Love That Dog

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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. There are times when even the best manager is like the little boy with the big dog—waiting to see where the dog wants to go so he can take him there." – Lee Iacocca, former president and CEO of Chrysler

Love That Dog - LitCharts Walter Dean Myers Character Analysis in Love That Dog - LitCharts

Focus students on the "Theme" box at the bottom of the I Notice/I Wonder Note-catcher: "dog." Remind them that a theme is a message or main idea relevant to the real world that the author wants you to take away. Remind students also that there may be more than one theme, and that different people can often interpret different themes in the same poem. Remind students also that sometimes characteristics of poetry can give the reader a clue about the theme.

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If you have a dog, you will most likely outlive it; to get a dog is to open yourself to profound joy and, prospectively, to equally profound sadness." – Marjorie Garber, author of Shakespeare After All 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 The greatest pleasure of a dog is that you may make a fool of yourself with him, and not only will he not scold you, but he will make a fool of himself, too." – Samuel Butler, author of Erewhon

Love That Dog - LitCharts Confidence, Passion, and Pride Theme in Love That Dog - LitCharts

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. No matter how little money and how few possessions you own, having a dog makes you feel rich." – Louis Sabin, author of Teddy Roosevelt, Rough RiderDogs have given us their absolute all. We are the center of their universe. We are the focus of their love and faith and trust. They serve us in return for scraps. It is without a doubt the best deal man has ever made." – Roger A. Caras, author of A Dog Is Listening: The Way Some of Our Closest Friends View Us 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. 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. The average dog is a nicer person than the average person." – Andy Rooney, American TV writer and contributor on 60 Minutes 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.

love that dog.pdf - Google Sheets love that dog.pdf - Google Sheets

Place your finger on tongue all limp and his chin between his paws . Can you gently show me what that looks like?" (Look for students to gently act like a dog, letting their tongue rest and putting their chin between their hands on their desk. If students aren't comfortable acting like a dog or showing their tongues, invite them to sketch the line instead.) Invite students to refer to the Criteria of an Effective Summary anchor chart and write their summary at the bottom of their note-catcher. 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.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). 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 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. You know, a dog can snap you out of any kind of bad mood that you're in faster than you can think of." – Jill Abramson, American author and journalist, and former executive editor of The New York Times