But when CJ went tense all through her body, I opened my eyes and lifted up my head. Then I remembered how to be a good dog now that Gloria was home, and I jumped down from the couch.
Gloria stopped in the doorway, her hands full of shopping bags. She stared. She blinked.
“You’re here?” she said.
CJ nodded. “I’m here,” she answered.
“I didn’t expect to see you.” Gloria set the bags down at her feet.
“I guess running away from my problems didn’t really work,” CJ said.
Sheryl frowned. “Running away?”
“CJ has been living with some of her friends for the past few weeks,” Gloria said coldly.
Sheryl looked even paler, and her eyes grew wide.
“You mean she ran away?” She looked at CJ. CJ twisted up her finger in the hem of her T-shirt.
“Kind of. I guess,” she said. “Me and Molly.”
Sheryl looked shocked.
“But … but Miss Mahoney, why didn’t you let the school know? Did you call the police? CJ, are you all right?”
CJ nodded. Gloria leaned down to pick up her bags again. Her face looked warm and red.
“Well, there was no need to panic,” she said impatiently. “Obviously, CJ was fine. Obviously. And now she’s back.”
CJ squared her shoulders. She lifted her chin.
“That’s right, I’m back,” she said. “With Molly.”
“Clarity June!” Gloria plopped her bags onto an armchair and turned to face CJ. “You cannot start all that over again. That dog is dangerous.”
I lay down on the carpet and sighed. How could CJ have forgotten that my food and water dishes were empty? How long would it take for her to remember to fill them?
“Molly is not dangerous,” CJ said firmly. “She was only protecting me.” Her voice got lower, and I don’t know if Sheryl or Gloria could hear the words she mumbled next. “Somebody has to.”
Sheryl was looking back and forth from CJ to Gloria.
“Molly, dangerous? I had Molly in my art classes for weeks, and she never showed any sign of being aggressive,” she said. “If CJ says Molly was protecting her, I’m sure that’s the truth. Molly is CJ’s most important friend in the whole world.” She lifted her head and looked up at the wall over the fireplace. “You can tell how much she loves her by her artwork. Look at that painting. CJ needs Molly. Don’t you want your daughter to be happy?”
Gloria turned to look at the painting, too.
“Well, of course. Of course I do,” she said, and her face had grown even warmer than before. “What sort of mother wouldn’t want her own daughter to be happy?”
“I’ll stay home this time,” CJ said into the silence that followed. “I’ll stay if Molly can stay, too.”
I thumped my tail against the carpet a few times when I heard my name, to remind CJ that there was a hungry dog here who needed attention.
Gloria let out a soft, frustrated snort through her nose. “Well,” she said. “Well, I suppose. If the dog has to stay, it can stay.”
CJ slid from the couch to the floor to hug me tightly. I panted and licked at her cheeks, waiting patiently for her to feel better so that she could let me go.
After some more talking, Sheryl got up to leave. CJ went to the door with her, and of course I went, too. It was one of my jobs.
“You can always come and talk to me if you need to,” Sheryl told her. “And you’ll come back to art class, right? With Molly?”
CJ nodded.
“Good. And, CJ? What do you think about individual art lessons?”
CJ’s mouth opened a little, but she didn’t say anything.
“On Saturday mornings, maybe? At my house. And you can bring Molly, of course. It’ll be my way to say thank you to both of you.”
A slow smile spread over CJ’s face. “That’s … that’s great. I’d like that.”
“It’s a plan, then.” Sheryl gave CJ a quick hug and left.
I looked up at CJ, standing in the doorway, and whined. Food now?
Thank goodness CJ remembered. “Oh, Molly, you poor thing, you’re still hungry,” she said, and she rushed to the kitchen to fill my bowls up with food and water.
Finally!
CJ didn’t go to do school at all that day. She ate a lot at the kitchen table and dropped scraps down for me, and then she took a shower while I waited for her, sitting on a towel she’d laid down for me over the cold tile floor. Sometimes I stuck my nose in between two plastic curtains to see what was taking her so long.
Then she and I took a long, glorious nap in our own bed, and I was so happy I had to squirm up under CJ’s arm to lap at her face. She groaned and pushed me away, but I could tell my girl was happy, too.
We napped some more. When we got up Gloria and CJ talked again. But my girl wasn’t upset and didn’t need me, so I busied myself digging an old ball out from under the couch.
I finally got it and, panting happily, pulled my head out from under the couch to show my prize to CJ.
“Yuck,” Gloria said.
CJ shook her head. Just then the doorbell rang.
I ran and barked, doing my job, even though I’d rather have played ball with CJ. Then I got a whiff of a familiar smell through the crack under the door, and I barked more loudly. An answering bark came from the other side of the door.
CJ pulled the door open. Trent and Rocky were there!
I leaped out the door to tackle my brother, and we ran around and around the front yard in dizzy circles, so happy to see each other we couldn’t even bow properly. CJ and Trent laughed and chased us, too, joining in the game. How wonderful to be playing with my brother and my two favorite people!
Finally CJ and Trent won the game, CJ by grabbing my collar and Trent by snatching Rocky’s leash. They took us around to the backyard, where Rocky and I started to play all over again, tearing around the yard, ripping bits of grass out with our claws, doubling back and pouncing on each other, leaping up to run some more.
This time Trent and CJ did not play with us. They sat on the steps to the back door, talking. More talking!
After I’d pinned Rocky and let him up a few times, we had to break off our game to rush back to his boy and my girl. Rocky stuck his nose in Trent’s ear. I lapped at CJ’s face.
That got their attention in a satisfactory way. CJ smoothed both of my ears back and kissed the top of my head. Trent gave Rocky a good belly rub, even though he had to let go of CJ’s hand to do it. Then my brother and I got back to playing, and our boy and our girl kept on with their talking.
As I jumped on Rocky’s head, I looked over at them and saw Trent reach over and take hold of CJ’s hand again.
Author’s Note
More About Cancer-Sniffing Dogs
Molly’s Story takes place in the remarkable world of cancer-sniffing dogs. To research the topic, I turned to a close friend named Dina Zaphiris, because Dina actually trains dogs to detect cancer. In many ways, her dog Stewie provided the inspiration for the book!
When Dina was a little girl, she wanted nothing more than to have a dog. She dreamed of playing with her dog, of grooming her dog, and teaching her tricks. But Dina’s parents would not let her have a dog. They did not think it would be a good idea, since they had chickens. So Dina trained the chickens. She taught them to do tricks and to come when she called them by name.
Today, Dina is an adult and has her own dogs. She is a certified animal trainer and was one of the first people in the world to train dogs to sniff for cancer. Dina’s dogs do not sniff people directly, as Molly does in the book. Instead, they sniff fluid samples, usually condensed breath, in test tubes. Dina trains them to signal when they detect the presence of cancer cells. They will stop and paw at the test tube with the cancer, as if hitting it for being bad!
Cancer-sniffing dogs love their work and feel that they are doing something important. After all, helping people is a dog’s purpose!
W. Bruce Cameron
/> STARSCAPE BOOKS
Reading & Activity Guide to
Molly’s Story: A Dog’s Purpose
By W. Bruce Cameron
Ages 8-12; Grades 3-7
Molly’s Story: A Dog’s Purpose Novel describes the life of a mixed breed dog from her birth in the home of a kindly woman who fosters strays; to her puppyhood with CJ, a young girl with a difficult home life; to the discovery of her talents as a cancer-sniffing dog and a loyal companion. This fast-paced story of how an unwanted pup and her lonely “girl” help each other find their talents will warm readers hearts while encouraging them to reflect on what it takes to build a strong, supportive family.
Reading Molly’s Story: A Dog’s Purpose Novel with Your Children
Pre-Reading Discussion Questions
1. Titles in the Dog’s Purpose series explore the ways canines partner with and support human beings. What roles do dogs play in your life, and in the lives of your family, friends, and community members? List any other books or articles you have read, or any television programs or movies you have watched, about dogs helping humans. What abilities do dogs have that makes them especially helpful to humans?
2. Molly’s Story begins in a home where a woman fosters stray animals. What ways might a dog become a stray, or find itself in an animal shelter? What might be some situations in which it is not the best plan for a family to adopt a pet? What are some issues a family might discuss before making the commitment to adopt a pet?
Post-Reading Discussion Questions
1. Molly’s Story is narrated by Molly, the dog, herself. How does the dog’s perspective impact the objects described and the way human discussions are understood?
2. In chapter 1, Jennifer uses the phrase “foster failure.” What does this mean? What other insights does Jennifer have about dogs and people?
3. How does Molly feel when she first sees CJ? Does CJ have permission to adopt Molly? What actions does CJ take when she brings Molly home?
4. Who is Gloria? What does Gloria do that makes her seem like an imperfect parent? Several times in the story, Gloria tells CJ that her behavior is “embarrassing.” Is it, in fact, CJ who is behaving poorly in these situations? If you were Gloria’s child, how do you think you would feel?
5. Why does a truant officer come to CJ’s home in chapter 5? How does the truant officer’s visit change CJ’s daily life? How does it change Molly’s life?
6. Who is Shane? How does CJ meet Shane? How does Shane get CJ into trouble in chapter 9? What advice might you have given CJ about trusting Shane? What reasons can you imagine for Shane’s behavior and choices?
7. In chapter 10, as part of her community service, CJ meets a researcher named Andi. What does CJ do for Andi? What does CJ learn about Andi’s research? What does Molly learn? Compare the way Molly learns Andi’s lesson with the way she learns to stay quiet in CJ’s basement earlier in the story.
8. What difficult events in chapters 11 and 12 make having her picture selected for an art exhibit a less than happy occasion for CJ? How do these events involve Gloria, Gus, and Sheryl?
9. What mean trick does Gloria play in chapter 13? How does CJ find Molly and figure out what Gloria has done? What does CJ feel forced to do after she brings Molly home? How do CJ and Molly survive for the next few days?
10. At the end of chapter 15, Andi tells CJ, “You can’t run away from your problems. They’ll always find you.” Do you think this is good advice? How does CJ react to Andi’s words?
11. How does Sheryl help save the day at the end of chapter 16? What good news does she give CJ in chapter 17? Where does Sheryl spot CJ’s painting? How might this be a hopeful sign for CJ’s relationship with Gloria? What agreement does Sheryl help CJ and Gloria make with each other?
12. Through her family troubles, and inspired by her love for Molly, CJ discovers an artistic talent. In what ways might this surprise discovery help CJ over time? Do you have an artistic or athletic outlet, such as drawing, singing, dancing, playing soccer, or running, that helps you work through strong emotions? Do you think it is important to have such an outlet? Why or why not?
13. Although, in the story, Molly often tries to protect CJ, could it be that CJ’s desire to protect her dog helps her learn to care for herself? Why or why not? Cite examples from the story in your answer.
14. After reading Molly’s Story: A Dog’s Purpose Novel, how might you describe a pet dog’s most important purpose in one sentence?
Post-Reading Activities
Take the story from the page to the pavement with these fun and inspiring activities for the dog lovers in your family.
1. DOG DIETS. Molly reacts to the strong salty taste in ham, and is sickened by eating old food. Dogs benefit from healthy, appropriate diets just like people. Imagine you have a small, part-poodle pup such as Molly, or another dog of your choosing. Visit the food section of a pet store, talk to a veterinarian, or do online research to create an ideal meal plan for this pet. (Hint: Visit http://www.humanesociety.org/animals/resources/facts/pet_food_safety.html?credit=web_id93480558) What are some best-food choices? How often should this pet be fed? What would be some healthy treats? What human foods might be especially dangerous to this dog and how can they be kept securely away? Invite your child to share what s/he has learned with other young pet owners or dog fans.
2. PET VIEWPOINTS. Molly’s Story is narrated in first person by Molly, the poodle mix. This helps readers understand the dog’s point of view and is also a model for helping children see other peoples’ and animals’ perspectives. Invite your child to describe, using “I,” a few minutes in the life of his or her own pet. If desired, invite your child to describe, using “I,” an experience in the life of a younger sibling, parent, grandparent, or friend.
3. HELP OUT. Molly is a lucky dog to have been fostered in a welcoming home and found her way to CJ’s heart. Many strays and unwanted pets are not so lucky. Help your child find ways to help these unlucky animals, such as donating to a pet food drive, volunteering at a local shelter, or designing a poster to raise awareness about this problem. Brainstorm poster titles (e.g., FOSTER OUR FURRY FRIENDS or CAN YOU HELP A STRAY DOG?) and information, such as a phone number or web address for a local pet shelter. Organize your art materials, such as poster paper, paints, markers, colored pencils, and/or images found online or cut from magazines. Create your poster. Visit a nearby supermarket, pet hospital, or library with your child and encourage him/her to ask if they have a good spot to hang your poster. Take a photo of your child beside their mounted poster to share with friends and family!
Reading Molly’s Story In Your Classroom
These Common Core-aligned writing activities may be used in conjunction with the pre- and post-reading discussion questions above.
1. Point of View: Molly’s Story is narrated by Molly the dog, but other characters’ viewpoints are also critical to understanding this story. Have students write a two to three paragraph, first-person account of the day Molly met “her girl,” the truant officer’s visit in chapter 5, the art class, or CJ’s nights spent at friends’ houses in chapter 14, from the viewpoint of CJ, Gloria, Trent, Sheryl, or another character.
2. Communities and Relationships: Through their work, both Sheryl and Andi interact with CJ without being able to completely address her difficult home situation. Using details from the novel, write a short report describing Sheryl’s art classroom, or Andi’s research space. Explain the goals of their programs, and the people they hope to help. Read your reports aloud to friends or classmates. Discuss the ways each program was helpful to CJ. What did CJ and Molly learn? What similar, good qualities do the programs share? Are there programs in your own community tha
t might have been helpful to CJ? How might a young person help a troubled friend or classmate find a helpful class or other resource?
3. Text Type: Opinion Piece. Both Molly and CJ are “strays” in different ways. Write a one-page essay exploring the meaning of the word “stray” and the ways in which this story might be read as two strays’ journeys of beating the odds together.
4. Text Type: Narrative. In the character of CJ, write the story of how Molly helped you learn more about true friendship and how this helped your friendship with Trent grow. Or, in the character of Shane, write the story of why you stole from Sheryl, why you got so angry with CJ and, maybe, why you are jealous of CJ.
5. Research & Present: PET HOMELESSNESS. Although Molly is a great help to CJ, the girl and her dog find themselves in several risky home situations during the story. Go to the library or online to learn more about how pets lose their home situations and how this can be prevented. (Hint: Visit http://www.aspca.org/animal-homelessness.) Use this research to create two checklists, one entitled “Are You Ready to Adopt a Pet?” and one entitled “Can You Help Save an Animal from Homelessness?” Have students make copies of their checklists to share with people in their community. If desired, offer copies of the list to be made available at your local library, animal shelter, or pet hospital.
6. Research & Present: CANCER DETECTION & OTHER AMAZING ANIMAL ABILITIES. Molly’s actions help Sheryl detect her cancer early, making her treatment more effective. Visit the websites listed at the back of the book to learn more about dogs that may be able to detect diseases or predict seizures, horses that may help with psychotherapies, or cats that may help autistic kids. Have small groups of students create oral presentations about their findings. If possible, have students give their presentations to others in their grade or school.
Supports English Language Arts Common Core Writing Standards: W.3.1, 3.2, 3.3, 3.7; W.4.1, 4.2, 4.3, 4.7; W.5.1, 5.2, 5.3, 5.7; W.6.2, 6.3, 6.7; W.7.2, 7.3, 7.7
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