Love That Dog

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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. Distribute a partially completed copy of the I Notice/I Wonder Note-catcher: "dog." This will provide students with models for the kind of information they should enter, while relieving the volume of writing required. 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) 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. 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.

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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. 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. 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) 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.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 Invite a poet to come into the classroom to explain what inspires him or her to write and to read aloud some examples. 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. 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. We are going to dig into the content of the poem more in a moment, but what do you notice straight away?"

Love That Dog Study Guide | Literature Guide | LitCharts

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.) Poets.org - Students read and research additional poets: Students read about and research poets they have a particular interest in.

colorfully adorned with intricate designs that loosely recall illuminated manuscripts, Newbery Medalist Creech's (Walk Two Moons ) protracted fairy tale traces how two orphaned peasants come to rub Continue reading » 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. 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). 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. 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 »