Emmy and the Incredible Shrinking Rat (Emmy and the Rat Series #1)

A lonely girl, a cantankerous talking rat, and a nanny who is doing very, very bad things . . .

1100555770
Emmy and the Incredible Shrinking Rat (Emmy and the Rat Series #1)

A lonely girl, a cantankerous talking rat, and a nanny who is doing very, very bad things . . .

8.99 Out Of Stock
Emmy and the Incredible Shrinking Rat (Emmy and the Rat Series #1)

Emmy and the Incredible Shrinking Rat (Emmy and the Rat Series #1)

Emmy and the Incredible Shrinking Rat (Emmy and the Rat Series #1)

Emmy and the Incredible Shrinking Rat (Emmy and the Rat Series #1)

Paperback(First Edition)

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Overview

A lonely girl, a cantankerous talking rat, and a nanny who is doing very, very bad things . . .


Product Details

ISBN-13: 9780312384609
Publisher: Square Fish
Publication date: 09/02/2008
Series: Emmy and the Rat Series , #1
Edition description: First Edition
Pages: 368
Sales rank: 152,571
Product dimensions: 5.20(w) x 7.60(h) x 1.00(d)
Lexile: 780L (what's this?)
Age Range: 9 - 12 Years

About the Author

Lynne Jonell has a husband, two sons in college, and a slightly battered sailboat. While she does not particularly care for rodents and hasn’t managed to shrink for a good ten years, she still holds out hope for future change. She teaches writing at the Loft Literary Center and lives in a house on a hill in Plymouth,
Minnesota.

Read an Excerpt

The Rat was not good at all. When the children at Grayson Lake Elementary reached in to feed him, he snapped at their fingers. When they had a little trouble with fractions, he sneered. And he often made cutting remarks in a low voice when the teacher was just out of earshot.

Emmy was the only one who heard him. And even she wondered sometimes if she were just imagining things.

One Wednesday in May, when not one person had seemed to notice her all morning, Emmy asked to stay indoors for recess. “I have spelling to study,” she explained to Mr. Herbifore.

The teacher, hurrying out after his class, didn’t look at her as he nodded permission. At least Emmy thought he had nodded…

“Thank you,” said Emmy. And then she heard something that sounded—oddly—like a snort. She looked at the Rat, and he snorted again. He was scowling, as usual.

“Why are you always so mean?” Emmy wondered aloud.

She didn’t expect the Rat to answer. She had tried to speak to him before, and he had always pretended not to hear.

But this time he curled his upper lip. “Why are you always so good?”

Emmy was too startled to respond.

The Rat shrugged one furry shoulder. “It doesn’t get you anywhere. Just look at you—missing recess to study words you could spell in your sleep—and the only thing that happens is, you get ignored.”

Emmy looked away. It was true. She didn’t want to tell the Rat, but she didn’t mind missing recess at all. For Emmy, recess was a time when she felt more alone than ever.

“The bad ones get all the attention,” said the Rat. “Try being bad for once. You might like it.”

Reading Group Guide

Discussion Questions

1. Rodents are also favorite characters in children’s literature. If your students have read any other books that feature rodent characters (Charlotte’s Web or Mrs. Frisby and the Rats of NIMH, for example), discuss how the rats in those books are similar to or different from Rat. Why do your students think rats are such a popular animal in literature?

2. The names of Professor Vole, Miss Barmy, and Professor Capybara are significant in this story. When you begin discussing the book explain what a vole and capybara are and what barmy means. Ask your students what they think the characters who have those names will be like.

3. The Rat tells Emmy she should try being mean so that people respect her more. How can a person earn someone’s respect without being mean?

4. Ask your students: if they could feed one person in the world a cookie imprinted with the chinchilla footprint (to reverse his/her values), who would they choose? Why?

5. “Freedom has its bitter side,” the Rat says at one point (pg. 61). Ask your students what they think he means, and if they’ve ever felt that way.

6. “I wouldn’t mind being ordinary,” Emmy says on page 70. Ask your students what they think she means. Follow up by asking if students have ever felt under pressure because of something they’re good at and how they felt about it.

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