Whoever said you can't buy happiness forgot little puppies." – Gene Hill, author of A Hunter's Fireside Book and Hill Country My favorite type of pet has always been a dog. They're loyal, kind, and offer endless affection. My friend Eric says, 'The more people I meet, the more I like my dog.' Funny thought." – Brendon Urie, lead vocalist of Panic! at the Disco Prepare Academic and Domain-Specific Word Walls. These are two separate areas of the classroom to which you will add new vocabulary as students encounter it in texts. The Academic Word Wall is a permanent Word Wall that will continue to be added to throughout the year. The Domain-Specific Word Wall will change from module to module, as the topic changes. Prepare cards or paper of a clearly visible size to be seen throughout the classroom to keep near the Word Walls. There is no faith which has never yet been broken, except that of a truly faithful dog." – Konrad Lorenz, zoologist

Love That Dog | LitCharts The Magic of Poetry Theme in Love That Dog | LitCharts

They [dogs] never talk about themselves but listen to you while you talk about yourself, and keep up an appearance of being interested in the conversation." – Jerome K. Jerome, humorist Intelligent dogs rarely want to please people whom they do not respect." – W.R. Koehler, author of The Koehler Method of Dog Training Place your finger on lie down . Where do you lie down?" (Responses will vary, but could include: in bed.) 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.

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. Read student themes, supporting details, and summaries on completed note-catchers to identify common issues to use as teaching points in future lessons. All dogs go to heaven because dogs are naturally good and loyal and kind." – Melba Moore as Whippet Angel in All Dogs Go To Heaven Dogs' lives are short, too short, but you know that going in. You know the pain is coming, you're going to lose a dog, and there's going to be great anguish, so you live fully in the moment with her, never fail to share her joy or delight in her innocence, because you can't support the illusion that a dog can be your lifelong companion. There's such beauty in the hard honesty of that, in accepting and giving love while always aware that it comes with an unbearable price." – Dean Koontz, author of False Memory Tell students that they are going to reread the poem "dog" and use a new protocol to share their notices and wonders in triads. Refer to the Classroom Protocols document for the full version of the Final Word protocol.

Love That Dog - Sharon Creech Love That Dog - Sharon Creech

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. 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. Consider inviting students to write poetry about a local issue and use the poems to make a difference. 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. Animals have come to mean so much in our lives. We live in a fragmented and disconnected culture. Politics are ugly, religion is struggling, technology is stressful, and the economy is unfortunate. What's one thing that we have in our lives that we can depend on? A dog or a cat loving us unconditionally, every day, very faithfully." – Jon Katz, American journalist, author, and photographer

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. 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. 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) 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.