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Does your Pet Have a Story? by Aline Alexander Newman

by  Authors on Call, iNK Think Tank

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For the pre-k through grade 2 students, we talk about what nonfiction is, and I give a short slide presentation about a rescued groundhog that lives in Dunkirk, NY, and predicts the weather. This is perfect for a February presentation because of Groundhog Day and the fact that this groundhog is New York State's version of Punxsutawney Phil. Then I read a short, true story from my National Geographic Kids Chapters book called RASCALLY RABBITS. This leads to an interactive activity followed by a discussion of the four main parts of a story and a bit about how editing works. Next, I show a few slides of two other naughty animals, including an Adirondack black bear and my own dog, whose stories also appear in the book.


For the upper grades, I give a more sophisticated version of this same program. This version includes an interactive quiz about dogs instead of the groundhog story. The quiz is based on another of my books, HOW TO SPEAK DOG, winner of the 2013 Animal Behavior Society award. It teaches kids how to understand canine body language and vocalizations. I then tell a true story about why accuracy matters, and we delve more deeply into the editing process. A question and answer session winds up the program.

Program Rating

  based on 1 evaluation(s).

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

Character Education, Literacy, Reading, Sciences, Writing


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)
Zoom



Booking Information

Sorry, this program is not currently available. To inquire about future availability, please contact Authors on Call, iNK Think Tank

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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,  Roxie Munro, Dorothy Hinshaw Patent,Carla Killough McClafferty, Kerrie Hollihan, Aline Alexander Newman, David M. Schwartz, Alexandra Siy,  Peggy Thomas, Marissa Moss, Jan Adkins, 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

CCSS.ELA-LITERACY.1.RF.1 -- Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.1.RF.2a -- Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-LITERACY.1.RI.2 -- Identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.1.RI.6 -- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
CCSS.ELA-LITERACY.1.RI.7 -- Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-LITERACY.1.RI.9 -- Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CCSS.ELA-LITERACY.1.RL.1 -- Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.1.RL.2 -- Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.1.RL.5 -- Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
CCSS.ELA-LITERACY.1.W.2 -- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-LITERACY.1.W.6 -- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.2.RL.3 -- Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.2.RL.5 -- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSS.ELA-LITERACY.2.W.3 -- Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
CCSS.ELA-LITERACY.2.W.5 -- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.3.RL.3 -- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
CCSS.ELA-LITERACY.3.RL.9 -- Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
CCSS.ELA-LITERACY.3.W.3 -- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.4.RL.2 -- Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-LITERACY.4.W.3 -- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.4.W.4 -- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-LITERACY.4.W.9b -- Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
CCSS.ELA-LITERACY.5.RL.2 -- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.5.W.3 -- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.6-8.WHST.3 -- (See note; not applicable as a separate requirement) Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.
CCSS.ELA-LITERACY.6.RL.2 -- Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.6.W.5 -- With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.).

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.