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. Strategic grouping: Students work in pairs and triads to analyze poetry and prepare for text-based discussions. Seriously consider matching ELLs with a partner who has greater language proficiency. The conversations that happen as a result of such strategic pairing will greatly serve the language development of both partners. The following student learning targets are a focus for this unit. Please refer to Teaching Notes in the lessons: If you have a number of ELLs speaking the same native language, invite family members to come into the classroom to talk with them about poetry and poets in their home countries.

Love That Dog Study Guide | Literature Guide | LitCharts

Invite family members or teachers to come into the classroom to read their favorite poems, or to talk about their favorite poets. RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.What Makes a Poem a Poem? anchor chart (begun in Lesson 3; added to during Work Time A; see supporting materials) Remind students that they have seen each of these targets before, but this time the poem they will be analyzing is different.

Love That Dog | LitCharts Jack Character Analysis in Love That Dog | LitCharts

Students may need additional support determining a theme, particularly if they come up with different ideas for the theme within their triads. In this situation, remind students that everyone can interpret poetry differently, and there is no right or wrong answer; however, for their theme to be possible, they must be able to find supporting details. 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 » Preview the poem "dog" and review the example anchor charts and note-catchers to determine what students need to understand from reading the poem. In what by now must be a subgenre in YA fiction-the novel cast as a journal written for an English assignment-Newbery Medalist Creech (Walk Two Moons) spins an affable if formulaic tale about one Continue reading »Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads Love That Dog aloud during Opening A. Poets.org - Students read and research additional poets: Students read about and research poets they have a particular interest in. Want exclusive content, like free chapters, news, and sweepstakes? Register for the newsletter here! Supports guided in part by CA ELD Standards 4.I.B.6, 4.I.B.7, 4.I.B.8, 4.I.C.10, 4.I.C.11, and 4.II.A.1

Dog Character Analysis in Love That Dog Sky/The Yellow Dog Character Analysis in Love That Dog

This article about an epistolary novel or fictional diary of the 2000s is a stub. You can help Wikipedia by expanding it. Invite a poet to come into the classroom to explain what inspires him or her to write and to read aloud some examples. Focus students on the "Supporting Details" boxes on the I Notice/I Wonder Note-catcher: "dog." Remind students that supporting details help them to determine the theme and that the characteristics of poetry can sometimes help them determine supporting details. 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.)As students share out, capture their responses in the second column of the What Makes a Poem a Poem? anchor chart. As you record, ask students to help you categorize their notices into the characteristics identified so far. Refer to What Makes a Poem a Poem? anchor chart (example, for teacher reference) as necessary. 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. RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 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 » Work Time A: Students complete their note-catchers in a word-processing document--for example, a Google Doc--using Speech to Text facilities activated on devices, or using an app or software such as Dictation.io.

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

Comparing prose to poetry: Students explicitly compare the characteristics of poetry to prose. Continually remind students as they practice writing poetry and prose that the rules are different. With poetry, just about anything goes, whereas with prose, there are strict rules to help ensure clear, appropriate communication. For example, prose sentences usually contain a subject with a predicate, and the summaries in the unit should be built on a set structure. 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. Speech to Text ( Many newer devices already have this capability)- To create writing by speaking: Students complete their note-catchers and create written work by speaking rather than writing or typing. Returning to Bybanks, Ky., the setting of her Newbery-winning Walk Two Moons, Creech weaves an affecting tale of love and loss. Zinnia Taylor, the third of seven children, is shaken by her aunt's Continue reading »

RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). A warm kitchen filled with inviting aromas sets the scene for this heartfelt novel celebrating friendship and family ties. Here 12-year-old Rosie and her Italian grandmother whip up extraordinary Continue reading »