by
MARGARITA
ENGLE
by
MARGARITA ENGLE
A Kids' Wings Unit for Award-Winning Literature
by Suzy Red
This unit was purchased and may be used within
one school only. Please email us your school's
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© 2015, Suzy Red, Lockhart, Texas
All Rights Reserved
Kids' Wings Educational Associates
http://suzyred.com/Mountain-Dog
1707 Twin Island Dr.
Page 0
Lockhart, TX 78644
Kids’ Wings UnitIncluded
for Mountain
in Dog
this unit is a complete, interactive
(512) 558-1121
http://suzyred.com/Mountain-Dog.html
Jeopardy-type
game in PowerPoint format
© 2015, Suzy Red, Lockhart, Texas
http://kidswings.com
With Internet Support and Extensions
by
MARGARITA
ENGLE
Before and
After Reading
Objectives: ... connect experiences and ideas with those of others through speaking and listening
… use vocabulary to describe clearly ideas, feelings, and experiences
… use prior knowledge to anticipate meaning and make sense of texts
… write to express, discover, record, develop, reflect on ideas, and to problem solve
... establish a purpose for reading selected text based on desired outcome to enhance comprehension
... ask questions of the text
Get Ready! Get Set! Discuss!
Cut out the cards below. Put them in a stack. Use them as discussion cards. Take turns with your friends. Draw
one of the cards. Give your answer. Pass the card to your right around the circle. Listen as each person gives
his/her answer. Ask questions and make brief comments after each person answers. The discussion may give
you ideas that never occurred to you and may challenge your thoughts. When you have completed the
discussion, write your answers to three of the questions in your reading journal.
What are some of a
dog’s best natural
gifts?
How could you
train a dog to find a
lost person?
Would you rather live in
the city or in the
mountains? Explain
your answer.
What mistakes do
some people make
with a dog they
own?
If you got lost, alone in
the woods, what are
some things you should
do to be safe?
What are some
things that dogs can
do better than
humans?
What are some things
that humans can do
better than dogs?
Tell about a time when a
dog rescued you either
from danger or from a
bad mood.
What kind of knowledge
and survival skills does
a forest ranger need to
have?
Tell about your favorite
memory with the best dog
you ever had. Or
describe a dog you
would like to own.
Page 1
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Mountains and Valleys
Have you ever felt like you were on top of a
mountain? If you have, you know it feels like you
are breathing some sort of new air. You feel
taller, stronger, and in control of your world! You
are a winner! Sometimes that feeling can come
from actually winning a contest or making that A
you had worked so hard to earn. But, it doesn’t
take a trumpet-heralding award to give you a
mountain-top feeling. It can come from
something as simple as a smile and a wink from
a person you like a lot. A hug or “way to go” from
a parent or teacher can plop you right up on top
of Mt. Everest!
Unfortunately, the rock on top of mountains
often turns into shifting snow that dissolves or
collapses under your feet, sending you tumbling
into a valley. Your world seems to crumble.
That special air becomes pollution. You shrink
and wish you could disappear altogether. You
lose. You fail. Smiles become frowns. Hugs
become shoves. “Way to go” is replaced with
silence.
Then, you start your struggle to find that
mountain top again. The climb is often difficult,
but you find yourself getting stronger as you
struggle. Strangely, when you reach down to
help another climber, you find your own struggle
is easier! Your foot slips. You fall a few feet.
You go the wrong way and have to double back
to find the right path again. You are not afraid to
ask for help, but you know that you must do the
climbing by yourself. Then, after what seems
like an eternity in the valley, you reach the top of
the mountain and breathe that special air. Your
foot begins to sink or someone gives you a push.
Life is like that. Sometimes we are playing
on top of a mountain, but often we are struggling
to survive in a valley. We can learn from those
who have been there. Real life and fictional
characters in literature can show us how they
have struggled in their valleys to reach their
goals at the top of their mountains.
Crispin, the main character in Crispin: The Cross
of Lead, by Avi, was one whose early life
seemed to be cursed by some unseen evil. He
was born a lowly peasant in the lowest of valleys.
And then, his mother died. Even his valley
collapsed! How could it get worse, you ask?
Believe me, it did! It seemed like suddenly,
everyone was trying to kill him! To survive, he
ran with his only possession, the cross of lead
given to him by his mother before she died.
Now that was a valley! Was he able to climb
out of that mess? You can be sure it wasn’t
easy. Things got worse before they got better.
That’s life. But his strong character and faith in
God led him to someone who could help, and
that’s when he started to climb up the mountain.
By the way, you won’t believe what was on top of
HIS mountain!
A real person who struggled his way from a
valley that seemed like quicksand to the top was
Cesar Chavez. His story is told in Harvesting
Hope: The Story of Cesar Chavez by Kathleen
Krull. During the Great Depression (now that
was a valley!), his family lost their Arizona farm
and moved to California to become migrant farm
workers. They didn’t mind the work, but there
was hardly any pay. Living conditions were
horrible. They were treated badly by their
bosses. Cesar Chavez decided to do something
about it. His strong character and determination
took him on a long journey to fight for the rights
of Mexican farm workers. He became a hero
who surely breathed some of that new air on top
of the mountain when his bosses signed a fair
contract with the laborers!
You are about to read Mountain Dog by
Margarita Engle. The main character in this
story starts out in the lowest of valleys. No love.
Surrounded by evil. He slept in filthy wooden
dog crates and witnessed cruelty, torture,
fighting, and death in organized dog fights. How
could he ever climb out of such a hole? What
made it possible for him to breath fresh air and
find happiness on top of a mountain?
There are so many more mountains and
valleys to read about. Books hold the maps to
guide us out of our own valleys. Strong
characters show us how to look up, to get up,
and to scramble back to the top where we can
breathe that special air ... for awhile.
Page 2
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Mountains and Valleys
by
MARGARITA
ENGLE
Mountains and Valleys
1. In the article, a “mountain” represents ~
5. If you are going through a rough time in your
life, one thing you can do to help make it
easier is to ~
A
high, pointy land with snow on top
B
a sad time when there is trouble or
hardship
A
run away
C
a happy time when things are going great
B
climb a mountain
D
a zit that pops up on your nose
C
help someone else
D
grumble and complain
2. In the article, a “valley” represents ~
6. Why does the author of this passage tell
about characters in books?
A low land between mountains.
B a sad time when there is trouble or hardship.
C a happy time when things are going great.
D an unhappy character in a book.
3. Which of these could make you slide down
from a mountain top to a valley?
A
You are elected President of your class,
and your best friend is elected VicePresident.
B
The principal asks you to make the
morning announcements because you
have such a great voice, and gives you
a script to practice.
C
D
A.
to improve your reading skills
B.
to encourage you to read about people
who have solved problems so you
could handle your own problems better
C.
to let you know what happened to
Caesar Chavez so you could learn
more about Hispanic history.
D.
to encourage you to help farm workers
who have terrible living conditions
7. From the selection, you can tell that Crispin ~
A
was killed by evil men.
You make an A on a science test, and
the teacher puts your paper on the
bulletin board.
B
broke laws.
C
was an African-American.
You wanted to win the award for “best
student in math,” so when the test came,
you copied an answer from someone
else’s paper.
D
survived with the help of others.
4. What happened after Crispin’s mother died?
A
No one would speak to him.
B
People started trying to kill him.
C
He lost the cross of lead.
D
No one would look at him.
8. You can tell from the last sentence that ~
A
even strong characters fall and have to
climb back up the mountain.
B
some strong characters just can’t make it
up the mountain.
C
after you climb out of a valley, you can
never go back.
D
there is no air in the valleys.
Page 3
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … make inferences about text and use textual evidence to support understanding
... summarize and paraphrase texts in ways that maintain meaning and logical order
... analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo
... explain the roles and functions of characters in various plots, including their relationships and conflicts
Weave A Character Study for Tony
As you read, create a character map by illustrating the frames with information about the important events in
Tony’s life, his childhood, surprises he finds in his new home, people and animals who help him, his worries, his
mistakes, his dreams and his feelings. Write a character trait or event and a quote for each frame. Tell about his
friendships, what he fears, and what he hopes to do in the future as you read Mountain Dog.
Tony
Page 4
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … make inferences about text and use textual evidence to support understanding
... summarize and paraphrase texts in ways that maintain meaning and logical order
... analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo
... explain the roles and functions of characters in various plots, including their relationships and conflicts
Weave A Character Study for Leo Leonilo
As you read, create a character map by filling in the characteristics and feelings of Leo Leonilo. Write a character
trait or event and a quote in each section. Illustrate important events in his life, describe his job and what he does
for others, tell about his friendships, places he goes, why Gabe is important to him, and where he gains his
strength. Show how Leo helps Tony to overcome his problems and to plan his future.
Tío
Leo
Page 5
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … make inferences about text and use textual evidence to support understanding
... summarize and paraphrase texts in ways that maintain meaning and logical order
... analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo
... explain the roles and functions of characters in various plots, including their relationships and conflicts
Weave A Character Study for Gabe
As you read, create a character map by filling in the characteristics and strengths of Gabe. Write a
character trait or event and a quote in each section. Show how he was trained, his special abilities,
how he was rewarded, how he felt about the work he did, and what he could not do.
Gabe
Page 6
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … make inferences about text and use textual evidence to support understanding
... summarize and paraphrase texts in ways that maintain meaning and logical order
... analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo
... explain the roles and functions of characters in various plots, including their relationships and conflicts
Weave A Character Study for Gracie
As you read, create a character map by filling in the characteristics and strengths of Gracie. Write a
character trait or event and a quote in each section. Illustrate how she met, encouraged, and bothered
Tony, what she did in the summers, and the special talent she shared with Tony. Show her
grandmother and the special job she had. Add information about her as you read the story.
Gracie
Page 7
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … make inferences about text and use textual evidence to support understanding
... summarize and paraphrase texts in ways that maintain meaning and logical order
... analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo
... explain the roles and functions of characters in various plots, including their relationships and conflicts
Weave A Character Study for B. B.
As you read, create a character map by filling in the character traits of B. B. Describe a character trait or event
and a quote in each section. Illustrate events in her life, her work, her personality, her family, and her relationship
with Leo and Tony. Continue adding information about her through the end of the story. On the back, write
questions you have about her and list answers you find as you read.
B. B.
Page 8
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … make inferences about text and use textual evidence to support understanding
... summarize and paraphrase texts in ways that maintain meaning and logical order
... analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo
... explain the roles and functions of characters in various plots, including their relationships and conflicts
... ... ask questions of text: literal, interpretive, evaluative, universal
Weave A Character Study for Tony’s Mother
As you read, create a character map by filling in the character traits of Tony’s mother. Describe a character trait
or event and a quote in each section. Illustrate events in her life, her problems, her personality, her family, and
the visits with Tony. Continue adding information about her through the end of the story. On the back, write
questions you have about her.
Tony’s
Mother
Page 9
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … present dramatic interpretations of experiences, stories, poems, or plays to communicate
4 Voices Plus:
... reread portions of the text aloud
Tony, Lady, Tío, and
Gabe (a low, slow, goofy voice)
From Death to Life: A Readers’ Theater Play
Voice 1: Tony grew up in the darkest, dirtiest
alleys of Los Angeles.
Lady:
The dogs will be taken to a shelter and
cared for.
We will find you a relative who will take
you in and make you safe.
Tony:
I have no relatives.
Lady:
Don’t be so sure.
Everyone has a relative.
Tony:
Not me.
Lady:
We’ll see. Don’t worry.
Voice 2: He was surrounded by abused,
snarling, hungry, mean fighting dogs.
All:
Doomed dogs.
Voice 3: At night, Tony slept in a filthy, splintery
dog crate.
Tony:
All:
In the day, I watched my mother
torment puppies to teach them how to
fight, how to bite, how to kill.
Pit bulls.
Voice 4: At night, evil men came to place bets
on the dogs they thought would win.
Voice 1: Tony held their money and tried to
turn away.
Voice 2: But his mother called him
All:
Loser.
Voice 3: No love. Only hate. Only pain.
Voice 1: The social worker investigated, but she
found no relative.
Lady:
I’m not giving up, Tony. You must
have faith.
Tony:
What’s “faith”?
Lady:
It’s believing that God will make
everything okay.
Tony:
That’s not going to happen. Not to me.
Lady:
You’ll see.
Voice 4: Violence.
Voice 1: After a few days, Tony went to court
with the social worker.
Tony:
Inside, I screamed when I heard the
growls, the screeches,
Lady:
I have good news, Tony.
We found one of your relatives!
All:
when he saw the claws, the blood,
Tony:
Really?
Lady:
Yes, he’s a forest ranger. He rescues
lost hikers and cares for the trees.
Tony:
He won’t like me.
Lady:
Have faith, Tony.
He’s your uncle, and he’s cool.
Voice 1: And death.
All:
Then suddenly, one day,
Voice 2: Police broke inside, shouting,
All:
You’re under arrest!
Voice 3: Take the dogs away!
All:
Arrest that woman! Take her to jail.
Lady:
Come with me, Tony.
I’m a social worker. I’ll help you.
Voice 4: But Tony said,
Tony:
I don’t want to leave. This is my
home. I have no other place to go.
Who will doctor the dogs?
Voice 2: A man in a green uniform comes into
the courtroom and hugs Tony.
Tío:
Hello, Tony.
Are you ready to go home?
Tony:
Home?
Tío:
Yes, home to the mountains with Gabe
and me.
Tony:
But I’ve always lived in the city.
Who’s Gabe?
Page 10
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
From Death to Life: A Readers’ Theater Play
Tío:
Gabe is my search and rescue dog.
Here’s his picture.
Tony:
He’s not a pit bull.
Tío:
No, he’s a chocolate lab.
Tony:
(disdainful) He has a goofy grin and
silly drool. He’s not a fighting dog.
Tío:
That’s right, Tony. Gabe is just a
friendly guy, eager to be your pal.
Let’s go meet him.
Tony:
But, I don’t think I’m ready to meet
him.
Lady:
Good-bye, Tony. Keep the faith.
Tony:
Good-bye.
Gabe:
The boy’s finger scent rhymes with
good food and friendly smells.
But the stench on his shoes reeks with
the stink of vicious animals, bad dogs,
strange dogs, dangerous dogs.
Voice 3: The green truck roars up Tio’s
mountain.
Gabe:
The boy and I love the aroma of my
mountain. We lift our noses together,
push our heads out the wide-open
window. We smell the wild place in
the clear, invisible air.
The boy and I will always be friends.
Always.
I know he will like my cabin. Its warm
smells rhyme with happiness. I will let
him sleep on my bed with me.
Voice 3: They leave the courthouse and find
Gabe waiting in Tío's forest green
truck.
Voice 4: Tony thinks about where he will sleep.
Voice 4: Tony stands back.
Voice 1: But Gabe’s wagging tail, bright
welcoming doggie eyes, and sniffy
nose tell Tony that they are already
friends.
Voice 2: Tony reaches out to give Gabe a pat
on the head.
Tony:
I wonder what my bed will be like?
Will it be another splintered,
spiderwebby, hard, filthy doghouse?
Voice 1: Tio’s truck arrives at a two-room cabin
on the side of a tall mountain.
Tío:
This is it, Tony! One room for you and
Gabe, one room for me!
Voice 3: Gabe’s tongue gives him some
slobbery licks.
Voice 2: Tony is amazed. He thinks to himself,
Tony:
Yuck.
Tony:
Tío:
Looks like Gabe has sealed the
friendship.
I’ve never had my own room. I wonder
where my mother is. Was she always
cruel and hurtful? Did Tío know her?
Tío:
Do you feel like singing? In the
morning, we’ll go to Cowboy Church.
Gabe:
I will go, too! I love to sing along.
Tío:
Then, Gabe and I will take you on a
hike into the mountains. It’s a beautiful
place. I’ll show you the hiking paths.
But soon, Gabe and I will be called to
rescue lost or injured hikers. You can
come with us to the base camp!
Voice 4: Not many people understand a dog’s
language as well as Tío.
Tío:
You’ll learn a lot by hanging around
Gabe and me, Tony.
Voice 1: Listen and you can hear Gabe’s voice.
Gabe:
(goofy voice) The boy likes my licks.
He sees how I sniff him.
He is like me. He breathes air.
He loves the fragrance of day, too!
Voice 2: The dog studies Tony’s odors.
Voice 3: Tony is about to learn about the
wonders, the beauty, the healing, and
the dangers of life with Tío and Gabe,
in Mountain Dog.
Page 11
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
The Big6 Song
The Research Song is based upon
The Big6 Skills (c)1987, Michael B. Eisenberg and Robert E. Berkowitz.
Used with permission.
Big6 Skills: http://www.big6.com
Research and Problem Solving
Objectives: ... use writing as a tool for learning and research
... produce research projects and reports in effective formats using visuals to support meaning, as appropriate
... produce visual images, messages, and meanings that communicate with others
by Suzy Red, to the tune of “Sixteen Tons” OR click it to a RAP
Well that research stuff is really tough,
You get lost in paper, words, and such,
But these research skills will help you out!
When you’ve mastered them, you’ll stand and shout!
You DEFINE YOUR TASK because you’re smart.
List what you know before you start.
Make a map of the concept and what you need.
Then list your jobs with lightning speed.
INFORMATION SEEKING STRATEGIES
Help ya brainstorm sources making work a breeze.
List the ones that you and others know
Then decide the best ones before you go.
(Whistle)
(Whistle)
(Whistle)
Now you LOCATE AND ACCESS the sources you’ll use
Through classroom and library, you’ll peruse.
Read Tables of Contents and Index, too.
(Whistle)
Then check the net before you’re through.
Next you USE INFORMATION from sources you found.
Read, hear, or view them where they abound.
Evaluate their accuracy and you’ll be glad.
Your notes and bibliography you must add.
(Whistle)
Next step in research is SYNTHESIS .
Put note cards in order just like this.
Develop an outline for what you’ll say.
Plan how you’ll present it on your big day!
Well you’ve looked it up, and polished it too.
The next step is JUDGING. Then you’ll be through.
Was your project complete? Did it do the job?
Use a rubric to help you please that mob.
Page 12
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
(Whistle)
(Whistle)
To become a good researcher, you have to learn the basic steps in research and problem solving. Use this simple song to help
you learn them!
by
MARGARITA
ENGLE
by
MARGARITA
ENGLE
Before
Reading
Objectives: ... establish & adjust purposes for reading (to find out, to understand, to interpret, to enjoy, to solve problems)
... produce research projects and reports in effective formats using visuals to support meaning, as appropriate
The Unique Qualities of Dogs
Before you begin to read Mountain Dog, join with a partner or small group to research and
explore how Search and Rescue dogs are trained. After you gather your facts, create a
unique presentation to help your classmates appreciate the unique qualities of dogs in
general and SAR dogs in particular. Use the Big6 Research to guide your study.
Form your questions. What do you KNOW already? What do you WANT to know?
Choose one question to guide your research. Write it on the line:
Make a KWLR chart:
What I already KNOW
What I WANT to know
What I LEARNED
Create a large concept map, a word web, chart,
or spider map to organize your research.
RESOURCES I used
Unique
Qualities of
Dogs
Where will you look to find the answers? Make a list of resources you’ll use.
Don’t forget to include the Internet, books, media and an interview.
(Do they add to your presentation?)
Speed
(Do you take your time and carefully
explain the ideas in detail?)
Page 13
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Terrific
Props (Display & Dog)
Good
Design a rubric to fit your
unique presentation.
Example:
Pretty good
Cover each individual fact
on your display. Introduce
the service dog to your
class. Uncover one unique
Interest
characteristic of a dog as
(Is your presentation interesting?)
1
you allow the dog to model Volume
it. Discuss how this
(Can the audience hear? Do you
1
change the volume to match the
characteristic was
expression?)
essential to the Mountain
Information
1
Dog.
(Is your presentation informative?)
Needs work
Keep trying
Read, listen to, or view the resources you’ve found. Take notes on
cards, and write a bibliography listing where you found each idea.
Put your cards in order. Outline what you have found that answers your guiding
question. Create a display showing a dog’s unique characteristics. Then, with your
partner or small group, introduce your friendly dog or a trained SAR dog to your class
as the focus of your talk.
2
3
4
5
2
3
4
5
2
3
4
5
1
2
3
4
5
1
2
3
4
5
by
MARGARITA
ENGLE
Before
Reading
Objectives: ... establish & adjust purposes for reading (to find out, to understand, to interpret, to enjoy, to solve problems)
... produce research projects and reports in effective formats using visuals to support meaning, as appropriate
How to Hike Safely in a Mountain Forest
Before you read Mountain Dog, discuss with a partner what you already know about how to stay safe
when you are hiking in a mountain forest. Use the Big6 research design http://www.big6.com/ below
to guide your research and help you learn more about mountain safety. Then, create a challenging 10question True-False pretest for your audience. After they predict the answers, your presentation will
give them a chance to interact with each question and listen as you present facts about the answer
before moving to the next question.
Form your questions. What do you KNOW already? What do you WANT to know? Choose
one question to guide your research. Write it on the line:
Make a KWLR chart:
What I already KNOW
What I WANT to know
RESOURCES I used
What I LEARNED
Create a large concept map, a word web, chart, or
spider map to organize your research.
Safety for
Mountain
Hikers
Where will you look to find the answers? Make a list of resources you’ll use.
Don’t forget to include the Internet, books, media and an interview.
True or False?
Read, listen to, or view the resources you’ve found. Take notes on
cards or PowerPoint, and write a bibliography listing where you found each idea.
Terrific
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Speed
(Do you take your time and carefully
explain the ideas in detail?)
Page 14
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Pretty good
Good
Design a rubric to fit your
unique presentation. Example:
Needs work
Create a True-False pretest
about the 10 most surprising
facts you have learned about
mountain safety. Will you
project the test or duplicate it?
First, allow your audience to Interest
(Is your presentation interesting?)
predict the answers to all of
your questions. Then, oneVolume
by-one reveal the answers by (Can the audience hear? Do you
change the volume to match the
presenting detailed facts.
expression?)
Make it fun! Present an
Information
acorn, berry, or pebble for
(Is your presentation informative?)
each question that was
Props
guessed correctly.
(Do they add to your presentation?)
Keep trying
Put your cards or slides in order. Outline what you have found that answers your question.
Choose 10 of the most surprising facts on cards YOU have created. Write a true-false
question about each one. Design a PowerPoint presentation with one slide containing details
and pictures for each question on your test.
by
MARGARITA
ENGLE
Objectives: ... summarize or paraphrase what the reading was about, maintaining meaning and logical order
… paraphrase and summarize text to recall, inform, and organize ideas
... describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events
... understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding
Chart the Story’s Progress
Record elements of each chapter by writing or drawing. Be ready to compare your chart with others.
You will find additional pages of this chart on pages 66-73 in the Appendix. Character Traits are
defined on pages 75 and 76.
Chapters
1
Tony’s
1st:
-in court
Setting
Los
Angeles
slum
-relative
Courtroom
Characters
Problems/Threats
Tony
Dog fights
Social
worker
Tony’s mother’s
cruelty
Mom
Tony going into
foster care
Tío
Leonilo
Tony’s confusion
and fear of the
unknown
Surprises and
Foreshadowing
Character
Traits
A Dog’s
Uniqueness
Tony’s uncle is
a forest
ranger.
Mom’s Cruelty
friendliness
and trust in
a stranger
Tío’s chocolate
lab named
Gabe
How LOST
Tony felt
2
Tony’s 1st:
-smelling
mountain
air
3
Tony’s 1st:
-room
- bed
-forest
-oatmeal
-snow
-off leash
dog
-no muzzle
-no scars
4
Tony’s 1st:
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Friendliness of
the Social
Worker & Tio
Tony’s
Confusion
Gabe’s Trust
by
MARGARITA
ENGLE
During
Reading
Objectives: …draw on experience to bring meanings to words in context such as figurative language
… study word meanings systematically such as across curricular content areas
... acquire an extensive vocabulary through reading and systematic word study
... interpret, evaluate, and make connections
Page numbers
are in
parentheses.
Figures of Speech! Get the Picture!
In Mountain Dog you will find figures of speech called similes and metaphors. When
these words and phrases are taken literally, they can paint a funny…different…picture
from the intended meaning. Practice by drawing the first ones on this page. Then,
continue in your dialectical journal. For your favorites, use full sheets of paper to draw your
favorite figures of speech that you find in the story. Fill each full page with an ARTISTIC
drawing, the quote from the story, and the page number where it was found. Your teacher or
librarian will mount the best ones on a bulletin board.
Similes use LIKE or AS to compare two things that share a common characteristic.
Metaphors compare two things by saying or inferring that one thing IS the other because
they share common characteristics.
In the boxes below, artistically draw the literal picture the words might bring to mind. Under the phrase,
write what the character really meant.
SIMILE
(p. 1)
“ She’s like a curious puppy ...”
SIMILE
(p. 16)
“ ... from a scared-of-life mood to
one that feels like music.”
SIMILE
(p. 4)
“... like a movie with zombies or
aliens... ”
METAPHOR
(p. 17)
“... breathing hope ...”
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SIMILE
(p. 11)
“... while I feel like a worn-out zoo
beast.”
METAPHOR
(p. 21)
“Hawks leave winged trails of
hunger in midair.”
by
MARGARITA
ENGLE
On this world map,
use map pencils to ~
Objectives: ... use geographic tools to collect, analyze, and interpret data
... interpret and use graphic sources of information such as maps
Where in the World?
* Color the United States
green and Canada brown.
* Circle Cuba in red.
* Color Mexico yellow.
* Color California orange.
* Show the Sierra Nevada
Mountains with ^^^^^^
symbols.
* Mark your own home with a
red X.
* Label oceans and lightly
shade bodies of water blue.
* Label continents and
outline each with a different
color.
Where Had Tío Lived?
Research to locate
each place Tío had
lived. Use this map to
locate, color, and label
these places.
*Outline the USA in green.
*Color Cuba gold.
*Color Florida purple.
*Color California orange.
*Show the Sierra Nevada
Mountains with ^^^^^^
symbols.
*Color Yellowstone National
Park red.
*Color Yosemite National
Park yellow.
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by
MARGARITA
ENGLE
Objectives for this page are listed on page 65 in the Appendix.
Tony’s Changing World, Chapters 1-5
Vocabulary
Before you begin to read these chapters, write each of these words that you don't know in the vocabulary section
of your dialectical journal. Remember that even if a word is familiar, it may have multiple meanings! Use a
dictionary to be sure you know each word on this list as it is used in the story. Be ready to prove your expertise!
native island (3)
scent (7)
spiderwebby (9)
nightmarish (9)
unfamiliar (12)
remote (13)
greedy (14)
mysterious (15)
reassuring (16)
castaway (16)
marooned (16)
temporary (20)
aroma (21)
rhyme (22)
fantasy (24)
concentrate (25)
reputation (27)
stargaze (28)
constellations (29)
myths (29)
ferocious (29)
Latino (30)
trekkers (34)
unimaginably (34)
trail angels (35)
volunteer (35)
caches (35)
remote (35)
thru-hiker (35)
casually (40)
Predict-Read-Confirm





Meet with your small group before and after reading the section to discuss the questions. Appoint a secretary
who writes the group’s predictions before you read and confirmations afterward, but rotate this job often.
Before you read, predict the answers to the questions below. Your group’s secretary will take notes on your
predictions.
Read the chapter. Watch for clues that help to answer the questions.
After you read, revise your answers in your secretary’s notes based on the story. Let the questions lead to
deep discussions of each section. How close were your predictions?
On the lines below or in your journal, use each chapter title in a sentence about the story.
Chapter 1:
1. Why did Tony’s mother go to prison? Why was Tony in court?
2. How do the author’s words create imagery in her description of Tony’s social worker?
3. How was “trusting” difficult for him? How was he different from the social worker?
4. Why was Tony confused about the outcome?
5. What changes do you think will be in store for Tony? If you were him, how would you feel?
Chapter 2:
1. Whose voice do you hear telling the stories in this chapter?
2. How does Gabe first analyze Tony? What did Gabe find unfriendly about him?
3. To what does Gabe compare the bad smells? Why?
4. In your world, who is most like Gabe?
Chapter 3:
1. How was Tony’s new home different from his old one? Why was Gabe unusual to Tony?
2. What concerns does Tony have? Why does he dislike math?
3. Would you have felt the same way Tony felt about the forest? Explain.
Chapter 4:
1. How does Gabe understand the things in his world?
2. What does Tony admire about Gabe? What does Gabe admire about Tony?
Chapter 5:
1. Why did Tony’s past keep coming back to haunt him? How? How might this be foreshadowing?
2. What part of the future does Tony dread? What parts does he look forward to? Should he?
3. What roles do Gracie and Tío play in Tony’s life?
4. How does Tío find strength and recharge his life?
5. What purpose do you think the author may have had as she wrote this story?
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by
MARGARITA
ENGLE
Objectives: ... ask questions of text: literal, interpretive, evaluative, universal
... understand, make inferences, draw conclusions about structure and elements of fiction, and provide evidence from text to support understanding
... analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts
... understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text
... determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, suggests mood
Comprehension Check-Up, Chapters 1-5
1. The social worker’s actions were an
indication of her ~
A
loyalty
... in spite of the fact that
B
honesty
___________________
C
generosity
___________________
D
perseverance ___________________
4. What does Gabe mean when he uses the
phrase, “rhymes with”?
5. How did Tony feel about going with his
uncle?
A reluctant because he had to leave home.
2. The story’s main problem is ~
B afraid because his uncle may have used
dogs to fight like his mother.
A
the loss of Tony’s dogs.
B
the cruelty of dog fighting.
C excited to be going with his uncle to a new
home in the mountains.
C
how Tony will adjust to his future.
D ashamed because he had helped his mom.
D
his mother’s lack of compassion.
I chose this answer because ~ _____________
______________________________________
______________________________________
______________________________________
Use the back of this page if you need more space to answer.
3. Which word does not belong in the list
below?
A
tío
B
magician
C
relative
D
uncle
I chose this answer because ~
6. Gabe knew where Tony had been by ~
A
hearing the social worker tell about him.
B
feeling his fear.
C
smelling the odor of dangerous dogs on
his shoes.
D
hearing Tony tell his uncle about his
mother’s cruelty.
7. Something that Tony’s uncle and his
mother had in common was: __________
__________________________________.
8. Tony’s mother used dogfights as a way
to ________________________________.
9. Tony found the Cowboy Church to be
_____ because _____________________.
10. ____________, _________, ___________,
were ways to reward Gabe.
11. Tony’s wishes: ____________________
and ______________________________.
12. In Los Angeles, the things Tony hated
about school were __________________,
________________, and ______________.
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by
MARGARITA
ENGLE
Objective: ... explain the similarities and differences in the setting
Comparing to Understand
In the first five chapters of Mountain Dog, Tony experiences two different worlds. In the diagram
below, fill in the characteristics of each setting and the ways in which the settings are similar. It will
help you to understand Tony’s feelings as he leaves one and enters the other.
City
Both
Mountains
In Mountain Dog, Tony meets Gabe, a dog that becomes one of his best friends. You even get to hear
Gabe speak in alternating chapters. In the Venn diagram below, show how Gabe and Tony are the
same and different. It will help you to understand why dogs are humans best friends.
Tony
Both
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Gabe
by
MARGARITA
ENGLE
Objectives: ... identify and apply playful uses of language
... describe main characters in works of fiction, including their traits, motivations, and feelings
... make inferences and draw conclusions about how an author's sensory language creates imagery in literary text; provide eviden ce from text to support their
understanding.
recognize that some words and phrases have literal and non-literal meanings
Words with Cold, Clear Meanings
On page 21, Gabe described how he understands words because they have
cold, clear meanings that he can smell, taste, and swallow. These words
“rhyme with the scent of humans, the aroma of happiness.”
Make a list of words that carry the aroma of human happiness.
Your Trail Name
On page 35, the story explains who trail angels are and what kinds of help
they offer. Each trail angel has chosen an adventurous trail name. How is a
trail angel different from a thru-hiker? What are some of the thru-hikers’
names? Make a list of unique trail names that your class might like to choose
for themselves. Circle the name you would like for yourself.
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by
MARGARITA
ENGLE
Before
Reading
Objectives: ... establish & adjust purposes for reading (to find out, to understand, to interpret, to enjoy, to solve problems)
... produce research projects and reports in effective formats using visuals to support meaning, as appropriate
Immigrants on Rafts
Both Tío and Tony’s mother arrived in this country on rafts, but the story does not explain more than
that. What country did they leave? Why did they leave? Why were they on rafts? When did this
happen? Use the Big6 research design http://www.big6.com/ below to guide your research and help
you learn more about the “raft people”. Then, with the help of a partner or partners, create a news
report that includes videos, interviews with some of the “raft people”, and a PowerPoint slide show what
you learned.
Form your questions. What do you KNOW already? What do you WANT to know? Choose
one question to guide your research. Write it on the line:
Make a KWLR chart:
What I already KNOW
What I WANT to know
RESOURCES I used
What I LEARNED
Create a large concept map, a word web, chart, or
spider map to organize your research.
Who were
the “Raft
People?”
Where will you look to find the answers? Make a list of resources you’ll use.
Don’t forget to include the Internet, books, media and an interview.
Read, listen to, or view the resources you’ve found. Take notes on
cards or PowerPoint, and write a bibliography listing where you found each idea.
Volume
(Can the audience hear? Do you
change the volume to match the
expression?)
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Information
(Is your presentation informative?)
Props
(Do they add to your presentation?)
Speed
(Do you take your time and carefully
explain the ideas in detail?)
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Pretty good
Terrific
(Is your presentation interesting?)
Good
Design a rubric to fit your
unique presentation. Practice
before you present to perfect
your presentation. Example:
Interest
Needs work
Create a Breaking News
Special Report. Using the
facts from your research,
design a Power Point slide
show to introduce your report,
show locations on maps, and
include primary source
photographs from history on
the Internet. Include live
interview with some of the
“raft people.”
Keep trying
Put your cards or slides in order. Outline what you have found that answers your question.
Choose most surprising facts you learned in your research to weave into a Breaking News
spot. Tape a video, write a script for an interview with some of the “raft people,” and use a
PowerPoint slide show to highlight the facts.
by
MARGARITA
ENGLE
Before
Reading
Objectives: ... establish & adjust purposes for reading (to find out, to understand, to interpret, to enjoy, to solve problems)
... produce research projects and reports in effective formats using visuals to support meaning, as appropriate
Sky Pictures, Sky Stories
On page 29, Tío took Tony outdoors to stargaze and learn about constellations. Use the Big6
research design http://www.big6.com/ below to guide your research, identify a list of
constellations, and help you learn more about one constellation. What myths and stories has
it inspired? Write and illustrate a children’s story or myth about the constellation. Be ready to
share it with a younger group of students.
Form your questions. What do you KNOW about constellations already? What do you WANT
to know? Choose one question to guide your research. Write it on the line:
Make a KWLR chart:
What I already KNOW
What I WANT to know
RESOURCES I used
What I LEARNED
Create a large concept map, a word web, chart, or
spider map to organize your research.
Constellation
LEO
Where will you look to find the answers? Make a list of resources you’ll use.
Don’t forget to include the Internet, books, media and an interview.
Read, listen to, or view the resources you’ve found. Take notes on
cards or PowerPoint, and write a bibliography listing where you found each idea.
Volume
(Can the audience hear? Do you
change the volume to match the
expression?)
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Information
(Is your presentation informative?)
Design a rubric to fit your
unique presentation. Practice
before you present to perfect
your presentation. Example:
Props
(Do they add to your presentation?)
Speed
(Do you take your time and carefully
explain the ideas in detail?)
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Pretty good
Terrific
(Is your presentation interesting?)
Good
Interest
Needs work
Display your PowerPoint slide
show about the constellation
you have chosen. Name the
stars in the constellation and
point out important history
and relationships with other
constellations. As you read,
watch your audience and try
to be as entertaining as
possible to get their reactions.
Keep trying
Put your cards or slides in order. Outline what you have found that answers your question.
Choose most surprising myths you met in your research to inspire you to rewrite or change to
make it better. Create a PowerPoint slide show to display the facts and history about your
constellation. Write and illustrate your myth or story in the Power Point show.
by
MARGARITA
ENGLE
Objectives for this page are listed on page 65 in the Appendix.
Roundness, Gracie, and A Search, Chapters 6-10
Vocabulary
Before you begin to read these chapters, write each of these words that you don't know in the vocabulary section
of your dialectical journal. Remember that even if a word is familiar, it may have multiple meanings! Use a
dictionary to be sure you know each word on this list. Be ready to prove your expertise!
inhale (43)
spherical (43)
detectors (45)
kneeled (46)
exuberant (50)
whispery (51)
all-terrain (52)
resemble (52)
proclaims (53)
ground-pounders (53)
gnarled (54)
eerie (54)
disobeyed (54)
silhouette (55)
fragrance (58)
liability (61)
stern (62)
scolding (62)
exhausted (65)
elaborate (66)
dedicated (67)
temporary (70)
expedition (71)
marmot (73)
prey (73)
pirouettes (74)
sequoia (75)
apologize (76)
Predict-Read-Confirm





Meet with your small group before and after reading the section to discuss the questions. Appoint a secretary
who writes the group’s predictions before you read and confirmations afterward, but rotate this job often.
Before you read, predict the answers to the questions below. Your group’s secretary will take notes on your
predictions.
Read the chapter. Watch for clues that help to answer the questions.
After you read, revise your answers in your secretary’s notes based on the story. Let the questions lead to
deep discussions of each section. How close were your predictions?
On the lines below or in your journal, use each chapter title in a sentence about the story.
Chapter 6:
1. What caused the boy-silence? Why doesn’t Gabe understand Tony’s emotion?
2. How did Gabe explain his love of round objects?
Chapter 7:
1. What problem distracted Tony from his own?
2. Why didn’t Tony follow instructions? Why was it dangerous?
3. How did Tony balance bad and good memories?
4. How did Tío and Gabe work? Who else participated?
5. What new feeling did the rescue give to Tony?
Chapter 8:
1. How well did Gabe’s nose understand the little girl?
2. What did Gabe love the most?
Chapter 9:
1. How did Tío deal with Tony’s disobedience?
2. What contrasting words did Tío use to describe Gabe and pit bulls?
3. How did Tony learn compassion when he lived in Los Angeles?
4. Why did Tony worry about his future?
5. What did Tony learn about the wilderness?
6. What made Gracie’s article about the old folks sad? How did she inspire Tony to write?
7. Why was the chapter named “Fences”?
8. Why did B.B. choose to do the work she did?
Chapter 10:
1. How did Gabe define sadness?
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MARGARITA
ENGLE
DRAW and
write answers
Objectives: … make inferences about text and use textual evidence to support understanding
... summarize and paraphrase texts in ways that maintain meaning and logical order
... describe mental images that text descriptions evoke
Happiness, Sadness, Loneliness, and Fences,
1. What Tony did to try to
understand Gabe’s thoughts:
Chapters 6-10
2. The shape that
dazzles Gabe:
4. Why did Gabe find
“sadness” so difficult to
understand?
3.
Gabe chasing the
spherical object he was
never be able to catch:
Use the back for more space.
5. Tony trying to balance happy and sad memories:
6. Who was missing?
M I S S I N G!
7. Similes that
describe Gabe:
11. Pictures painted by words
at the top of page 54:
8. ATV=_____ ______ ________:
9.
Ground-pounders:
Sounds like
12. What Gabe’s nose
told him about the girl
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Looks like
10. Feelings that forced Tony
to leave the base-camp
13. Online News Articles by
Gracie and Tony
by
MARGARITA
ENGLE
Objectives: ... use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text
... write literary texts to express their ideas and feelings about real or imagined people, events, and ideas
... write poems using poetic techniques, figurative language, and graphic elements
Elephant Popsicles
On page 68, Gracie shared ideas about her elephant popsicle poem.
Using clues from the story, write the poem she may have written. Be sure
it contains creative poetic techniques like alliteration and onomatopoeia.
Include figurative language like metaphor and simile. Add graphic
elements like unusual line length, capital letters, and visual shapes.
Plan your ideas with lists and drawings on the lines below. Write a draft of
your poem here or in your journal. Then ask a friend to help you edit and
revise it.
Create your final copy and an illustration on the next page.
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by
MARGARITA
ENGLE
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© 2015,poem
Suzy Red,
Lockhart,
Texas popsicles on page 68.
This is my version of Gracie’s
about
elephant
by
MARGARITA
ENGLE
Objectives: ... use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text
... write literary texts to express their ideas and feelings about real or imagined people, events, and ideas
... write poems using poetic techniques, figurative language, and graphic elements
Tony’s Quiet Poem: Waiting
On page 69, Tony shared ideas about his quiet poem from Gabe’s point of view.
Using clues from the story, write the poem he may have written. Be sure it contains
creative poetic techniques like alliteration and onomatopoeia. Include figurative
language like metaphor and simile. Add graphic elements like unusual line length,
capital letters, and visual shapes.
Plan your ideas with lists and drawings on the lines below.
Write a draft of your poem here or in your journal.
Then ask a friend to help you edit and revise it.
Create your final copy and an illustration on the next page.
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by
MARGARITA
ENGLE
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© 2015,
Red,
Lockhart,
Texas
This is my version of the quiet poem
that Suzy
Tony
wrote,
described
on the bottom on page 69.
by
MARGARITA
ENGLE
Objectives:... use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text
... write literary texts to express their ideas and feelings about real or imagined people, events, and ideas
... write poems using poetic techniques, figurative language, and graphic elements
My Quiet Poem: Waiting
On page 69, Tony shared ideas about his quiet poem from Gabe’s point of view.
Now it’s your turn to write your quiet, waiting poem from your own point f view.
Using events and feelings from YOUR life, write a poem that describes the
different emotions you feel about waiting at different times in your life. Be sure
your poem contains creative poetic techniques like alliteration and onomatopoeia.
Include figurative language like metaphor and simile. Add graphic elements like
unusual line length, capital letters, and visual shapes.
Plan your ideas with lists and drawings on the lines below.
Write a draft of your poem here or in your journal.
Then ask a friend to help you edit and revise it.
Create your final copy and an illustration on the next page.
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ENGLE
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© 2015,
Suzy
Red, Lockhart,
This is my
quiet
poem
about Texas
waiting.
by
MARGARITA
ENGLE
Objectives: ... answer literal, interpretive, evaluative, and universal questions of text
... understand, make inferences, draw conclusions about structure and elements of fiction, and provide evidence from text to support understanding
... analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts
... understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text
Spring Break Lessons, Pages 70-77
Match the plant with its identifying use ~
____1.
camas lilies
A. ink
____2.
pigeon berries
B. food
____3.
miner’s lettuce
____4.
____5.
C. chewing gum
stinging nettle fibers D. poisonous plant
sugar pine sap
E. fishing line
6. If you are hiking and come across fresh
tracks with the letter M at the base of the
paws, you should keep your eyes open
for ~
A
a yellow-bellied marmot.
B
a fast-moving snake.
C
a mountain lion.
D
a black bear.
9. During Spring Break, Tony worries the
most about ~
A Tío letting him go to another foster home.
B bears breaking into their tent.
D his mother breaking out of prison.
10. Tony is sure that when his mother gets
out of prison, ~
7. On a camping trip, if your car won’t start
because some of its wires got chewed
up, you can be pretty sure that the culprit
was ~
a hungry mountain lion.
What should you do?
C Tío marrying B.B.
If you see one, you should ~
A
8. While you’re hiking, how can you tell
when lightning is about to strike?
A
Tío will let him take Gabe with him.
B
he will be able to teach pit bulls how to
be SAR dogs.
C
his mother will be loving and gentle.
D
he will have to go live with her and
would miss Gabe the most.
11. One thing that Tony is sure he would
never do is ~
A
eat berries he finds on the trail.
B. a marmot.
B
try to teach Gabe to be a fighting dog.
C
a giant squirrel.
C
ask Tío to adopt him.
D
fire ants.
D
live on the mountain and become a
forest ranger.
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objective: ... determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, suggests mood
Metaphorical Fences
in Chapter 9
The title of Chapter 9 is “Fences.” The chapter includes concrete fences (those you
can see and touch) and abstract fences (those you can’t see or touch, the ones that
separate ideas and actions like “Rules”).
List the CONCRETE fences in the chapter.
List the ABSTRACT fences in the chapter.
How are RULES and LAWS like fences? What do they separate? Why are they important?
What was sad about the fences that the old folks talked about at the retirement home?
What kinds of fences separated Tony and his mother? Tony and Tío? Tony and Gabe?
What kinds of fences are used in writing newspaper articles? In writing poems?
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … analyze characters (for example, their traits, motivations, points of view, relationships they undergo)
… monitor own comprehension and make modifications when understanding breaks down (asks questions)
… offer observations, make connections, react, speculate, interpret, and raise questions in response to text through journal writing
… identify the main idea
... clarify meaning, make predictions, and generate connections
My Trail Journal
Imagine that you are Tony or Gabe keeping track of what
you learn in the story. Make a Trail Journal to keep your
notes. You will need a brown paper bag to look like a
leather cover of your Trail Journal. Cut out a cover big
enough to hold about 20 pieces of notebook paper.
Decorate it with animals and objects you find in the story.
Use yarn or string to tie the pages securely into the holes
your make in the cover.
1. Animals
Journal Sections
In your animal section, label different pages as
mammals, reptiles, birds, and insects you find
in the story. Make notes about their habitat,
habits, diet, tracks, and other information you
would need to remember if you lived around
them in the forest. Then, illustrate!
Forest
Mammals
In your plant section, draw pictures of plants
and anything plant related like tree rings in
the story. Make notes and draw pictures of
important information like “safe to eat” or
“poisonous.”
Trees
Edible
Plants
Forest
Insects
Make other
sections for
topics that
interest you.
3. Trail Rules
4. My Future Career
Keep a list of important things
you’ll have to learn for the future
you choose.
List and illustrate important safety
rules about hiking in the wilderness.
Trail Rules
2. Vegetation
Make a section
for smelly words
in the story.
1. Never
hike alone.
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Training I’ll
Need to
Become a
Forest
Ranger
by
MARGARITA
ENGLE
Objectives for this page are listed on page 65 in the Appendix.
Rescue Beasts, Teamwork, and Joy, Chapters 11-15
Vocabulary
Before you begin to read these chapters, write each of these words that you don't know in the vocabulary section
of your dialectical journal. Remember that even if a word is familiar, it may have multiple meanings! Use a
dictionary to be sure you know each word on this list. Be ready to prove your expertise!
complicated (81)
vanished (81)
reality (82)
fantasy (82)
endurance (83)
strength (83)
transformed (83)
villains (84)
area work (84)
trailing work (84)
eerie (85)
fragrant (85)
escorted (86)
energetic (88)
nostrils (88)
weird (93)
adrenaline (96)
dehydrated (98)
Predict-Read-Confirm





Meet with your small group before and after reading the section to discuss the questions. Appoint a secretary
who writes the group’s predictions before you read and confirmations afterward, but rotate this job often.
Before you read, predict the answers to the questions below. Your group’s secretary will take notes on your
predictions.
Read the chapter. Watch for clues that help to answer the questions.
After you read, revise your answers in your secretary’s notes based on the story. Let the questions lead to
deep discussions of each section. How close were your predictions?
On the lines below or in your journal, use each chapter title in a short sentence about the story.
Chapter 11:
1. Why did Tony choose to become a “volunteer victim”?
2. What is the difference between “fantasy” and “reality” for a dog?
3. Why doesn’t Tío consider himself brave?
4. What are the two kinds of training that a SAR dog can get? How are they different?
5. What is a Rescue Beast?
6. How did Tío use Tony to train people and dogs? How did he keep Tony safe?
Chapter 12:
1. Compare Gabe’s and Leo’s best tools for tracking.
Chapter 13:
1. What were the meanings of Tony’s mom’s tattoos? How did Tony relate to the tattoos.
2. If you had been Tony, would you have made the same choice that he made?
Chapter 14:
1. Why did Gabe feel like HE needed to train Tony?
Chapter 15:
1. How do Search and Rescue mysteries affect Tony’s feelings about math?
2. How was the new search different from the first one?
3. What was Tony’s goal?
4. How did Tony feel when Gabe swam?
5. How did Tony like the new visits with his mother? Why?
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: ... ask questions of text--literal, interpretive, evaluative, universal
... understand, make inferences, draw conclusions about structure and elements of fiction, and provide evidence from text to support understanding
... analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts
... understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text
... determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, suggests mood
... identify analogies, homonyms, synonyms/antonyms, and connotation/denotation
Rescue Beasts, Teamwork, and Joy, Chapters 11-14
1.
Fill in the Venn diagram with the letter
that best describes each type of work a
rescue dog does.
AREA
WORK
BOTH
TRAILING
WORK
Match the word in the first column that
means the opposite of a word in the second
column by writing the correct letter in the
blank.
____3.
fantasy
A. rescued
____4.
heroes
B. hate
____5.
complicated
C. playfulness
____6.
problem
D. villains
____7.
love
E. rescue
____8.
fierceness
F. simple
A
works in a general place trying to detect
any human scent
B
searches for a lost person
____9.
search
G. lost
C
starts from a PLS (place last seen)
___10.
vanished
H. reality
D
works on a long leash
___11.
safe
I.
E
works off leash
F
follows only one smell from an object
that carries the victim’s scent
solution
12. Each paw print tattoo on the arms of
Tony’s mother stood for ______________
___________________________________
2.
What are the characteristics of the
VICTIM and a RESCUE BEAST in search
and rescue? Connect each with the
lines that best describe it.
13. Each tear drop tattoo on the arms of
Tony’s mother stood for ______________
___________________________________
is brave
VICTIM
is afraid
14. I think his mother called Tony a loser
becomes a
wilderness hero
is powerless
thinks of others
RESCUE
BEAST
because ___________________________
___________________________________
15. Here’s what Tony thought he
would be if he turned into a
tattoo on his mother’s face:
thinks of self
is energized by a
fierceness that takes
over his mind and gives
strength to his body
16. What change did Gabe hope to see in
Tony as he trained him?
From ______________________________
To ________________________________
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Kids’ Wings Unit for Mountain Dog
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: ... ask questions of text--literal, interpretive, evaluative, universal
... understand, make inferences, draw conclusions about structure and elements of fiction, and provide evidence from text to support understanding
... analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts
... understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text
... determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, suggests mood
... identify analogies, homonyms, synonyms/antonyms, and connotation/denotation
“Lonely Smells,” Chapter 15
1. How had math changed for Tony?
A
B
C
D
In the city, Tony had been great at math
because he was his mother’s
bookkeeper at the dogfights, but in the
mountains, he had little use for real
math.
C
generosity
loyalty
patriotism
Math that had been easy in the city
became confusing and difficult in his
new school.
responsibility
trust
Math used to be sad when it meant
holding money for the betting men at his
mom’s dog fights, but now, in the
mountains, he found solving math
problems in nature easier.
patience
honesty
courage
purity
Tony remembered how to count the
money for his mother, but now that she
was in prison, he depended on Tío to
help him with math.
2. Tony used a simile to describe how Gabe
could swim. It compared Gabe to a ~
A
4. Choose the character traits that Tony
learned from staying at base camp and
volunteering as a victim. Jot reasons
beside the ones you chose.
B
humility
compassion
5. What were the “invisible clues” that only
a dog’s nose can detect?
A
scents from the hospital, soap, medicine
B
the sound of a phone ringing
C
smells of food, dead fish, and trees
D
smells of adrenaline, loneliness, and
confusion
D
6. The word “dehydrated” means ~
3. What was wrong with Tony’s mother?
A
She was a cruel, self-centered person
who cared more about herself than Tony.
A
sweaty, stinky
B
dried out, needing water
C
thankful
D
old and weak
B
She had to use dog fighting as a way to
make money to take care of Tony.
C
She was poor and unloved.
directions by ________________________
D
She gave Tony no one to trust and no
one to love.
___________________________________
7. Gabe rewarded Tony for following
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Kids’ Wings Unit for Mountain Dog
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives for this page are listed on page 65 in the Appendix.
Sniffing, Math, Truth, Uno, and Rhymes
Chapters 16-20
Before you begin to read these chapters, write each of these words that you don't know in the vocabulary section
of your dialectical journal. Remember that even if a word is familiar, it may have multiple meanings! Use a
dictionary to be sure you know each word on this list. Be ready for pop quizzes!
agility (100)
obedience (101)
outdoorsman (103)
feverish (103)
space blanket (104)
frantic (104)
ferociously (107)
fiercely (107)
confusingly (111)
gratitude (115)
fence-lizards (115)
newts (115)
scientific (115)
frayed (117)
blog (119)
complicated (119)
desperate (120)
cadaver (120)
apprentice (120)
satellite (121)
Predict-Read-Confirm





Meet with your small group before and after reading the section to discuss the questions. Appoint a secretary
who writes the group’s predictions before you read and confirmations afterward, but rotate this job often.
Before you read, predict the answers to the questions below. Your group’s secretary will take notes on your
predictions.
Read the chapter. Watch for clues that help to answer the questions.
After you read, revise your answers in your secretary’s notes based on the story. Let the questions lead to
deep discussions of each section. How close were your predictions?
On the lines below or in your journal, use each chapter title in a short sentence about the story.
Chapter 16:
1. Which of the lessons that Gabe taught do you think were the hardest for Tony to learn?
Chapter 17:
1. How did Tony organize his online article?
2. What were some “dog truths” and “people truths” that Tony learned from Gabe?
3. What did Tony’s mother’s volunteering projects tell him about how she had changed? How did he
feel about the change on the next visit? What did it inspire Tony to do?
4. How did Tío use the wilderness to help Tony learn math? What else could he have done?
5. How well did Tony learn from Tío’s lessons?
6. How was Tony’s summer going to be different from the school year?
7. What did Tony’s last sentence mean?
Chapter 18:
1. How were Gabe and Tony alike in what they cared about most?
Chapter 19:
1. What surprises do Tony and Tío plan for travelers and cowboys?
2. What can Tony learn from old cowboys?
3. How was B.B. special to Tony?
4. What did UNO mean in Spanish? Why was UNO important to searchers?
Chapter 20:
1. How did Gabe feel about Uno?
2. What contrast did Gabe feel in his “smelly rhymes”?
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by
MARGARITA
ENGLE
Chapters
1-20
Objectives: … analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo
… acquire an extensive vocabulary through reading and systematic word study
Across Search and Rescue
For a greater challenge, cut on dotted line to delete the word bank.
ADRENALINE
COMPLICATED
EXIT
APPRENTICE
FEROCIOUSLY
PLAY
DEHYDRATED
IT
SMELL
LIABILITY
SPHERICAL
AREA
MAROONED
ATV
CADAVER
UNO
HIKERS
SEQUOIA
TRAILING
EERIE
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FEVERISH
CUBA
ILL
SCENT
OLD
ATE
NEWTS
CACHES
STAR
by
MARGARITA
ENGLE
Chapters
1-20
Across Search and Rescue, page 2
ACROSS CLUES:
7. Most training exercises are ___________________, composed of many steps that are
not easily mastered. (81)
10. Searchers must have ____________ insurance in case they make a big mistake. (61)
12. The island where both Tío and Tony's mother were born (research)
15. The outdoorsman who fell and broke his legs was _________________ when they
found him. (103)
17. A dog can be rewarded when his trainer throws a _______________ object. (43)
19. “Unexpected night out” (120)
20. Strangely scary, creepy (54)
21. Opposite of entrance
23. A SAR dog is doing _________ work when he smells an item belonging to a lost person,
works on a long leash to follow the scent.
24. A 3rd person pronoun for “helicopter,” “rock,” or other inanimate object
25. Past tense for the verb “eat”
26. Gabe's strongest sense
27. A hiker must have water or he will become dangerously ___________________. (98)
DOWN CLUES:
1. Food and water was hidden in _________________ on remote trails for thru-hikers. (35)
2. A SAR dog thinks "FANTASY" and “REALITY" means the same as ____________. (27)
3. A synonym for "fiercely" (107)
4. Tony thought Tío was ______________ because he was nearly 50. (3)
5. The hiker who fell and had to be rescued became ___________ from infection.
6. All-terrain vehicle (52)
7. SAR dogs must become ____________ dogs when there is no hope left. (120)
8. Tío had been a castaway, left alone on an island when his raft crashed on rocks. (17)
9. SAR dog handlers who must learn from an expert (119)
11. A SAR dog can smell _____________, the chemical produced in a lost, fearful person's
body. (96)
13. When Tío shared stories of "constellations," he was teaching Tony about _________patterns. (29)
14. A gigantic tree that is one of the oldest living things on earth (75)
16. A synonym for "trekkers" (34)
17. An odor or smell (7)
18. A warty red amphibian that lives in the mountains (115)
22. When a SAR dog is expected to run free to find a human scent, he is doing
___________ work. (84)
For a greater challenge, cut on dotted line to delete the word bank.
ADRENALINE
COMPLICATED
EXIT
APPRENTICE
FEROCIOUSLY
PLAY
DEHYDRATED
IT
SMELL
LIABILITY
SPHERICAL
AREA
MAROONED
ATV
CADAVER
UNO
HIKERS
SEQUOIA
TRAILING
EERIE
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© 2015, Suzy Red, Lockhart, Texas
FEVERISH
CUBA
ILL
SCENT
OLD
ATE
NEWTS
CACHES
STAR
by
MARGARITA
ENGLE
Objectives: ... use multiple text features and graphics to gain an overview of the contents of text and to locate information
... summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order
Illustrate These Events from Chapters 16-20
As you read, it is important to be able to visualize the story. Illustrate the following events from
Chapters 16-20, and use the whole space to draw the part or parts that are clearest in your mind’s eye.
Agility Training
Obedience Training
Dangerous Mistakes Hikers Made
Wilderness Math Lessons
Some things that Gracie plans to do
Easy Mountain Chores
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© 2015, Suzy Red, Lockhart, Texas
Things that Gabe could
smell but you can’t
by
MARGARITA
ENGLE
Objectives for this page are listed on page 65 in the Appendix.
Bears, The Moon, Elephants, Voice, Lost and Found
Chapters 21-25
Vocabulary
Before you begin to read these chapters, write each of these words that you don't know in the vocabulary section
of your dialectical journal. Remember that even if a word is familiar, it may have multiple meanings! Use a
dictionary to be sure you know each word on this list. Be ready to prove your expertise!
fragrant (125)
stench (125)
screech (125)
shrieks (126)
aggressive (128)
larvae (128)
scat (129)
Manzanita (130)
elderberries (131)
convulsions (132)
vibrations (134)
absorbing (135)
autistic (140)
disoriented (140)
Predict-Read-Confirm





Meet with your small group before and after reading the section to discuss the questions. Appoint a secretary
who writes the group’s predictions before you read and confirmations afterward, but rotate this job often.
Before you read, predict the answers to the questions below. Your group’s secretary will take notes on your
predictions.
Read the chapter. Watch for clues that help to answer the questions.
After you read, revise your answers in your secretary’s notes based on the story. Let the questions lead to
deep discussions of each section. How close were your predictions?
On the lines below or in your journal, use each chapter title in a short sentence about the story.
Chapter 21:
1. What did Tony discover about bears?
2. How did Tony become interested in researching things that are poisonous to dogs?
3. How did Gabe know when Tony felt sad?
Chapter 22:
1. In thinking of the future, how were Tony and Gabe different?
Chapter 23:
1. How was Tony changing?
2. What did Gracie’s elephant verse do for Tony?
Chapter 24:
1. Why was Tony yelling into the phone?
2. How did Gabe sense the yelling? How did he feel about it?
Chapter 25:
1. How had SAR changed over the years?
2. How did the this chapter’s title apply to Tony’s new life?
Chapter 26:
1. How did Gabe try to comfort Tony?
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http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … acquire an extensive vocabulary through reading and systematic word study
… draw on experiences to bring meanings to words in context
… use prewriting techniques to develop a list of ideas and vocabulary words
Before Reading
Chapter 21
A Spooky Vocabulary Game
Play this game with your class. With your group, you have five minutes to make a list
of words that have something you would expect to hear in a scary story by a
campfire.
After five minutes, you must stop and put your pencils down. The teacher or
someone she appoints stands at the chalkboard to keep score and writes the words
on a word wall.
The first member of Group 1 gives one word that is
then written on the word wall. If the other groups
Spooky
Group 1
Words
have that word on their lists, they must cross it out.
Group 2
and Ideas
If no other group has the word on their list,
Group 3
ghost
Group 4
Group 1 gets a point. If another group does
have that word, no point is given.
ghost
One
point!
Oh, darn!
We
don’t
have it!
Then, the first member of Group 2 calls out a word
from their list, and it is added to the word wall. If
the other groups have the word on their lists, they
must cross it out. If no other group has the word
on their list, Group 2 gets a point.
Continue doing this through all of the groups.
Then, start with the second one in each group who
calls out a word from their list that has not been
crossed out.
When a group has no more words on their list, the other groups continue taking turns
saying words and crossing out words they have on their list. The winner is the group
that had the most UNIQUE words on their list.
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objective: ... plan a narrative story with a story map
… draft compositions for specific audiences and purposes in a variety of modes
... write imaginative stories that include a clearly defined focus, plot, and point of view; a specific, believable setting created through the use of sensory details;
and dialogue that develops the story
A Scary Campfire Tale
In Chapter 21, Tony talks about the sounds and scents of the mountain wilderness and Tío’s
campfire tales and spooky myths. Plan your campfire tale on this page by creating a story
map including setting, characters, main character’s goal, problem, attempts to solve the
problem, results of each attempt, and conclusion. Sketch events and jot vocabulary,
figurative language, and decide what you want to include.
Meet with a partner or small group to discuss your story map and ideas. Listen and give
feedback to them as well. Then write a rough draft.
Trade with your partner to help edit and revise each other’s story. Then, rewrite and illustrate
your story on the following pages.
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by
MARGARITA
ENGLE
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Kids’ Wings Unit for Mountain Dog
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
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Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … draw inferences such as conclusions and generalizations and support them with text evidence
... use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information
Exploring the Wilderness, Chapter 21
Use pages 125-142 to help you answer the questions below. Find the correct answer and fill in the circle. Write a
short note to explain the reasoning for your answer choice. If you need more space, use the back of this page.
1. In Chapter 21, Tony learned about the
wilderness mostly through his ~
A. school books.
5. Evaluate the graphic organizer below
that Tony may have included in his blog.
Reasoning or Proof:
B. blog.
C. senses.
D. fear of bears.
:
elderberries
2. Based on B.B.’s wildlife biology lessons
and his past, you can tell that Tony ~
A
B
C
D
knew to stay out of
sight of all bears.
Reasoning or Proof:
would shoot
a black bear.
black
berries
manzanita
wild
strawberries
Which statement would be BEST to place
in the empty shape?
A. Wild Foods That
Are Safe To Eat
Reasoning or Proof:
B. Wild Foods That
Are Poisonous
would not eat
elderberries.
C. Wild Berries That
Can Be White or
Yellow
would not want to
follow a grizzly bear.
D
:
Examples of Red Berries
That Can Be Poisonous
3. How did Tony feel about hunting? Why?
________________________________________
________________________________________
________________________________________
____________________Evidence on page _____
4. What could Tony learn from studying bear
scat?
6. Foods that can be poisonous to dogs:
____________ ____________ ___________
____________ ____________ ___________
____________ ____________ ___________
7. Which of these is a figure of speech in
Chapter 21?
Reasoning or Proof:
A. weeping woman
________________________________________
B. spooky myths
________________________________________
C. sniffs my hand
___________________Evidence on page _____
D. invisible fingerprint
of my thoughts
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Answer in
drawings and
in words
Objectives: … make inferences about text and use textual evidence to support understanding
... summarize and paraphrase texts in ways that maintain meaning and logical order
... describe mental images that text descriptions evoke
Visualizing Chapters 22-25
1.
The future that Tony
worries about on
page 133:
2.
Gabe’s new toy and
why it was special:
3.
This is why Gracie
said, “Bravo!”
5.
The simile that described how
Tony felt when he went to see his
mother at the prison in Chapter 23:
4. My short version of the
poem Gracie wrote:
7.
What Tony did for Gabe
to make him feel better:
Gabe taught Tony how to
__________.
6. How Gabe felt in
Chapter 24
8. Two new inventions
that helped hikers to
find their way:
9. The person who
worried Tony:
10. Something else
that made Tony
start to worry:
11. This was because
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12.
Tony compared
himself to:
because ~
by
MARGARITA
ENGLE
Objectives for this page are listed on page 65 in the Appendix.
Sharing, Shorelines, Beach Dreams, Elephants Jump
Chapters 26-30
Vocabulary
Before you begin to read these chapters, write each of these words that you don't know in the vocabulary section
of your dialectical journal. Remember that even if a word is familiar, it may have multiple meanings! Use a
dictionary to be sure you know each word on this list. Be ready to prove your expertise!
migrations (144)
pelicans (146)
censored (148)
rationed (148)
black market (148)
spit (149)
passion (149)
asylum (149)
experimental (153)
hilarious (153)
frustrating (154)
diabetic (154)
altar (155)
identify (155)
assures (155)
individual (155)
discouraged (155)
Predict-Read-Confirm





Meet with your small group before and after reading the section to discuss the questions. Appoint a secretary
who writes the group’s predictions before you read and confirmations afterward, but rotate this job often.
Before you read, predict the answers to the questions below. Your group’s secretary will take notes on your
predictions.
Read the chapter. Watch for clues that help to answer the questions.
After you read, revise your answers in your secretary’s notes based on the story. Let the questions lead to
deep discussions of each section. How close were your predictions?
On the lines below or in your journal, use each chapter title in a short sentence about the story.
Chapter 26:
1. How does Gabe try to comfort Tony?
2. What works best?
Chapter 27:
1. What did the trip to the beach do for Tony?
2. How was Tío’s childhood like and different from Tony’s?
3. What conclusions had Tony reached?
Chapter 28:
1. What did Gabe dream?
2. Why was he never alone?
Chapter 29:
1. How did Tony use Gracie’s poem as a metaphor for his own predicament?
2. How did the end of the new search give Tony encouragement?
Chapter 30:
1. What did Gabe know about Tony?
2. What did he want to know about Tony?
3. Describe Gabe’s character.
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MARGARITA
ENGLE
Before
Reading
Objectives: ... establish & adjust purposes for reading (to find out, to understand, to interpret, to enjoy, to solve problems)
... produce research projects and reports in effective formats using visuals to support meaning, as appropriate
What Was Mom’s and Tíos Homeland?
On page 148, Tío told Tony about the island homeland that he needed to leave so
desperately that he would try to cross an enormous body of water on a small homemade raft.
Why would that have been chased by “secret police”? From what rules did the people on
their island flee? In what year did this happen?
Form your questions. What do you KNOW about this island already? What do you WANT to
know? Choose one question to guide your research. Write it on the line:
Make a KWLR chart:
What I already KNOW
What I WANT to know
RESOURCES I used
What I LEARNED
Create a large concept map, a word web, chart, or
spider map to organize your research.
CUBA
Where will you look to find the answers? Make a list of resources you’ll use.
Don’t forget to include the Internet, books, media and an interview.
Read, listen to, or view the resources you’ve found. Take notes on
cards or PowerPoint, and write a bibliography listing where you found each idea.
Volume
(Can the audience hear? Do you
change the volume to match the
expression?)
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Design a rubric to fit your
unique presentation. Practice Information
before you present to perfect (Is your presentation informative?)
Props
your presentation. Example:
(Do they add to your presentation?)
Speed
(Do you take your time and carefully
explain the ideas in detail?)
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Pretty good
Terrific
(Is your presentation interesting?)
Good
Interest
Needs work
Enlist the help of some of
your classmates to take the
parts of the refugees and
others like Tío or Mom and
the news casters who
interview them.
Keep trying
Put your cards or slides in order. Outline what you have found that answers your question.
Choose the most surprising information you found in your research to help make your
research interesting. Create a list of questions and answers to use in an interview with some
other refugees from this island nation.
by
MARGARITA
ENGLE
Objectives: … draw inferences such as conclusions and generalizations and support them with text evidence and experience
... use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information
... recognize predictable character traits
Sharing, Shorelines, Beach Dreams, Elephants Jump
Chapters 27-29
1. How did Tony see himself as different
from the migrating animals?
A
He was glad he didn't have to migrate.
B
He was the only one worried about his
future.
C
He could not travel on natural parachutes
of silk like the spiders.
D
He felt safe because he was bigger than
the wild creatures that roamed about.
5. What did Tío learn about emotions?
Match the emotion with Tío's description
by placing the letter in front of the
emotion:
____Anger
A. the most dangerous
____Fear
B. the only feeling he
could trust to help
him survive
____Hope
C. useless
____Despair
D. deadly
2. At the beach, Gabe taught Tony how to
____________________________________.
That was new to Tony because ~
6. Why did Tío allow Gabe to search off
leash for the diabetic boy?
Why was Tony disappointed in the end?
3. Tío’s frightening journey from his island to
Florida led him to make decisions for what
he would do with his life. How did each of
the following help to save his life?
What lesson did Tony learn from Tío?
7. How did Tony feel about his mother now?
A
He prayed for her and wished she would
get better.
B
He wanted to see her.
C
He realized maybe she was not angry.
D
He went to see her often to try to show her
how to be kind and compassionate.
Nature
A fisherman
God
8. Put an X in front of the things that would
be out of character for Gabe to do:
People
searching through the snow
worrying that Tony might have to leave
4. All of this inspired Tío to make _________
______________ his life goal.
playing with a ball during a search
wishing he did not have to work in a search
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ENGLE
Objectives for this page are listed on page 65 in the Appendix.
Dog Years, Explosions, Trail Names, Crossroads
Chapters 31-35
Vocabulary
Before you begin to read these chapters, write each of these words that you don't know in the vocabulary section
of your dialectical journal. Remember that even if a word is familiar, it may have multiple meanings! Use a
dictionary to be sure you know each word on this list. Be ready to prove your expertise!
confident (158)
veterinary (159)
mathematical (160)
posse (160)
acquaint (162)
anxiety (162)
ancient (165)
frenzied (170)
navigation (172)
panic (173)
pterodactyl (177)
loyalty (178)
coevolution (180)
Predict-Read-Confirm





Meet with your small group before and after reading the section to discuss the questions. Appoint a secretary
who writes the group’s predictions before you read and confirmations afterward, but rotate this job often.
Before you read, predict the answers to the questions below. Your group’s secretary will take notes on your
predictions.
Read the chapter. Watch for clues that help to answer the questions.
After you read, revise your answers in your secretary’s notes based on the story. Let the questions lead to
deep discussions of each section. How close were your predictions?
On the lines below or in your journal, use each chapter title in a short sentence about the story.
Chapter 31:
1. What had Tony learned about the need for math in his future?
2. What had Gabe taught Tony about work?
3. Why did Tony feel the need to be like moss on a boulder?
4. Why did Tony refuse the assignment on Hispanic Heritage Day?
5. Why was Tony’s birthday a mixture of feelings?
Chapter 32:
1. Why was Gabe afraid? What was the source of the sound?
2. What did Leo say to comfort him?
Chapter 33:
1. Why was this call-out different from the others? How did Tony feel about it?
2. What worried Tony the most? What rule did Tony break? Why?
3. What frightening and surprising things happened?
4. How did Tony decide on his trail name and his future?
Chapter 34:
1. How did Gabe overcome his tiredness? What mattered most to him?
2. Why was he kept on a long leash?
Chapter 35:
1. What happened to Tony? How did Tony get home?
2. What words of advice and gift did Tío give to Tony the next morning? What was the biggest gift?
3. Would you have made the same decision as Tony did about his mom? Why or why not?
4. How had Tony changed? How did his understanding of crossroads help him make the right
choice?
5. What was Halloween like? What bad and good surprises and mixed up feelings did he have?
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MARGARITA
ENGLE
Objectives: … draw inferences such as conclusions and generalizations and support them with text evidence
... use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information
Dog Years and Boy Years, Chapter 31
Use pages 158-195 to help you answer the questions below. If you need more space for the short-answer
questions, write your answer and question number on the back of this paper.
1. The changes in Tony’s dog nose blog
show that he is more comfortable
than he used to be about ~
Reasoning:
A seeing his mother in prison.
B using math.
C working with dangerous
dogs.
:
D doing research and writing.
4. On Hispanic Heritage Day, why would Tío
volunteer to talk about his family history
when Tony would not?
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
2. From reading Tony’s dog
nose blog, you can tell that ~
Reasoning:
A dogs have less skin than
humans.
B dogs shed more fur than
humans shed skin.
C dogs’ noses are more
sensitive than humans’.
D people are better at search
and rescue.
If you need more space, use the back of this page.
5. Why did Tony give so many numbers in
telling how old Gabe was?
:
3. Why does Tony compare volunteer SAR
dog handlers to “moss on a boulder”?
A In the wilderness, moss grows on
boulders that are near water.
B SAR dog handlers have other jobs when
they are not doing SAR work just like
boulders and moss serve different
purposes.
A
He was showing off his ways of using
his new math skills.
B
He was trying to figure out how old
Gabe was.
C
Tío told him that Gabe was older than
him in dog years.
D
He was explaining why Gabe was so
wise.
6. What does the foreshadowing at the end
of Chapter 31 suggest what might happen
next?
_____________________________________
_____________________________________
_____________________________________
C Moss on a boulder is like the hair on a
volunteer’s head that protects him.
_____________________________________
D SAR volunteers have to be strong like
rocks while being soft and kind, too.
_____________________________________
_____________________________________
_____________________________________
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© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: … draw inferences such as conclusions and generalizations and support them with text evidence
... use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information
Explosions and Trail Names, Chapters 32-33
After you read Chapters 32-35, fill in the blanks to complete the thoughts in each
statement.
1. The “Explosions” that were worse than thunder, worse than yelling were
_______________________ that signaled _____________________________.
2. The “Explosions” changed Gabe from _________________ into ____________
_____________. Tony related the change to the sound of ________________
and brought back nightmares of ___________________.
3.
Tony worried about the new call-out because of the danger to ______________
and __________________. Hearing it was a lost hunter with six dogs, Tony felt
_________________________ and worried most about __________________.
4. Tony messed up when he ___________________________________________
_______________________________________________________________.
He had no _________________, _________________, ___________________,
____________________________ , or _____________________.
5. Proving he had no common sense, Tony _____________ and _____________.
6. Tony felt these emotions:
___________ (because ___________________________________________),
___________ (because ___________________________________________ ),
and __________ (because _________________________________________).
7. Things got worse when _____________________. After that, _____________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.
8. __________________ found Tony.
9. Tony thinks about what Tío has told him about coevolution which means ______
_______________________________________________________________ .
10. He began to feel hopeful when ______________________________________.
11. Tony chooses the trail name _______________ ________________.
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MARGARITA
ENGLE
Objectives: … draw inferences such as conclusions and generalizations and support them with text evidence
... use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information
Rescued, Chapter 35
Create a comic strip to illustrate the events in Chapter 35. Include speech bubbles
and captions.
Page 55
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MARGARITA
ENGLE
Objectives: … draw inferences such as conclusions and generalizations and support them with text evidence
... use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information
Crossroads, Chapter 35
Illustrate the crossroads and the choice Tony made on page 189 and 190.
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by
MARGARITA
ENGLE
Objectives: … use critical thinking
… compare and contrast varying aspects of texts
… draft compositions for specific audiences and purposes in a variety of modes
Character Crossroads
CHARACTER QUOTE for Chapters 31-35
This is the beginning of a new day. I can waste it or use it for good. What I do today is
important because I am exchanging a day of my life for it. When tomorrow comes, the day
will be gone forever--leaving in its place something I have traded for it. I want it to be a gain
not a loss; good, not evil; success, not failure, in order that I may not regret the price I paid
for today.
What is your reaction to this quote?
How does this quote apply to Chapters 31-35?
Page 57
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MARGARITA
ENGLE
Objectives for this page are listed on page 65 in the Appendix.
Getting Closer, Mutant Kids, A Kiss Good-bye,
Chapters 36-39
Vocabulary
Before you begin to read these chapters, write each of these words that you don't know in the vocabulary section
of your dialectical journal. Remember that even if a word is familiar, it may have multiple meanings! Use a
dictionary to be sure you know each word on this list. Be ready to prove your expertise!
desperately (184)
canine (185)
diplomacy (186)
patient (188)
engagement (197)
draped (199)
algebra (200)
geometry (200)
temperament (202)
fluent (206)
Predict-Read-Confirm





Meet with your small group before and after reading the section to discuss the questions. Appoint a
secretary who writes the group’s predictions and confirmations, but rotate this job often.
Before you read, predict the answers to the questions below. Your group’s secretary will take notes on
your predictions.
Read the chapter. Watch for clues that help to answer the questions.
After you read, revise your answers in your secretary’s notes based on the story. Let the questions lead to
deep discussions of each section. How close were your predictions?
Write descriptive titles on the lines below or in your dialectical journal.
Chapter 36:
1. To what did Gabe compare the events?
Chapter 37:
1. Who was having an engagement party? Why? How did Tony feel about it? Who had come back?
2. How is Tony’s new family “unusual”? How is it also “normal”?
2. What words was Tony finally understanding?
3. Why did he think about the lost hunter again?
4. What caused the burst of amazement in Tony’s life?
5. What milestones in his life did Tony look forward to?
6. What rubric did Tío use to make the right choice? Which choice did they make? Why?
7. What final surprise did Tony receive?
8. What name does he choose? Why? Why does Tony feel different now?
Chapter 38:
1. How can Tony tell if Gabe likes the new puppy?
2. What are Tony’s plans for the puppy?
Chapter 39:
1. How is this chapter different from all of the preceding ones?
2. How is Luz like Gabe?
3. What important role did Gracie play in Mountain Dog?
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MARGARITA
ENGLE
Before
and
after
reading
Objective: ... establish & adjust purposes for reading (to find out, to understand, to interpret, to enjoy, to solve problems)
... paraphrase and summarize text to recall, inform, and organize ideas
... use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information
... draw inferences such as conclusions or generalizations and support them with text evidence and experience
... answer different types and levels of questions
Checkerboard Victories
After you read Mountain Dog, draw some pictures from the story in the blank spaces on the
checkerboard below. Then, enlarge the checkerboard as much as possible.
Place your checkers on the squares with questions on your side of the board. Before you
can move a checker into a square, you must read the question in the new square aloud and
then answer it correctly. If the question is upside down to you, your opponent must read it to
you just as you must for him or her.
Call “challenge” if you think your opponent answered incorrectly. Use Mountain Dog to prove
the answer wrong or right. A person who answers incorrectly, loses the turn and his game
piece stays where it was. Otherwise, the rules of checkers apply.
Why did Tony
hate math?
How did that
change?
How were
Tony’s mother
and uncle alike
and different?
What were
Tony’s mom’s
crime and
punishment?
How did
Gracie
help Tony?
What island
country did
Tony’s mother
leave?
How did Gabe
feel about
work? Why?
Why was
B. B. important
to the story?
What kind of
career did Tony
decide to work
toward?
What was
Tony’s 2nd
big mistake?
What did Tío
leave in the
trail caches?
Why?
How did Tony
feel about
Gracie?
What island
country did
Tony’s uncle
leave?
What job did
Tony’s
uncle have?
What job did
Tío give to
Tony?
How did Tony
feel about his
new home?
Why?
At first, what
surprises did
Tony have?
How does a
SAR dog do
“area work”?
What job did
Tony’s uncle
have?
How did Tony
feel about his
mother?
Why?
How did Tony
feel about his
mother’s job?
How did a
SAR dog do
“trailing
work”?
What is a dog’s
most powerful
ability?
Why did a
judge send
Tony to a
foster home?
Where in
the USA
did Tony’s
uncle live?
Why was Tony
surprised
about cowboy
church?
Why was Tony
worried when
he 1st left
home?
Why was Tony
surprised
about his new
school?
What was
Tony’s first
big mistake?
Who were
some of the
people that
Tío helped?
What is the
Spanish word
for “Uncle”?
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How was
Tony’s new life
better than the
old one?
Who helped
Tony’s uncle
do his job?
by
MARGARITA
ENGLE
Answer Page
Pages 25: (Continued)
Page 3: Mountains and Valleys
1. C
2. B
3. D
4. B
5. C
6. B
7. D
8. A
4. Pages 42-43: Answers vary. “Sadness” is
abstract noun with no physical qualities or
odors. Gabe understands mainly through
smell and sounds.
5. Pages 47-48: Sad/mad: fighting dogs, not
showing up, jail, etc. Happy: Gabe
playing ball, howling at the moon, forest,
Tío, cowboy church
6. Page 49: 3-year-old girl and her dog
Page 19: Comprehension Check-Up,
Chapters 1-5
1. D -- in spite of the fact that Tony did not
know of any relative he had.
2. C -- All Tony knew was in the city and he
had never learned to trust another person.
3. B -- all of the others relate to Tío Leo
Leonilo, but the social worker made it
sound like Tony’s uncle was a magician.
4. Tony was not eager to meet a friendly dog
because all he had ever known was
fighting dogs. He may not have trusted
Gabe.
5. A
6. C
7. ... they both came to this country on rafts.
8. making money.
7. Page 52: Sounds like Christmas, Looks
like a shooting star
8. Page 42: all-terrain-vehicles
speedy golf carts
9. Searchers on foot with headlamps,
flashlights
10. Pages 51-52: Possible answers include
fear, excitement, worry
11. Page 54
12. Page 58
13. Chapter 9: Possible Titles include: City
Boy/Mountain Boy (40), Rescue Dogs
(66), Robbery (66), Changes in the
Mountains (67), Fences, Elephant Pops
(68-69), A Dog’s Dilemma (69)
9. fun because the dogs sang along
10. movement, adventure, and new smells
11. not to go to school, not to see his mom in
a prison uniform
12. bullies, fighting, and math
Pages 25: Happiness, Sadness, and Fences,
Chapters 6-10
1. Page 42: Tony pressing his nose to
Gabe’s ear
2. Page 43: spherical object
3. Page 44: chasing moon, sitting to howl
Page 32: Spring Break Lessons, Pages 70-77
1. D
2. A
3. B
4. E
5. C
6. C (stand tall, stretch, look brave)
7. B
8. The hairs on your arms and head will stand
up. Make yourself small, bending over, head
down, with feet apart.
9. A
10. D
11. B
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ENGLE
Answer Page
Page 36: Rescue Beasts, Teamwork, and
Joy, Chapters 11-14
Page 37: “Lonely Smells,” Chapter 15
1. Area Work
A
E
Both
B
Trailing Work
C
D
F
2. Victim
-is afraid
-is powerless
-thinks of self
Rescue Beast
-is brave
-becomes a wilderness hero
-thinks of others
-is energized by a fierceness that takes over
his mind and gives strength to his body
2. D
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
H
D
F
I
B
C
E
A
G
a pit bull that won a battle, p. 90
a pit bull that lost its life, p. 90
answers vary but probably she was
trying to toughen him up so he wouldn’t
feel sorry for the fighting dogs
a teardrop, a loser, p. 91
from sad and sorrowful
to joyful, p. 92
1. C
3. A
4. Answers vary but probably these would be
most applicable (accept others if they can be
logically argued):
generosity (He gave up what he wanted to do
to give his time to hide.)
loyalty (He was being loyal to Tío)
responsibility (He was following directions.)
trust (He trusted that he would be found and
be safe.)
patience (He had to wait for the searchers to
return to the base camp and had to be patient
while he hid.)
courage (Hiding alone in the wilderness took
courage.)
compassion (He learned how a victim felt and
felt sorry for those who were lost.)
5. D
6. B
7. by playing ball with him
Pages 39-40: Across Search and Rescue
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ENGLE
Answer Page
Page 47: Exploring the Wilderness,
Chapter 21
Page 51: Sharing, Shorelines, Beach Dreams,
Elephants Jump, Chapters 27-29
1. C, the smells, sounds, walks with B.B.
1. C
2. D, grizzlies are big and aggressive, p. 128
3. Tony did not think it was “sport” to kill a
bear unless you were hungry. He compared
it to dogfighting. p. 128
4. He could learn what a bear had been eating
by the color of its scat. p. 129-131
5. A, pages 129-131
6. grapes, raisins, onions, garlic, macadamia
nuts, chocolate
7. D, Gabe sniffed “as if (simile) he could
smell the invisible fingerprint of my thoughts
(metaphor).
2. play and act like a little kid, That was new to
Tony because he had never had a happy,
carefree childhood. p. 145
3. Nature gave him rainwater, shellfish, and
seaweed to eat on the beach.
A fisherman rescued him from the beach and
inspired his passion for “rescue”.
God protected him and put help in his path.
Tío had FAITH.
People helped him, gave him asylum, taught
him English, educated him
4. ... helping others ...
Page 48: Visualizing Chapters 22-25
Answers are in pictures and words.
5. Anger-C useless
Fear-D deadly
1. Tony and his mother, no Gabe, no Tío,
inferred, p. 133
2. a glowing yellow ball, representing the
moon he always chased, p. 133
3. Gracie sitting in front of a computer in
India, looking at Tony’s Dog Nose Blog.
4. Answers vary, but should be titled
“Elephant Step Dance” and be funny,
about their stomping on the ground. p. 134
5. Anger is like a disease ... , p. 136
6. Gabe is hurt and afraid because Tony’s
angry dangerous words are slapping him
as he talks to his mother. p. 137
7. Answers vary. Probably Tony hugs Gabe
or pets him to say he’s sorry. Gabe
teaches Tony how to forgive.
8. GBS and Satellite Phone, p. 139
9. his mother in prison
10. Tío and B.B. holding hands.
11. because he thinks they will send him
away.
Hope-B the only feeling he could trust to help
him survive
Despair-A the most deadly
6. The was no “place last seen,” so Gabe had to
do an area search. p. 154
Tony was disappointed because Gabe didn’t
get to find the boy. A helicopter pilot found
him.
Search and rescue is teamwork, not individual
glory.
7. A
8. X -worrying that Tony might have to leave
(Gabe never worried)
X -playing with a ball during a search (Gabe
only played with a ball as a reward after a
search)
X -wishing he did not have to work in a search
(Gabe considered work and play as the same
thing)
13. An old toothbrush in the trashcan, p. 142
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ENGLE
Answer Page
Page 49: Dog Years and Boy Years,
Chapter 31
Page 50: Explosions and Trail Names,
Chapter 32-33 (continued)
1. B, In his example, he included numbers
4.
Tony messed up when he wandered away
from base camp hoping to see dog prints.
He had no GPS, map, compass, cell phone,
or two-way radio.
5.
Proving he had no common sense, Tony
panicked and ran.
6.
Among the emotions Tony felt were anger,
fear, and shame. page 176
7.
Things got worse when the weather
changed. After that... pages 178-182.
8.
The hunter’s lost hound found Tony.
9.
...coevolution--when creatures changed just
to survive and dogs and man learned to
need each other.
10.
... the hound related to him and won Tony’s
approval.
11.
... Trail Beast.
2. C, Dog noses have 100,000 times more
sniffing ability than humans.
3. D
4. Tío remembered being part of the island he
left and the struggles he went through. He
did not have such a horrible childhood as
Tony who was still too sensitive about it.
Because Tony was born in the United
States, he wanted to be called an American
and deny his mother’s Hispanic heritage.
5. A, He used fractions, multiplication, and
division...different ways of using math... to
explain one thing.
6. “Can’t last forever” and “suddenly” suggest
a change that is not happy and “peaceful” is
just around the corner.
Page 50: Explosions and Trail Names,
Chapter 32-33
1. The “Explosions” that were worse than
thunder, worse than yelling were gunfire
that signaled the beginning of hunting
season.
2.
3.
The “Explosions changed Gabe from a
sweet, gentle, playful dog into a pit bull.
Tony related the change to the sound of
his mother and brought back nightmares
of dog fights.
Tony worried about the new call-out
because of the danger from hunters to
searchers and dogs. Hearing it was a
lost hunter with six dogs, Tony felt
furious and worried most about the
hunter’s dog.
Page 63
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Page 64
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
OBJECTIVES for Predict-Confirm Pages
in this Kids’ Wings Unit
Objectives for pages 24, 35, 38, 42, 49, 52, 58
... establish and adjust purposes for reading (to find out, to
understand, to interpret, to enjoy, to solve problems)
... understand, make inferences, draw conclusions about
structure and elements of fiction, and provide evidence from
text to support their understanding
... analyze the development of the plot through the internal and
external responses of the characters, including their motivations
and conflicts
... understand, make inferences and draw conclusions about
how an author's sensory language creates imagery in literary
text
… use ideas (e.g., illustrations, titles, topic sentences, key
words, and foreshadowing) to make and confirm predictions
... use a flexible range of metacognitive reading skills to
understand the author’s purpose
... retell, summarize, and paraphrase maintaining logical order
and meaning within and across text
... ask questions of the text
Page 65
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Objectives: ... summarize or paraphrase what the reading was about, maintaining meaning and logical order
… paraphrase and summarize text to recall, inform, and organize ideas
... describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events
... understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding
Chart the Story’s Progress
Record elements of each chapter by writing or drawing. Be ready to compare your chart with others.
This chart was introduced on page 15 of the Kids’ Wings’ Mountain Dog unit. Character traits are
defined on pages 75 and 76.
Chapters
Setting
Characters
Problems/Threats
Surprises
1
Tony’s 1st:
2
Tony’s 1st:
3
Tony’s 1st:
4
Tony’s 1st:
Page 66
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Character
Traits
A Dog’s
Uniqueness
by
MARGARITA
ENGLE
Chart the Story’s Progress
Chapters
Setting
Characters
Problems/Threats
Surprises
5
Tony’s 1st:
6
7
8
9
Page 67
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Character
Traits
A Dog’s
Uniqueness
by
MARGARITA
ENGLE
Chart the Story’s Progress
Chapters
Setting
Characters
Problems/Threats
Surprises
10
11
12
13
14
Page 68
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Character
Traits
A Dog’s
Uniqueness
by
MARGARITA
ENGLE
Chart the Story’s Progress
Chapters
Setting
Characters
Problems/Threats
Surprises
15
16
17
18
19
Page 69
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Character
Traits
A Dog’s
Uniqueness
by
MARGARITA
ENGLE
Chart the Story’s Progress
Chapters
Setting
Characters
Problems/Threats
Surprises
20
21
22
23
24
Page 70
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Character
Traits
A Dog’s
Uniqueness
by
MARGARITA
ENGLE
Chart the Story’s Progress
Chapters
Setting
Characters
Problems/Threats
Surprises
25
26
27
28
29
Page 71
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Character
Traits
A Dog’s
Uniqueness
by
MARGARITA
ENGLE
Chart the Story’s Progress
Chapters
Setting
Characters
Problems/Threats
Surprises
30
31
32
33
34
Page 72
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Character
Traits
A Dog’s
Uniqueness
by
MARGARITA
ENGLE
Chart the Story’s Progress
Chapters
Setting
Characters
Problems/Threats
Surprises
35
36
37
38
39
Page 73
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
Character
Traits
A Dog’s
Uniqueness
by
MARGARITA
ENGLE
Page 74
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Character Quotes
As you read, find examples of the following quotes and definitions in Mountain Dog that help you analyze and
apply the character traits of those you meet in the story.
"When I despair, I remember that all through history
the ways of truth and love have always won. There
have been tyrants, and murderers and for a time they
can seem invincible, but in the end they always fail.
Think of it. Always.” Mahatma Gandhi
Honesty
Courage
Courage is ~
-- refusing to give up what I want in the future for what
I want right now.
-- applying the resources I have in creative ways when
faced with overwhelming odds.
-- following difficult instructions in the face of danger.
Honesty is --- refusing to consider a decision which I know is not
right.
Trials are not enemies of faith but are opportunities to
prove God’s faithfulness.
-- devoting all my energy to a course of action which
I know is right.
Courage is the power to let go of the familiar. Man
cannot discover new oceans unless he has the
courage to lose sight of the shore.
-- telling the truth regardless of the consequences.
Honesty is an action that expresses respect for others
and respect for ourselves.
Generosity
Generosity is --- giving a gift that is cherished by the receiver and
the giver.
-- giving a gift which requires personal sacrifice.
-- giving the right amount at the right time.
Generosity is giving without remembering and
receiving without forgetting.
Courage is commanding the butterflies in your
stomach to all fly in the same direction.
A leader is one who knows the way, goes the way, and
shows the way.
You gain strength, courage, and confidence by every
experience in which you really stop to look fear in the
face. You must do the thing which you think you
cannot do. Eleanor Roosevelt
Courage is the knowledge of how to fear what ought to
be feared, and how not to fear what ought not to be
feared.
To steal a person’s struggle is to steal his self esteem.
Courage is what it takes to stand up and speak;
Courage is also what it takes to sit down and listen.
Compassion
Compassion is--- crying a tear for someone else’s skinned knee.
-- feeling like someone else’s problem is your own.
-- being concerned for someone who is not as
fortunate as you.
-- standing by others when they are sad or in trouble.
-- loving someone else more than you love yourself.
-- sharing a problem with another person who is very
different from you.
-- doing to others what you would have them do to
you.
Happiness is a perfume you cannot pour on others
without getting a few drops on yourself. Ralph Waldo
Emerson
A good exercise for the heart is to bend down and help
another up.
Loyalty
Loyalty is--- adjusting my schedule to meet the needs of those I
am serving.
-- standing with those I am serving in their time of
need.
-- knowing and following the wishes of those
responsible for me.
-- caring what happens to a teammate.
-- standing firm against temptation, assault, nor
inconvenience.
-- knowing which way to turn when given a choice.
Self-Control
A true test of character is not when a person does what
he is told, but when he can discipline himself to do
what is right even when no one is around to tell him.
Page 75
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas
by
MARGARITA
ENGLE
Character Quotes, Part 2
Responsibility
Sacrifice
Responsibility is--- using all of my energies to fulfill the expectation of
those who are counting on me.
-- completing a task so that it will endure testing.
-- realizing the importance of the task assigned to me.
-- turning routine tasks into enjoyable experiences.
-- doing good without having to receive the credit.
-- never claiming an excuse for failing to do what we
should have done.
-- knowing what to remember. It is also knowing what
to forget.
Sacrifice is--- giving up something I value for someone I value
more.
-- laying down my life for a friend.
-- being willing at any moment to sacrifice what we are
for what we could become.
Heroes are the people who do what has to be done
when it needs to be done, regardless of the
consequences.
Judge your success by what you had to give up in
order to achieve it.
Perseverance, Diligence,
Determination
If you would not be forgotten as soon as you are dead,
either write things worth reading or do things worth
writing.
Every noble life leaves its fiber interwoven forever in
the work of the world.
The reputation of a thousand years may be
determined by the conduct of one hour.
Perseverance is--- endurance.
-- maintaining commitment to a goal during times of
pressure.
-- uniting with those of like mind to withstand
destructive influences.
-- knowing how and when to use the resources
available to me.
Sometimes success is just a matter of hanging on.
You can tell how big a person is by what it takes to
discourage him.
Diligence or Determination is --- realizing that my present struggles are essential for
future achievement.
-- breaking down a seemingly impossible task by
concentrating on achievable goals.
-- rejecting any distraction which will hinder the
completion of a task.
Purity
Purity is--- freedom from evil thoughts and language.
-- being clean in word and in action.
-- loving that which is good and pure.
-- having habits that help me grow stronger.
Humility
Humility is--- valuing others more than yourself. The Bible says
to “humble yourself.” If God has to do it, you’re in
trouble!
Citizenship
Forgiveness
Forgiveness is -- the fragrance a flower gives off when it is trampled
under foot.
- something most of us see as a gift to the other
person when it clearly is for ourselves.
He who cannot forgive others, breaks the bridge over
which he himself must pass if he would ever reach
heaven; for everyone has need to be forgiven.
George Herbert
Miscellaneous Quotes
Suspect each moment, for it is a thief, tiptoeing away
with more than it brings.
Reputation, like fine China, is easily broken and never
well-repaired.
“Champions are made by risking more than others
think is safe, dreaming more than others think is
practical, and expecting more than others think is
possible.” Jack Nicklaus
“Anyone who will take the time to enter into an intimate
relationship with God can see God do extraordinary
things in his or her life.” Henry Blackaby
Page 76
Kids’ Wings Unit for Mountain Dog
http://suzyred.com/Mountain-Dog.html
© 2015, Suzy Red, Lockhart, Texas