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Does your Pet Have a Story? by Aline Alexander Newman

from Authors on Call, iNK Think Tank

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Want to engage your students? Focus on their pets.  Depending on grade level, this lively program includes a mix of reading, dancing, an animal quiz, enticing photos, surprising facts, and true anecdotes in support of humane values, ethology, and story-telling.

Program Rating

This program has not yet been evaluated.


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About This Program

Cost

By Request: $300.00
By Request Premium: $270.00



Length

30 minutes for pre-k students, kindergarten, grades 1 and 2. 45-60 minutes for grades 3-8.


Target Audience

Education: Grade(s) Pre-K Students, Kindergarten, 1, 2, 3, 4, 5, 6

Minimum participants:

3

Maximum participants:

80


Primary Disciplines

Sciences, Character Education, Literacy, Writing, Reading


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Zoom



Booking Information

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

No charge for programs cancelled due to such events as snow days. And we will make every effort to reschedule. If that is impossible, or the program is cancelled for some other reason, with less than two days notice, a $100 kill fee will be charged.

About This Provider

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Authors on Call, iNK Think Tank

White Plains, NY
United States

The Common Core State Standards have focused attention on process and using nonfiction in the classroom. Our Authors on Call from iNK Think Tank embody the CCSS. This team uses their extraordinary breadth of knowledge to transform today's classrooms into vital centers of learning. These authors are experts in processing enormous amounts of information, sifting through it and synthesizing it into works with added value. So why not talk to these masters of 21st century skillsand let them unpack their process for your students? They are eager to share their knowledge with you and to help you inspire your students with books kids love to read about subjects you're required to teach. So far our authors include Jan Adkins, Vicki Cobb, Heather Montgomery, Roxie Munro, Dorothy Hinshaw Patent,Carla Killough McClafferty, Aline Alexander Newman, David M. Schwartz, Alexandra Siy, Steve Swinburne , Peggy Thomas, and Andrea Warren. Keep coming back as we add more authors and new programs.

Contact:
Vicki Cobb
email@vickicobb.com
9149491104

Program Details

Format

For pre-k through grade 2:

1. Introduction
2. Define nonfiction in books and magazines.
3. We read aloud a fictional rebus I wrote called "Puppy Love" and contrast that with nonfiction.
4. Presenter shows a series of slides on Dunkirk Dave, the rescued NYS groundhog said to predict the weather that appears in her nonfiction book, ANIMAL SUPERSTARS.
5. We dance the bunny hop.
6. Presenter shows her book, RASCALLY RABBITS and other animals behaving badly, and reads the story of her family rabbit aloud while showing photos of the same.
7. We discuss the structure of the rabbit story and break it into four parts.
8. Brief discussion of photo editing as it applies to another rabbit story.
9. View video of a thieving black bear, another character in RASCALLY RABBITS.
10. Presenter tells a funny anecdote about her dog, Moose, whose story also appears in RASCALLY RABBITS.
11. Presenter calls Moose into the room for a virtual introduction.

For grades 3 and above;

1. Introduction
2. Define fiction and nonfiction in books and magazines.
3. Participants take a quiz on dog behavior based on presenter's book HOW TO SPEAK DOG.
4. Discussion of fake news and the importance of accuracy based on a mistake discovered by a sharp-eyed, 10-year-old reader of HOW TO SPEAK DOG and a related magazine article.
5. Presenter shows her book, RASCALLY RABBITS and other animals behaving badly, and reads the the story of her family rabbit aloud while showing photos of the same.
6. We analyze the structure of the rabbit story and break it into four parts.
7. Expanded discussion of photo and text editing as it applies to another rabbit story.
8. Contrast the true rabbit story to a fictional story and discuss using a real happening to inspire a fictional story.
9. View video of a thieving black bear, another character in RASCALLY RABBITS.
10. Presenter tells a funny anecdote about her dog, Moose, whose story also appears in RASCALLY RABBITS.
11. Discuss the underlying theme of RASCALLY RABBITS.
12. Presenter calls Moose into the room for a virtual introduction.
13. We close with a question and answer session.

Objectives

After watching a presentation of "Does Your Pet Have a Story?" younger students will be able to:
1. Distinguish between fiction and nonfiction.
2. Understand that all stories share a similar structure.
3. Explain what an editor does.
4. Cite three examples of surprising animal behavior..
5. Develop an appreciation for and desire to protect animals.

Older students will be able to do the above plus the following:
1. Recognize a fearful and possibly dangerous dog by the way it holds its tail.
2. Explain why accuracy and fact checking are important.
3. Describe the overall structure of a story and name its four parts.
4. Identify the theme of a book or story.

Standards Alignment

National Standards

ELA-LITERACY -- CCSS.ELA-LITERACY.1.RF.1 -- Reading: Foundational Skills
ELA-LITERACY -- CCSS.ELA-LITERACY.1.RF.2a -- Reading: Foundational Skills
ELA-LITERACY -- CCSS.ELA-LITERACY.1.RI.2 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.1.RI.6 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.1.RI.7 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.1.RI.9 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.1.RL.1 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.1.RL.2 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.1.RL.5 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.1.W.2 -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.1.W.6 -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.2.RL.3 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.2.RL.5 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.2.W.3 -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.2.W.5 -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.3.RL.3 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.3.RL.9 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.3.W.3 -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.4.RL.2 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.4.W.3 -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.4.W.4 -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.4.W.9b -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.5.RL.2 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.5.W.3 -- Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.6-8.WHST.3 -- Writing Literacy in History/Social Studies/Science/Technical Subjects: Writing
ELA-LITERACY -- CCSS.ELA-LITERACY.6.RL.2 -- Reading: Literature
ELA-LITERACY -- CCSS.ELA-LITERACY.6.W.5 -- Writing

State Standards

New York State
Science
P-:S1-1 Life Sciences: Observe familiar plants and animals (including humans) and describe what they need to survive.
K-ESS2-2 Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
1-LS3-1 Structure, Function, and Information Processing: Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents.
2-LS4-1 Interdependent Relationships in Ecosystems: Make observations of plants and animals to compare the diversity of life in different habitats.
3-LS4-1 Interdependent Relationships in Ecosystems: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS3-2 Inheritance and Variation of Traits: Life Cycles and Traits: Use evidence to support the explanation that traits can be influenced by the environment.