Standards and Objective
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- Paper to create a simple book
- Colored pencils to illustrate the book
- Judy Moody, M.D. by Megan McDonald
Judy Moody would like to stay home from school, sort of, but she can’t convince her mother that she has mumps or any other disease. When she arrives to school seven minutes late, she regrets missing some of the lesson on how the body works. In fact, it is a whole unit, including a project she can’t wait to start “storming her brain” about.
Judy’s classmate, Jessica, would like to create a medical dictionary, using some of the new terms they are learning in school, although it seems like she already knows a lot of them. As you listen to The Doctor is In! create your own glossary of medical terms, based on what you hear in the audiobook.
Play The Doctor is In!
Students can use their listening skills, as well as their online or offline dictionary skills to find definitions for the medical terms with which Judy Moody, M.D. becomes familiar during this project. Most of the medical terms appear after chapter one. Below is a list of suggested terms that may be introduced after listening to the first chapter. Teachers may choose to play the first chapter and then assign the activity below.
Teachers may choose to limit the number of terms to 10, based on student interest or pacing, or provide the greater challenge of defining all of the terms and even adding more! Students can define terms using context clues from the audiobook, but may choose to use a dictionary (or a conversation with a medical professional) to fill out their dictionary.
Appendix, Bacteria, Dermis, Iris, Larynx, Mandible, Maxilla, Medulla, Muscle, Ossicle, Patella, Phalanges, Pharynx, Pupil, radius, Retina, Tibia, Tonsils, Ulna.
Evaluate students based on whether their dictionary includes definitions that have proper spellings of all words, definitions that are detailed enough to differentiate them from other terms (for example, the ossicle is the smallest bone in the ear, not just a bone in the ear) and if the words are presented in alphabetical order.
Extensions and Variations
Students may choose to include drawings to create a medical picture dictionary. This adaptation would work well for students who are motivated by science and have an extreme attention to detail. For example, the iris, retina and pupil are all parts of the eye, so an image of just an eye is not detailed enough to define or illustrate the word’s true meaning. An arrow should point to the part of the eye being defined.
Judy Moody’s brother, Stink, has a spin-off series of books of his own. Students who enjoy creating a reference guide to the Judy Moody story my enjoy reading Stink’s Stink-O-Pedia, also by Megan McDonald. Check out McDonald’s American Girl series books on Tales2Go, as well.
About the Common Core
The Common Core State Standards (CCSS) lay out very specific listening requirements, by grade, as part of a dedicated strand for speaking and listening skills. The standards specify the use of ‘other media’ within the standards, e.g., “CCSS.ELA-Literacy 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.”
Listening is placed on equal footing with reading, writing and speaking. And for those tempted to just pair audio with visual text, that approach is common and valid with emerging readers, but not what the standards intend.
The CCSS also requires students to comprehend texts of steadily increasing complexity as they progress through school. Audio books can act as an important scaffold that allows students to read above their actual reading level.
Learn more at www.corestandards.org/ELA-Literacy.