Unit 9: Animals Around Us

Book Title: Little Pink Pup Author: Johanna Kerby

Common Core Correlations: RL 7 Subtheme Correlation: Science/ Character Ed

Focus : Animals and Offspring
Read 1 Objective: With prompting and support, students will ask and answer questions about key details in the text by reading and listening to “Little Pink Pup.”
Suggested Vocabulary: piglets, dachshund, pup, squeal, weak, foster, tucked, siblings, cozy,
Conversation Starter: “This is a story about a piglet (a baby pig) and a dachshund (a breed of dog). The dachshund takes care of the piglet. Today we will be discussing animals and their babies, let’s make a list of animals and their babies and the sounds that they make- e.g. dog-pup-bark, pig-piglet-squeal, etc.”
Open-Ended Question(s): / Possible Teacher-Scaffolding Response
Describe the ways Pink was different from the dachshund pups. / Possible Child Response: “Pink was a pig and Tink and the pups were dogs.”
·  Yes, what are some of the other differences between the two animals? Think about the ways the animals look.
Turn and Talk: We discussed how the dachshund took care of the piglet, turn and talk to your partner how you take care of your pet.
Follow-Up Activity: Matching Activity
Materials: pictures of animals (magazine, clipart,), pictures of habitats, list of vocabulary, crayons, paper, pencils
Description: Using the list from the Conversation Starter, students match pictures of animals and their offspring. Student label pictures-dog-pup-bark, pig-piglet-squeal, etc.
Focus: Caring for each other
Read 2 Objective: With prompting and support, students will ask and answer questions about key details in the text by reading and listening to “Little Pink Pup.”
Suggested Vocabulary: piglets, dachshund, pup, squeal, weak, foster, tucked, siblings, cozy,
Conversation Starter: “In the beginning of the story Pink was small and weak (not strong). Tink fostered (helped him although he was not a pup). Tink tucked (pulled) him close to her, made Pink warm and cozy (comfortable) and gave him siblings (brothers and sisters). What are some other ways Tink took care of Pink?”
Open-Ended Question(s): / Possible Teacher-Scaffolding Response
Why do you think Tink decided to take care of Pink? / Possible Child Response: “Tink felt sorry for Pink.”
·  Possibly, why do you think Tink felt sorry for Pink?
·  What are some other reasons why Tink took care of Pink?
Turn and Talk: We discussed how the dachshund took care of the piglet, turn and talk to your partner about how you take care of your pet?
Follow-Up Activity: Writing Extension
Materials: paper, pencil, crayons
Description: Write and illustrate how Pink felt when he left Tink and his family.

Therese Iwancio # 217, Gayle Glick # 73, Katie Rebuck #204, Barbara Clark # 206