingasbetterorworsethanitreallyis.
Thetough-lookingkidwiththeshortblackhairinChapterTwo,seemstoenjoyusingexaggerationinhisstories.
ThinkofanexaggeratedwayofdescribingthefollowingAteacher'sangryvoice.
Arollercoasterride.
Yourchoice.
10B.
AlliterationTheauthorseemstoenjoyusingalliteration–aliterarydevicewheretheauthorrepeatsthesamesoundatthebeginningofseveralwords.
AnexamplefromChapterOneis:…shemadethedrasticdecisiontochopitoff.
Usingyourimagination,createyourownexamplesofalliterationfromthefollowingtopics.
Eachexamplemustcontainaminimumofthreewords.
Thehowlofawolf.
Afirefly.
FromyourimaginationC.
Personificationisgivinghumanqualitiestosomethingthatisnothuman.
Inthissectionofthenoveltheauthorwrites,Theschoolwassupposedtoteachthemhowtobegoodpeople.
Inthisexampleitseemsthattheschoolbuildingitselfisbusyteachingthestudents.
a)Whydoyouthinkpersonificationisaliterarydeviceusedbymanyauthorsb)Createyourownexampleofpersonification.
c)Rewritetheaboveexampleabouttheschoolwithoutchangingtheoverallmeaningsothattheschoolitselfisnolongerpersonified.
11D.
AQuatrainPoem.
Thequatrainisapopularformofrhymedverse.
Itisapoemoffourlines,isusuallylightandcanbehumorous.
Thefollowingquatrainisthefirstfourlinesofthefamouspoem,AWalkintheWoods,writtenbythefamouspoet,AtrociousHalitosis.
Iwentforawalkinthewoodstoday,Wherethebearshideoutandthedragonsplay,Itwasspookyandscarey,I'llplainlysay,Butwhengoingtotownit'stheonlyway.
Variousrhymingschemesmakeupaquatrainpoem.
Asyoucansee,theabovefourlineshavearhymingschemeofA–A–A–AOtherrhymingschemesinclude:ABAB,AABB,AABA,ABBA,ABBB,andAAAB.
Yourtaskistowriteyourownquatrainpoem.
Youmaychoosearhymingschemethatfitswithyourownpersonalcreation.
Thethemeshouldhavesomethingtodowiththethemesestablishedinthefirstthreechaptersofournovel.
TheQuatrainPoemNowcreateyourownQuatrainPoem.
Yourpoemmustfollowtheformatofaquatrainpoemdescribedabove(andmustrhyme).
Title:12ExtensionActivityStoryboardAstoryboardisaseriesofpicturesthattellaboutanimportanteventinastory.
Astoryboardcantellthestoryofonlyonescene–ortheentirenovel.
CompletethestoryboardbelowillustratingtheeventsdescribedinthefirstthreechaptersofFuzzyMud.
Youmaywishtopracticeyourdrawingsonaseparatepieceofpaper.
12345613