Love That Dog

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Guide students through the Thumb-O-Meter protocol using the second learning target. Scan student responses and make a note of students who may need more support with this moving forward. 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. In an inspired pairing, Creech and Raschka combine their considerable talents for the poignant exploration of the ties that bind one generation to another. Creech (The Wanderer) sets the stage for a Continue reading » 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.

Love That Dog: A Novel - Edublogs Love That Dog: A Novel - Edublogs

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. Invite students to share their wonderings about the poem and record them on the board. If questions are about word or phrase meaning, help students identify the meaning before moving on. If questions cannot be answered from the content, explain that sometimes poems and stories leave us with questions intentionally because authors want us to keep thinking about their work. Remind students that summaries give us a brief idea of what a text is about so we can determine whether or not we want or need to read it. Focus students on the Criteria of an Effective Summary anchor chart.ELLs may find it challenging to determine a theme and cull good supporting details. Consider reversing the process, discussing the details first and seeing what commonalities students identify during the discussion. See the Meeting Students' Needs column for additional support. Review students' I Notice/I Wonder Note-catcher: "The Tiger" to determine which of the characteristics of poetry introduced so far students may need additional support with and make this a focus in the next lesson. 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.

Love that Dog | James Patterson Kids

Distribute the I Notice/I Wonder Note-catcher: "dog" and allocate each triad a characteristic of poetry to focus on. When possible, ensure equal numbers of groups working on each characteristic.What is a theme of this poem? What is a message or main idea the poet wants you to take away?" (Dogs have a good, almost enviable, life.) Tell students you are going to read the poem aloud again, and this time they should act out the poem as you say the lines, as though they are the dog. 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 » When students discuss and write the summary of "dog," invite them to condense their ideas by combining several shorter, repetitive sentences into one longer, more complex, clearer sentence. (Example: Valerie Worth uses imagery. One piece of imagery is "yawns, / Rests his long chin / Carefully between / Front paws"; this imagery suggests the dog is very relaxed. > Valerie Worth uses imagery such as "yawns, / Rests his long chin / Carefully between / Front paws," which suggests the dog is very relaxed.) 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.

LOVE THAT DOG Read Online Free Without Download - ReadAnyBook LOVE THAT DOG Read Online Free Without Download - ReadAnyBook

Direct students' attention to the posted learning targets and select a volunteer to read them aloud:

Targets (standards explicitly taught and assessed): RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.10, W.4.9a, SL.4.1a, SL.4.1b, and SL.4.1c. Emphasize the difference between a theme and a subject. Example: The subject that the poet has written about is a dog lying under a tree, but the theme is what the author wants us to understand by reading about the dog lying under the tree. Common Sense is the nation's leading nonprofit organization dedicated to improving the lives of all kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century. In last year's Fishing in the Air, Creech took a spare, metaphorical approach to a father-son relationship. Here she examines the bond between a boy and his dog to create an ideal homage to the power of poetry and those who write it. Want exclusive content, like free chapters, news, and sweepstakes? Register for the newsletter here!

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

In this minor masterpiece, author Sharon Creech accomplishes so much with so little -- no synopsis can convey what makes this book so involving, moving, uplifting. She captures a story, a voice, a mind, a heart. She inspires readers to write their own poems and gives a meaningful demonstration of the power of the form. This article about a children's novel of the 2000s is a stub. You can help Wikipedia by expanding it. 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.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. Poetry Foundation - Additional reading of poetry: Students read poems by other poets outside of those introduced in the module For ELLs and students who may need additional support reading: If they struggle with adding supporting details, display one good detail and one weak or incorrect detail. Ask them to select the best supporting detail and discuss how they selected it. (MMAE) 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.