Love That Dog

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Focus students on the "Theme" box at the bottom of the I Notice/I Wonder Note-catcher: "dog." Remind them that a theme is a message or main idea relevant to the real world that the author wants you to take away. Remind students also that there may be more than one theme, and that different people can often interpret different themes in the same poem. Remind students also that sometimes characteristics of poetry can give the reader a clue about the theme. After 2 minutes, refocus students on the What Makes a Poem a Poem? anchor chart and remind them of the characteristics of poetry they have discovered in the other poems so far. The following materials are introduced in this unit and referenced both throughout the module and the school year:

Love That Dog | PDF - Scribd Love That Dog | PDF - Scribd

Fern's Poetry Nook - Additional reading and writing of poetry: Students read poems written by other students, and also submit poems to be published.

Families can talk about the format of the book and its effectiveness. Do you like the author's use of poetry for telling a story? Does it make the story more powerful? Given current battles over standardized testing and summer sessions, this timely story about extended schooling touches a nerve with a kindly delivery. The tale centers on Mr. Keene, a Continue reading » Prioritize lessons for classrooms with many ELLs: To prepare for the Unit 1 assessments, consider prioritizing and expanding instruction in Lesson 2, which introduces theme and summarizing; Lesson 4, which introduces the pattern of comparing Love That Dog to a famous poem in one lesson; and Lessons 7-12, which introduce comparing prose to poetry and preparing and practicing for text-based discussions. Be sure to complete the Language Dive in Lesson 6. If necessary, consider placing less focus and condensing instruction in Lessons 1, 5, and 6, which provide helpful practice and repetition but don't introduce as many critical concepts or plotlines.

Love That Dog by Sharon Creech Plot Summary | LitCharts

Tell students they are now going to use the Thumb-O-Meter protocol to reflect on their progress toward the first learning target. Remind them that they used this protocol in Lesson 4 and review as necessary. Refer to the Classroom Protocols document for the full version of the protocol. Some students may benefit from multiple examples to highlight the difference between theme and subject. Consider referring to another class reading and ask the students to name the subject (what the book was about) and the theme (the message that the author wanted to teach you). Also consider providing sentences that represent both subjects and themes and have students mark them with an "S" or a "T." Examples: "The girls got in an argument, but then they had a discussion and forgave each other." (S) and "We should forgive our friends even when they hurt our feelings." (T) (MMR, MMAE) In this module, students work to become ethical people, treating others well and stand up for what is right (e.g., empathy, integrity, respect, compassion). Throughout Unit 1, students practice respect and integrity as they work together collaboratively and complete independent research reading homework. In a story that is part folktale, part mystery, and part comedy, Newbery Medalist Creech (Walk Two Moons) traces a series of strange events, beginning with a boy’s fall from a tree, which is Continue reading »Turn the What Makes a Poem a Poem? anchor chart into a kinesthetic activity. Copy descriptions of the characteristics and lines from "dog" onto separate strips. Students can paste the descriptions and lines into the correct category: Structure, Imagery, or Rhyme and Meter. Tell students you are going to read the poem for a final time. This time, you would like them to close their eyes to picture what they are hearing in their minds. The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. A light first-person narrative and some insightful dream flashes (taken from the protagonist's journal) convey an uprooted 13-year-old's coming of age. Domenica Santolina Doone (""It's a mouthful, so Continue reading »

Love that Dog | James Patterson Kids

Place your finger on tongue all limp and his chin between his paws . Can you gently show me what that looks like?" (Look for students to gently act like a dog, letting their tongue rest and putting their chin between their hands on their desk. If students aren't comfortable acting like a dog or showing their tongues, invite them to sketch the line instead.) Like Creech's Walk Two Moons and Chasing Redbird, this intimate novel poetically connects journey with self-discovery. When 13-year-old Sophie learns that her three uncles and two male cousins plan Continue reading » The following student learning targets are a focus for this unit. Please refer to Teaching Notes in the lessons: A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.Note that although people may see many different themes in poems, the theme that has been identified in these materials is one that most students of this age will understand. If students suggest other themes for the poem, listen to their ideas and consider whether these are viable themes based on the supporting details students choose. This article about an epistolary novel or fictional diary of the 2000s is a stub. You can help Wikipedia by expanding it.