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.

Love That Dog: A Novel - The Forest School

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. 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)Poetry Foundation - Additional reading of poetry: Students read poems by other poets outside of those introduced in the module

Love that Dog | James Patterson Kids

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. Central to EL Education's curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service). 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. 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.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. Direct students' attention to the posted learning targets and select a volunteer to read them aloud: Invite family members or teachers to come into the classroom to read their favorite poems, or to talk about their favorite poets. 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.

Love That Dog and “dog” Analyzing Poetry: Pages 12–19 of Love That Dog and “dog”

Fern's Poetry Nook - Additional reading and writing of poetry: Students read poems written by other students, and also submit poems to be published. 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. 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. Preview the poem "dog" and review the example anchor charts and note-catchers to determine what students need to understand from reading the poem. A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

Did you know you can flag iffy content? Adjust limits for Violence & Scariness in your kid's entertainment guide. Get started Close 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 - LitCharts Confidence, Passion, and Pride Theme in Love That Dog - LitCharts

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.) What Makes a Poem a Poem? anchor chart (begun in Lesson 3; added to during Work Time A; see supporting materials) 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.

Turn the What Makes a Poem a Poem? anchor chart into a kinesthetic activity. Copy descriptions of the characteristics and lines from "dog" onto separate strips. Students can paste the descriptions and lines into the correct category: Structure, Imagery, or Rhyme and Meter. Distribute and post the Directions for the Final Word Protocol and invite students to follow along, reading silently in their heads as you read them aloud. Answer clarifying questions. Consider inviting students to write poetry about a local issue and use the poems to make a difference. The play's the thing in this uneven audio adaptation of Creech's latest novel. Though he has a grand imagination and big dreams, young Leo often feels invisible in his large Italian Continue reading »