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About this book:
This is a true story of the loving relationship between
world-renowned author Lucy Maud Montgomery and her cat,
Daffy. Daffy was Maud's loving and loyal constant companion
as she struggled to write her first novel, Anne of Green
Gables. He was with her during many of the milestones in
her life.
In spite of her grandmother's wishes, Maud kept Daffy close
by for moral support. The relationship between Daffy and
Maud developed over a long period of time and endured many
struggles and setbacks. When Lucy married and moved away,
Daffy was left behind. Eventually, after a long journey,
Daffy was happily reunited with his owner, forming a vital
link to Maud's past.
Teaching Ideas:
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Over a long period of time, a special relationship between a
pet and its loving owner is developed. Lucy Maud and the
Cavendish Cat shows the value of positive relationships and
how fond memories can link people and pets to their past.
This teacher's guide suggests various links to many
curricular areas through the interdisciplinary activities
suggested further on in "Curricular Connections."
As students read this true story, they may reflect on the
positive relationships they have, and develop links to their
personal histories through these relationships.
Begin by having students research biographical information
on Canadian author Lucy Maud Montgomery (1874-1942). When
the information has been gathered, put the facts on a chart,
noting the ones relating to Maud and her cat.
Next, ask students what they know about Lucy Maud
Montgomery's first novel, Anne of Green Gables. Have them
look for similarities between the events in Maud's life and
those in the life of the main character, Anne.
Finally, show students a map of Canada and ask them to
indicate where Anne of Green Gables takes place. Have them
bring in pictures or articles on Prince Edward Island and
use these to begin a scrapbook on Lucy Maud Montgomery, her
life, and Anne of Green Gables.
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Curricular Connections:
CHANGES:
In the story Lucy Maud and the Cavendish Cat, Maud
experiences many of life's milestones. Have students
discuss milestones they have experienced in their own lives
and then have them make a time line of these milestones.
Time lines could be developed into mini autobiographies.
RELATIONSHIPS:
The main relationship in the story is
between a cat and its owner. Have students discuss their
pets and their relationships with them. Discuss the joys of
having a pet and the requirements of caring for an animal.
For students without a pet, ask them to comment on why they
would or would not like to have a pet.
Have students talk about a personal relationship between
themselves and another family member. Students could be
encouraged to keep a journal the way Maud did to keep track
of events and record special moments over the course of a
term.
MATH / SIENCE / TECHNOLOGY:
In the story, strangers come and
shut Daffy in a box. Have students design a structure that
could safely transport their pet. Have them give careful
consideration to the choice of materials and to the means of
construction of the box. Will all of the pet's needs be
met? How big would the box have to be for the pet to
survive? Students could use graph paper to plan a scale
design of their structure. Teachers could test the
stability and function of these structures using a stuffed
animal.
LANGUAGE ARTS:
The use of language plays an important role
in making a story come alive. In this story, the author
uses language to create a tone or mood. Her use of
adjectives is particularly important to enable the reader to
picture the scene without illustrations. Have students look
for effective uses of adjectives, as well as the author's
use of metaphors and similes. To encourage students to use
literary devices in their own writing, have them list
examples of each in a journal.
Using a thesaurus, have students try to find suitable
substitutions for some of the adjectives that have been
used. The author's choice of words encourages students to
learn new vocabulary. Have students find seven words they
are unfamiliar with and learn their meanings. In order to
link visual arts to language, show students one of the
illustrations and have them develop a list of adjectives to
describe the scene, or read a descriptive passage and have
them draw what they picture in their minds.
Have students do a Reader's Theater. Students read portions
of the book to each other using dramatic expression, props,
or simple settings. Students could also role play different
scenes that emphasize the relationship of Maud and her
grandmother, or even of Maud and her cat. More advanced
students could prepare a brief monologue, from Maud's
perspective, on the importance of having someone to rely on,
or on her experience writing Anne of Green Gables.
Junior-level students could create a dialogue for scenes such as
Maud leaving her cat, their reunion, or her finding out that
Anne of Green Gables was going to be published. To further
develop the students' ability to recount a story, have them
complete a book review and present it in either a written
format or in a book talk.
GEOGRAPHY:
Lucy Maud Montgomery spent the majority of her
life in P.E.I., but traveled west to Alberta in 1889 to be
with her father. Have students map her possible journey
west using an atlas. On a map of Canada, have students
color in all of the provinces she had to cross in
her travels. Students could complete a provincial study of
either P.E.I., or any of the other provinces she traveled
through on her journey. An emphasis on industry,
population, and culture could be a focus for junior /
intermediate students. For a primary / junior social
studies project, students may want to investigate the
different modes of transportation Maud may have used in her
travels, taking into account the time in history in which
she lived.
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Other titles by Lynn Manuel:
Mystery at Cranberry Farm,
The Night the Moon Blew Kisses,
Fifty-Five Grandmas and a Llama
Some of the popular titles by Lucy Maud Montgomery:
Anne of Green Gables (1908),
Anne of Avonlea (1909),
Anne of the Island (1915),
Anne's House of Dreams (1917),
Rainbow Valley (1919),
Rilla of Ingleside (1920),
Anne of Windy Poplars (1936),
Anne of Ingleside (1920),
Kilmeny of the Orchard (1910),
Emily of New Moon (1923),
Emily Climbs (1925),
Emily's Quest (1927),
Magic for Marigold (1929),
Jane of Lantern Hill (1937),
Mistress Pat (1935),
The Story Girl (1911),
The Golden Road (1913)
Links:
www.cbc4kids.ca - Author of the Month: has a concise
write-up of Lucy Maud Montgomery's life, as well as a
bibliography of her works. Further links are provided from
this site.
Tundra Teacher Guides:
Amazing Grace,
Charlotte,
Dippers,
The Legend of the Panda,
The Long Road,
A Mountain Alphabet,
Silent Night
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