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This is al a lie bich

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I love this app.i especially love  Christmas decorations🎅🏼🤶🏻!!!

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The end! The story is over and the mystery of gumbo limbo hole is solved. In the last chapter we found out that Dajun came out at night, but we were still left wondering about what he did during the day. In this chapter Liza K solves the mystery. We learn that Dajun adapted to his surroundings under water and has algae growing on his back, making him fit in. I think this would lead to a great conversation about how we, as people, have to adapt to our different surroundings. Students could talk about times they have had to do this and as a class you could talk about the best ways to adapt, depending on the situation.
The story also ends in a "happily ever after" type of way. Mrs. Dade comes back from the city building and seems very interested in Gumbo Limbo. After some discussion with James James, it is decided that he will become the naturalist for Gumbo Limbo and help keep everything safe and alive. Along with that, Priscilla is promised some help adjusting to living between walls again and Caruso is guaranteed a full time job and housing. Liza K and her mom are packing up to move back to the city because her mom has her new jobs. Everyone basically gets what they want out of the ending of the story, but I am sure there is plenty more that could happen as the characters start to move to their new places and take on their new jobs. Students could be asked to do an extension writing activity where they write another chapter following up on the ending of this book. This would allow students to use their imagination and predict what they think could happen, based on their own experiences and the 9 chapters that were just read.

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This chapter continues the mystery of where Dajun is. Liza K thinks she has solved the mystery, thanks to the help of Sherlock Holmes, the bird. After a long day of waiting she finds out that her suspicions were correct and Dajun does come to the beach at night. Though, the mystery is not completely solved yet. No one knows exactly what he does during the day. Liza K gives a couple of her predictions, but the students could pair up and predict on their own about where he might go all day.
Dajun being spotted was not the only big news that we found out in this chapter. Liza K's mom got the job she had been wanting, which is great except there is one problem....they have to leave the woods. Liza K is very upset about this, as many students usually are when they have to leave a place they are familiar with. This could lead into a great conversation about the student's experiences with having to leave somewhere or move.
Priscilla also ran into some trouble in this chapter. A social worker came looking for Liza K, but found Priscilla instead. After talking to her. it was decided that Priscilla would be sent to a shelter. As readers, we know this could cause problems due to her past and the hints Liza K gives us. This situation would also present an opportunity for students to predict about what is to come next.
During this chapter there was one part that really stood out to me as a possible lesson intro. In the beginning of the chapter, Liza K talks about the butterfly life cycle and describes how she acts out each phase. This would flow greatly into a butterfly life cycle lesson and open up great opportunities for lessons and activities to go along with the life cycle.

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In the beginning of this chapter there was more discussion of the chemicals killing the fish in the pond. The question got brought up asking if the animals that ate the fish would die too and if this would continue down the food chain. This would lead to a great conversation and research project for students to complete.
James James and Liza K also discuss in this chapter about how they assumed incorrectly about Priscilla and her use of the gin bottles. Many students, and even teachers, assume wrong things about others frequently. Students could be led into a discussion about reasons we do this and reasons we shouldn't. Students could also come up with ways to try and stop from assuming things about people based on looks or actions.
At the end of this chapter we were introduced to a parrot which talked some. After Liza K observed the bird and what he said she realized this bird was the same one Caruso got a feather from. She also realized that this bird was copying sounds that Dajun would make. This all led her to believe that Dajun is in the pond and only comes out at night. Students could be asked to predict more about the bird and alligators connection, and where they think Dajun really is.

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In this chapter we found out James James used to test water and because of this he was able to test the water from Gumbo Limbo. The results showed that the water contained PCP chemicals which can harm the animals and plants in the water. Liza K also talked about how she used soapy water instead of detergent because of the chemicals in that as well. This would lead to a great conversation on how chemicals can affect water and the animals and plants surrounding it. Students could research the different harms of chemicals on waters or even make it personal and look at how the lake around their home is affected by different chemicals.
In this chapter we also, finally, found out what Priscilla was using all of the mini gin bottles for. She used them to feed humming birds!! Students could talk about if their predictions about her were correct and also talk about their own experiences with humming birds. Liza K also saw Priscilla's poem journal and it was empty so student's could make new predictions about Priscilla and her writing.

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Throughout this chapter we saw Liza K and James James still working together to try and solve the mystery about where Dajun could be. In this process Liza K almost gave away their living conditions. We saw her having to cover up what she said so that someone would not come out to look at the Hammock at Gumbo Limbo. This event could lead to great conversation about different times students try to cover up what they said or did. Students could share personal experiences and teachers could lead a discussion about what students should do in this situation.
During this chapter James James and Liza K also run into Caruso, who is now working with a waste disposal plant. He recycles for them . This could lead into a great conversation about what a waste disposal plant is and how recycling can benefit our school, community, and lives. Students could also come up with a way that they could promote recycling within our school or with their families.
Lastly, towards the end of this chapter readers get the idea that Travis has other people helping him hunt for Dajun now. Liza K spots people in the water with the other alligators. This could open up opportunities for predictions of what the people are doing and what students think will happen because of the people.

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This chapter consisted of lots of disappointment and discouragement. Lisa K and James James still cannot find Dajun. This caused Liza K, specifically, to become very disappointed. I think this would be a great conversation starter. The teacher could lead a discussion about different times people get upset or discouraged and what should happen when that occurs. Students could then partner up and talk about times they have been disappointed and what they did in return. Students could also group up and act out different ways to respond when they do get discouraged or upset.
Throughout this chapter Liza K and James James also talked a lot about algae and hydrilla and how without Dajun, those things could take over the water and kill other animals. This could lead into a great conversation about how different animals are beneficial to their habitats. The characters also talked about the difference in fresh water and salt water, which would lead into a great research project. Students could look up different fresh water and salt water animals and find out the characteristics of each.
During this chapter Liza K and James James also had to use a map. There is a map of the area they live around in the front of the book. Students could use this to try and map out where the characters in the book go. This would also lead into great conversations about maps and when and how to use them. Students could create maps of where they live and present them to the class.
At the end of this chapter, readers still do not know where Dajun is and Percilla is leaving interesting items around her home. Both of these things could lead to great opportunities for students to practice their prediction skills.

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Chapter 3: The Pit & The Lake & The Hole

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Chapter 3: The Pit & The Lake & The Hole

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This chapter introduced more new vocabulary. I think that it would be a good idea for students to keep a vocabulary journal for this entire book. During each chapter you could go over new vocabulary and review using context clues to define the words and then after each chapter, all the students could look up the actual definitions to the word and put it into their journal. This could include new animal types or unfamiliar words.
Throughout this chapter Dajun is still missing, which would open up a great opportunity for students to predict where they think he is. Liza K also gives many facts about reptiles throughout the chapter. As a teacher,  you could assign an activity where students had to look up more characteristics of reptiles and use their information to predict where Dajun is and why.
There will be a good chance that some students in your class speak various languages. In this chapter Liza K and James James had their own language that they created and shared. This would open up great conversation on the use of different languages and you could even get students to work in partners to create another language and present it to the class.
Lastly, plants growing at different elevations and different alga types were greatly explained in this chapter. This would lead into great discussions about these two topics and could even lead to group projects where students have to look up different plants or a type of alga and present it. Many students may have experiences with alga that they could also explain.

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This Chapter denied previous assumptions that Liza K and her mom lived in the woods by themselves.  We discovered that James James-a military veteran- Percilla- a poet- and Caruso- a "famous" opera singer-also lived in the woods with them.  Learning that there are more homeless people who live in the woods, with various backgrounds, can lead to a very deep conversation about homeless people and the stereotypes we tend to have about them.
James James and Liza K are very good friends and are both very protective over Dajun. Throughout this chapter, they work together to come up with a plan to save Dajun from Travis, the official who wants to kill him. They plan to catch him and hide him in a solution pit. This shows a great example of two people, who are very different, coming together to solve a problem. This could be a great example for students and you could even get them to talk to a partner and create their own plan about how they could save Dajun.
Throughout this whole chapter there are lots of new words introduced. Some of the unfamiliar words that were used were aquifer, percolates, and niche. These words and other words would be great additions to a word wall and great lead ins to a vocabulary lesson. When niche is introduced, James James explains more of what it is and describes his own niche. As a teacher, you could get students to create and draw pictures of their own niche.
This chapter would also be a great way to practice predictions. Students could predict where Dajun is when Liza K and James James can't find him. They could also use prediction skills to predict what Percilla is writing about in her poem about Dajun. All we know is that she cares about him and writes a lot about him, but students could predict what exactly they think she writes.

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This Chapter introduced the main character, Liza K. As a reader, I found out that she was a homeless child, who was abused by her father. This first stood out to me because she did not tell many people where she lived or her story and this is something that I will encounter in my classroom. I will one day have student's with backgrounds that I have no idea about, so I have to be as open as possible. A book like this would be a great way to show that I am open and can be talked to if a student needs to talk.
Liza K was portrayed as a dedicated child that did not really care about having the nicest things or all the money. She was offered $100 for helping find the 12ft alligator, yet she turned it down. Many children today would have taken that money and not cared. Though, Liza K cared more about the Dajun the alligator, her mom, and enjoyed her life in the woods too much. As a teacher, this could be used to show that you do not have to have the nicest things to be happy. Many students are ashamed of what they do not have, but I want my classroom to be an open place where all my students feel comfortable.
As far as content goes, this chapter introduced many of the different plant species. This could be tied into a lesson and a standard. Students could also do an activity where they look up different examples of these species. Liza K was also very descriptive in her explanations which would be a great example for my students. So many students give one word answers, but as scientists they need to learn to give all the details and ask questions. This chapter shows great examples of how details can help when describing an event or place.