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It outlines big ideas that “things are not always what they seem,” provides a synopsis of the plot, and gives step-by-step classroom procedures for independent reading, read-aloud support, re-reading, discussion, and text-dependent questioning. It also lists vocabulary supports, close-reading prompts, and a culminating task focused on theme and evidence.",{"@graph":69,"@context":122},[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/the-garden-of-abdul-gasazi-unit-3-week-4-reading-and-discussion-questions/605464/",{"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/the-garden-of-abdul-gasazi-unit-3-week-4-reading-and-discussion-questions/605464.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/msword","2026-11-04","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the big idea and theme focus for this lesson?","Question",{"text":112,"@type":113},"The lesson emphasizes that things are not always what they seem, using evidence from the story to support theme choices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What classroom steps are suggested during the reading?",{"text":117,"@type":113},"Students read independently, the teacher reads aloud with students following, then both re-read and stop to respond to and discuss questions using methods like whole-class discussion and think-pair-share.",{"name":119,"@type":110,"acceptedAnswer":120},"What kind of evidence do the text-dependent questions ask students to provide?",{"text":121,"@type":113},"Students cite specific details such as actions, dialogue, illustrations, and recurring objects (like the hat) to explain character seriousness, foreshadowing, suspense, and meaning of vocabulary in context.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},605464,1792431228,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Unit 3/Week 4\nTitle: The Garden of Abdul Gasazi\nSuggested Time:\t 5 days (45 minutes per day)\nCommon Core ELA Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.7, RL.3.10; RF.3.3, RF.3.4; W.3.1, W.3.4; SL.3.1; SL.3.2, SL.3.6; L.3.1, L.3.2, L.3.4\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\n* Things are not always what they seem\nSynopsis\nA little boy loses his neighbor’s dog inside the mysterious garden of Abdul Gasazi. Gasazi tells the little boy that he has turned the dog into a duck but when the boy returns home he finds the dog waiting for him on the porch. Gasazi was just tricking the boy-or was he?\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\nReread page 398. What evidence from the text can you cite to defend the idea that Alan takes pet-sitting Fritz seriously?\nHe won’t let Fritz out of his sight\nHe keeps Fritz from chewing furniture\nReread the last sentence on page 398 when Alan hides his hat under his shirt. This is an example of foreshadowing. Where in the story does Alan’s hat reoccur?\nPg 408- the duck steals Alan’s hat\nPg 412- Fritz has the hat when he is waiting for Alan on the porch\nReread page 400. Based on the first paragraph, how can you tell that Alan has no control over Fritz?\nFritz bites Alan\nFrtiz drags him out of the house\nFritz leads him across the bridge\nOn page 400, the author uses all capital letters on the sign. Why do you think the author did this? How would the mood be different if the author did not do this?\nCapital letters often denote yelling or intense feelings or emotions.\nChris Van Allsburg wants the reader to notice that Fritz is out of control. What words or phrases on page 400 does the author use to portray Fritz in this light?\nFritz has to be dragged out of the house\nFritz gives a tremendous tug\nFritz snaps out of his collar\nFritz bolts straight ahead\nHow is the author using the illustrations and word choice to create suspense in this story?  (Pg. 402)\nGasazi’s house is dark and castle-like\nLots of shadows used\nCapital letters used\nThe pages all end on a cliffhanger or leading sentence\nIn the second paragraph, Gasazi states that he “detests” dogs. Using contextual clues what do you think “detest” means?  (Pg. 406)\nGasazi lists all the bad things that dogs do\nHe uses all capital letters on his warning sign\nHe bellows “I TURN THEM INTO DUCKS!”\nWhy is Alan concerned that Mr. Gasazi might have captured Fritz?  (Pg. 400)\nThe threatening sign\nAlan’s knowledge of Fritz’s misbehavior\nThe knowledge that Fritz had gone into the forbidden area\nReread pages 404-405. What details does that author use to make Mr. Gasazi seem frightening and mysterious?\nThe house is dark and large\nThe door opens before Alan knocks\nMr. Gasazi stands in the shadows\nReread pages 400-406. How does the author make sure that the reader knows that Gasazi  really does not like dogs?\nGasazi’s voice sounds like a growl\nThe author ","cbCaimTFuCqpllTt","https://ap.wps.com/l/cbCaimTFuCqpllTt","doc",89600,"English","# Teacher Instructions\n## Before Teaching\n## During Teaching\n## Text Dependent Questions\n## Vocabulary\n## Culminating Task","[{\"question\":\"What is the big idea and theme focus for this lesson?\",\"answer\":\"The lesson emphasizes that things are not always what they seem, using evidence from the story to support theme choices.\"},{\"question\":\"What classroom steps are suggested during the reading?\",\"answer\":\"Students read independently, the teacher reads aloud with students following, then both re-read and stop to respond to and discuss questions using methods like whole-class discussion and think-pair-share.\"},{\"question\":\"What kind of evidence do the text-dependent questions ask students to provide?\",\"answer\":\"Students cite specific details such as actions, dialogue, illustrations, and recurring objects (like the hat) to explain character seriousness, foreshadowing, suspense, and meaning of vocabulary in context.\"}]","The Garden of Abdul Gasazi - Unit 3 Week 4 - Reading and Discussion Questions | DOC",1792132361,25]