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. 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)

Love That Dog Study Guide | Literature Guide | LitCharts

Invite students to work with their triad to find at least two details in the poem that helped them identify the theme they have chosen, and to record them in the boxes. Newbery Medalist Creech’s slim, understated story about a young childless couple who find a small boy of indeterminate age asleep on their farmhouse porch one morning has a fablelike quality. Continue reading »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. 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. 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. 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) 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.

LOVE THAT DOG by Sharon Creech - Publishers Weekly LOVE THAT DOG by Sharon Creech - Publishers Weekly

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. 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. Identify local people who may enjoy poetry--for example, a senior citizens home--and go to read poetry for them or send them recordings of students reading poetry.Google Docs - Create writing products: Students complete their note-catchers and write their essays, poem, and poetry presentation in Google Docs. Remind students that they have seen each of these targets before, but this time the poem they will be analyzing is different. 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. 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.