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Teachers guide reading of the Godzilla-inspired story about mice defending Mousopolis, using text-dependent questions, vocabulary instruction, rereading strategies, and discussion formats such as think-pair-share and group work. A culminating task supports students’ book reviews and writing, plus extensions for rewriting, comic creation, and comparing fantasy versus reality.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dogzilla-unit-3-week-1-lesson-plan/605439/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dogzilla-unit-3-week-1-lesson-plan/605439.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/msword","2026-11-01","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What story is “Dogzilla” based on, and what plan do the mice make?","Question",{"text":112,"@type":113},"“Dogzilla” is based on the monster movie Godzilla. The mice protect Mousopolis and plan to give Dogzilla a bath to scare him away, followed by a surprise ending.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the mood change on pages 314–317 versus pages 318–319?",{"text":117,"@type":113},"On pages 314–317 the mood is scary/ominous, created through words like “strange,” “mysterious,” “ancient,” “tremble,” and “terrifying.” On pages 318–319 the mice are heroic and brave, but then become frightened and run away due to the doggie breath.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of humor does the author use in “Dogzilla”?",{"text":121,"@type":113},"The plan highlights humor created through word play and language techniques such as puns, idioms, alliterations, and anthropomorphism. Examples include phrases like “Mister Mice Guy,” “hightailed it out of town,” and humorous ending references to “puppies.”",{"name":123,"@type":110,"acceptedAnswer":124},"What are the Culminating Task and recommended extension activities?",{"text":125,"@type":113},"Students reread, think, discuss, and write a book review using at least two text examples to discuss the rating of “extremely goofy” and provide a recommendation. Extensions include rewriting a familiar scary story, creating a Comic Life strip with word play, comparing fantasy and reality elements, and building an illustrated glossary of word-play examples.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},605439,1792418137,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Unit 3/Week 1\nTitle: Dogzilla\nSuggested Time: 4 days (45 minutes per day)\nCommon Core ELA Standards: RL.3.1, RL.3.3, RL.3.4, RL.3.7, RL.3.9, RL.3.10; RF.3.3, RF.3.4; W.3.1, W.3.4; SL.3.1, SL.3.6; L.3.1, L.3.2, L.3.4, L.3.5\nTeacher Instructions\nRefer to the Introduction for further details.\nBefore Teaching\nRead the Big Ideas and Key Understandings and the Synopsis.  Please do not read this to the students.  This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task.\nBig Ideas and Key Understandings\nAuthor’s create humor in many ways such as rewriting familiar stories, using idioms, puns, alliterations, anthropomorphism word play etc. Fantasy and reality elements can be used to create a captivating story. (This story combines fear and humor as a not scary dog becomes the monster in a humorous and imaginative way.)\nSynopsis\nThis story is based on the monster movie Godzilla. Dogzilla is a fantasy story of mice who protect their city, Mousopolis, from being destroyed by Dogzilla. The mice come up with a plan to give Dogzilla a bath, which scares him away. There is a surprise ending.\nRead entire main selection text, keeping in mind the Big Ideas and Key Understandings.\nRe-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.\nDuring Teaching\nStudents read the entire main selection text independently.\nTeacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)\nStudents and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text.  A variety of methods can be used to structure the reading and discussion (i.e.:  whole class discussion, think-pair-share, independent written response, group work, etc.)\nText Dependent Questions\nText Dependent Questions\nAnswers\nPages: 314-317\nWhat is the mood of the story on pages 314-317? What words does the author use to create this mood?\nPossible answers for what the mood is could be scary, ominous, frightening, etc. Words that are used to convey this mood are:\n- Strange\n-Mysterious\n-Ancient\n-Tremble\n-Crater\n-Terrifying\n-Dreadful\nPg- 318 & 319\nHow does the author portray the mice on page 318? How does this change on page 319?\n- 318- Mice are heroic and brave.\n-319- Mice become frightened and run away. The change is caused by the doggie breath.\nReread pages 320/321\nLook at the first sentence, “The colossal canine followed the soldiers back to Mousopolis.”Using the pictures and the texts, find examples of how Dav Pilkey uses elements of fantasy and realism to explain the meaning of “colossal”.\nA dog does not have to be big to dig up bones or chew furniture but Dogzilla had to be colossal in order to dig up the museum and eat the furniture store.\nPages 322-323\nAuthors often use word play to infuse humor into a story. What examples of word play do you see on pages 322 and 323?\n-Scarlett O’Hairy\n-Can’t teach an old dog new tricks\n-Big Cheese\n-Mousopolis\n-Gentlemice\nPages 324-325\nLook at the phrases “Mister Mice Guy” and “hightailed it out of town.” What do these phrases mean and how are they used to enhance the humor in the story? Find two more examples of word play on these pages.\n- Mister Mice Guy is a play on Mister Nice Guy\n- hightailed it means leave quickly it is funny because dogs have a tail.\n- other examples include “all the relish he could muster” and “I’ll be dog-goned”\nPages 326 - 327\nWhy do you think that the mice are confident Dogzilla will not return? What evidence is in the text to support your answer?\n- the phrase “with the horrifying memory of the bubble bath etched in her mind forever”\n- the mice also know what to do if Dogzilla comes back\nPage 328\nHow does the author use humor to end the story? Why is this humorous?\n- By ending it with “puppi","cbCaibcGfZdyqYA6","https://ap.wps.com/l/cbCaibcGfZdyqYA6","doc",73728,"English","# Teacher Instructions\n## Before Teaching\n### Big Ideas and Key Understandings\n### Synopsis\n### Text Dependent Questions\n## During Teaching\n### Text Dependent Questions Answers\n## Vocabulary\n### Key Words Essential to Understanding\n## Culminating Task\n# Additional Tasks","[{\"question\":\"What story is “Dogzilla” based on, and what plan do the mice make?\",\"answer\":\"“Dogzilla” is based on the monster movie Godzilla. The mice protect Mousopolis and plan to give Dogzilla a bath to scare him away, followed by a surprise ending.\"},{\"question\":\"How does the mood change on pages 314–317 versus pages 318–319?\",\"answer\":\"On pages 314–317 the mood is scary/ominous, created through words like “strange,” “mysterious,” “ancient,” “tremble,” and “terrifying.” On pages 318–319 the mice are heroic and brave, but then become frightened and run away due to the doggie breath.\"},{\"question\":\"What types of humor does the author use in “Dogzilla”?\",\"answer\":\"The plan highlights humor created through word play and language techniques such as puns, idioms, alliterations, and anthropomorphism. Examples include phrases like “Mister Mice Guy,” “hightailed it out of town,” and humorous ending references to “puppies.”\"},{\"question\":\"What are the Culminating Task and recommended extension activities?\",\"answer\":\"Students reread, think, discuss, and write a book review using at least two text examples to discuss the rating of “extremely goofy” and provide a recommendation. Extensions include rewriting a familiar scary story, creating a Comic Life strip with word play, comparing fantasy and reality elements, and building an illustrated glossary of word-play examples.\"}]","Dogzilla - Unit 3, Week 1 - Lesson Plan | DOC",1792132316,23]