Love That Dog

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Dogs are not our whole life, but they make our lives whole." – Roger Caras, author of A Dog Is Listening: The Way Some of Our Closest Friends View Us Writing summaries: Students receive explicit instruction in how to craft a summary of a poem: introduction, what the poem is about, statement of theme, details from the poem to support the theme, and an explanation of how the poet uses a characteristic of poetry. Determining a theme may be difficult for some students who struggle to comprehend the language itself in the poem. Help students understand and discuss the details in each poem, guiding them to notice any patterns that emerge. Also, this summary structure may be different from other summary structures or structures that students are familiar with in their home languages. Compare and contrast the structures whenever possible. 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 Study Guide | Literature Guide | LitCharts

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.In the whole history of the world there is but one thing that money can not buy … to wit—the wag of a dog's tail." – Josh Billings, humorist and lecturer Guide students through an intentional Think-Triad-Share, leaving adequate time for each student to think, ask the question, and share. Cold call students to share out: A dog is the only thing on earth that loves you more than he loves himself." – Josh Billings, humorist and lecturer

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

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. 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. I think dogs are the most amazing creatures; they give unconditional love. For me, they are the role model for being alive." – Gilda Radner, American comedian and actress Multiple Means of Action and Expression (MMAE): To facilitate increased comprehension, some students may benefit from multiple strategies for engaging with the text. Consider minimizing the complexity of analyzing Love That Dog by chunking important texts and engaging in a discussion about the meaning. Another strategy is to have students sketch the meaning of lines from "dog" and then use words to describe the images.

Whoever said you can't buy happiness forgot little puppies." – Gene Hill, author of A Hunter's Fireside Book and Hill Country Preview the poem "dog" and review the example anchor charts and note-catchers to determine what students need to understand from reading the poem. Direct students' attention to the posted learning targets and select a volunteer to read them aloud: The love of a dog is a pure thing. He gives you a trust which is total. You must not betray it." – Michel Houellebecq, French author