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 - Wikipedia

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. 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). 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. 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.

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. Place your finger on the sentence 'and especially I liked the dog in the dog poem because that's just how my yellow dog used to lie down, with his tongue all limp and his chin between his paws' from November 29." Read the sentence aloud as students follow along. The Meeting Students' Needs column in each lesson contains support for both ELLs and Universal Design for Learning (UDL), and some supports can serve a wide range of student needs. However, ELLs have unique needs that cannot always be met with UDL support. According to federal guidelines, ELLs must be given access to the curriculum with appropriate supports, such as those that are specifically identified as "For ELLs" in the Meeting Students' Needs column. In a book that could have easily been titled Love That Cow (or Hate That Cow, actually) Newbery Medalist Creech uses short chapters that blend poems and prose to trace a displaced Continue reading »

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

After 10 minutes, refocus whole group. Focus on one characteristic of poetry at a time and invite the students from those groups to present to the whole group. Balance "air time" when multiple groups have focused on the same characteristic. As groups share, capture their ideas on the What Makes a Poem a Poem? anchor chart in the same categories. Refer to What Makes a Poem a Poem? anchor chart (example, for teacher reference) as necessary. 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 » 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 » 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. 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.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.