Poetry: "Love That Dog"

Reviewing the Learning Targets

● I can discuss and record what I notice

and wonder about resources.

● I can infer the topic of this module from

the resources.

Infer: to make an
educated guess

Poetry, Poets and
Becoming Writers

4th Grade Module 1 Unit 1

Learning Targets

❏ I can determine the gist of pages 1–5 of

Love That Dog.

❏ I can describe what happens in pages 1–5

of Love That Dog and how Jack feels
about it.

Thumb-O-Meter: Close your eyes, use your thumb to
determine how you feel about meeting these learning

targets

Learning Targets

❏ I can identify the characteristics of poetry in

“The Red Wheelbarrow.”

Poetry Vocabulary

● Stanza: a group of lines

divided by a space

● Line: a row with a group

of words

● Free verse: no rhyme or

rhythm

Learning Targets

❏ I can describe what happens in pages 6–7

of Love That Dog and how Jack feels
about it.

❏ I can identify the characteristics of poetry

in “Stopping by Woods on a Snowy
Evening.”

“The Tiger” by William Blake

● Read along in your book.

● Let’s listen again!

● Close your eyes and picture what is

being described.

Think-Pair-Share

1.

Think about the question your
teacher asks you.

2.

Turn to your discussion partner.

3.

Identify which partner will go first

4.

Partner A ask partner B the
question.

5.

Give partner B 30 seconds to share
response.

6.

Now partner B asks partner A the
same question and gives 30
seconds to answer

What details do

you notice
about “Love
That Dog”?

Poetry Vocabulary

● Stanza: a group of lines divided by a space

● Line: a row with a group of words

● Rhyme: 2+ words with the same ending sound

● Imagery: Words that help me see

● Repetition: Words that repeat

What do you notice?

● What are the details?

● What details do you

notice about the text
you looked at?

Learning Targets

❏ I can use the characteristics of

poetry to explain how to poetry
and prose are similar and
different.

What do you wonder?

● What do the details

make you wonder?

● What questions do

you have after
looking at the text?

Prose: Written or spoken
language in ordinary form

Let’s compare the poem and prose version of “The

Tiger” by William Blake

Prose: The tiger’s bright orange coat

looked like it was burning in the dark of the

forest at night. Who created such an

amazing creature?

Now that you have

looked at some

resources, what can you
infer about this module?

POEM
PROSE

What does it mean to have a good discussion?

1. What did you do well when discussing

your inferences with a partner?

2. What should we be mindful of whenever

we participate in group discussions?
Why?

Pacing Guide: Week 2

Sept 11th: Lesson 6

Sept 12th: Lesson 7

Sept 13th: FLEX/ Review Day

Sept 14th: Lesson 8- Mid Unit Assessment

Sept 15th: Lesson 9

Module Guiding Questions

● What makes a poem a poem?

● What inspires writers to write poetry?

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

“dog”

Grade 4: Module 1: Unit 1: Lesson 6

Establishing Reading Routines:
Pages 1–5 of Love That
Dog

Grade 4: Module 1: Unit 1: Lesson 2+3

Let’s read pages 12–14!

Turn and Talk:

What happened?

How did Jack feel about it?

How do you know he felt
that way?

Review the Module Guiding Questions

● What makes a poem a poem?

● What inspires writers to write poetry?

Let’s read pages 15–19!

What happened?

How did Jack feel about it?

How do you know he felt
that way?

Learning Targets

❏ I can determine the gist of pages 1–5 of Love

That Dog.

❏ I can describe what happens in pages 1–5 of

Love That Dog and how Jack feels about it.

Pgs

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

15–19

Pgs

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

15–19

Jack read small
poems about
animals and then
the teacher typed
his poem up and
put it on the board.

Excited and proud. He
liked the small poems and
was proud to see his poem
posted on the board.

He writes, “I liked those small
poems today,” and he also
writes, “I guess it does look like a
poem when you see it typed up
like that.”

Learning Targets

❏ I can identify the similarities and differences

between poetry and prose.

What happened? How
does Jack feel about
it?

● One group will focus on

pages 20–21.

● The others will focus on

pages 22–24.

Pgs

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

20–21

22–24

Pgs

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

20–21 Jack reads a new

poem by Robert
Frost about a
pasture.

Confused. Jack has a lot
of questions about the
poem.

He writes, “I really really really
did NOT get the pasture poem
you read today.

22–24 Jack is thinking

about what makes
a poem a poem.

Thoughtful. Jack has a lot
of wonderings about
poems.

He writes, “typed up they look
like poems and the other kids are
looking at them and they think
they really are poems.”

“The Pasture”

Poem by Robert

Frost

I’m going out to clean the pasture spring;

I’ll only stop to rake the leaves away

(And wait to watch the water clear, I may):

I sha’n’t be gone long. – You come too.

I’m going out to fetch a little calf

That’s standing by the mother. It’s so young.

It totters when she licks it with her tongue.

I sha’n’t be gone long. – You come too.

“The Pasture” Prose

Think: What is similar? What is different?

POEM PROSE

Learning Targets

❏ I can identify the similarities and differences

between poetry and prose.

Mid-Unit 1 Assessment:

Summarizing a Poem and

Comparing Poetry and Prose

Grade 4: Module 1: Unit 1: Lesson 8

Text-Based Discussion:

What Inspires Jack to
Write His Street Poem?

Grade 4: Module 1: Unit 1: Lesson 9

Let’s read pages 28–34!

What happened?

How did Jack feel about
it?

How do you know he felt
that way?

Pgs

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

28–30

31–34

Page
s

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

28–30 Jack’s poem is

typed up and
posted on
yellow paper.

Proud. Jack thinks his
poem looks good on
yellow paper posted
on the board.

He writes, “Yes it looks
good on yellow paper.”

31–34 Jack read a

poem about
street music
and writes
about his street.

Inspired. He liked the
poem about street
music and writes his
own.

He writes, “I like that poem
we read today about street
music in the city.”

Learning Targets

❏ I can find evidence of the poems that

inspired Jack in his poetry.

Similarities in “Street Music”
and Jack’s poem:

Week 3 Pacing Guide

Sept 18th: Lesson 10

Sept 19th: Lesson 11

Sept 20th: Lesson 12- End of Unit Assessment

Sept 21st: Small Group Guided Reading Pgs 46-67

Sept 22nd: Small Group Guided Reading Pgs 68- 86

Analyzing Poetry: Pages 35–41 of
Love That Dog and “The
Apple”

Grade 4: Module 1: Unit 1: Lesson 10

Let’s read pages 35–41!

What happened?

How did Jack feel about it?

How do you know he felt that
way?

Pgs

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

35–41

Pgs

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

35–37 Jack reads a

shape poem
and writes one
himself.

Excited. Jack enjoyed
reading and writing
shape poetry.

He writes, “My brain was
pop-pop-popping when I
was looking at those
poems.”

38–41 Jack’s poem is

typed with his
name on it and
posted on the
board.

Proud and
embarrassed. Jack
lets the teacher put
his name on the
poem, and he gets
compliments from
students.

He writes, “Maybe you
could put my name on it
too.”

Analyzing Poetry:
“The Apple”

Turn and Talk: What
do you notice is
similar about “The
Apple” and Jack’s
poem?

“The Apple” by S.C. Rigg

Analyzing Poetry: Pages 42–45 of

Love That Dog and “Love That

Boy”

Grade 4: Module 1: Unit 1: Lesson 11

Let’s read pages 42–45!

What happened?

How did Jack feel about it?

How do you know he felt that
way?

Pgs

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

42-45 Jack’s poem is

typed with his
name on it and
posted on the
board.

Proud and embarrassed.
Jack lets the teacher put
his name on the poem,
and he gets compliments
from students.

He writes, “Maybe you could put
my name on it too.”

Page
s

What happens?

How does Jack feel
about it?

How do you know? Use
evidence from the text to
support your answer.

42–45 Jack reads a

poem called
“Love That Boy”
and takes home
the book
without
permission to
copy the poem.

Excited and ashamed.
Jack really likes the
poem, but he is
ashamed because he
took the book without
asking, and he spilled
something on one of
the pages.

He writes, “That was the
best, best BEST poem you
read yesterday by Mr.
Walter Dean Myers.” He
also writes, “I am sorry I
took the book home
without asking. I only got
one spot on it.”

“Love that Boy” *

by Walter Dean Myers

Love that boy,
like a rabbit loves to run
I said I love that boy
like a rabbit loves to run
Love to call him in the morning
Love to call him
“Hey there, son!”
*first stanza

Turn and Talk:
What do you
notice is similar
about “Love the
Boy” and Jack’s
poem?

Unit Wrap Up

1) What has inspired Jack to write

poetry?

2) How have Jack’s feelings about poetry

changed from the beginning of the
story to now?

End of Unit 1 Assessment:
Analyzing Changes
in Jack’s Character

Grade 4: Module 1: Unit 1: Lesson 12

Learning Targets

❏ I can describe how Jack’s feelings

about poetry changed using
evidence from the text.

Teacher Note: End of Unit 1

Assessment

● Part 2 Selected Response and Short

Answer

Teacher Note: Mrs. Bradford is
coming up with a summative
assessment on “Love That Dog” for
an additional grade