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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\nPersistence can help change people’s minds.\nSynopsis\nElizabeth was very determined to convince her parents to get her a pet.  No matter what she did, her parents did not agree. Unexpectedly, she finds the perfect pet (a bug!) right under her nose, and her parents agreed.\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.\n(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 122-123\nElizabeth wanted a pet. Her parents gave her a cactus. Looking at the illustration on page 122, describe a cactus plant.  What does challenge mean as it is used on page 122?  How was snuggling the plant a “challenge” for Elizabeth?\nThe cactus has thorns on it that prick. If something is a challenge, then it is difficult to do. Snuggling the plant is a challenge because if she tried to get close to it, it will stick her.\nPages 124-125\nWhat is the first step in Elizabeth’s plan to change her parents mind about letting her have a pet?\nHer first step was surprising her parents by waking them up in the middle of the night and asking for a horse.\nWhat does the author mean when he writes, “Scratch the horse”?  In your own words, how would you describe the way in which scratch is used in this sentence? Can you think of another way the word scratch can be used?\nElizabeth has a plan and once her parents refuse the horse (step one), she scratches it off of her list of optional pets (plan).\nPages 126 -127\nHow does the illustration in the lower right-hand corner on page 126 show how Elizabeth’s parents view her as a pet owner? How does this picture differ from the one on the top of the page? Why might the author have used these two pictures?\nThe bottom picture shows her as being irresponsible. She is not going to clean up after her dog.  She will only want to play instead of taking care of the animal. This is different than the picture on the top of the page, which shows her all dressed up and ready for a dog. These two pictures show the difference in what Elizabeth thinks and what her parents think.\nPages 128-129\nIn your own words, summarize the steps Elizabeth has taken in her plan to change her parents’ minds thus far (through page 129)?\n(Note: Bullet 2)\nFirst she wakes them up in the middle of the night and asks them for a horse; next she catches them off guard and asks them for a dog.  Then she waits until after they have eaten dinner and ask for a cat.\nHow is the author’s use of the word scratch on page 125 different from the way scratch is used on page 129?\nOn page 125 scratch means to eliminate and item from a list. On page 129 scratch means to cut or scrape.\nPages 130- 131\nThe author titles the next section, “Go for Broke”. What do","cbCain1pDBigLUBk","https://ap.wps.com/l/cbCain1pDBigLUBk","docx",42224,11,"English","# Unit 1 / Week 5: The Perfect Pet\n## Teacher Instructions\n## Big Ideas and Key Understandings\n## Synopsis\n## Text Dependent Questions\n## Vocabulary","[{\"question\":\"What big idea and key understanding does the lesson focus on?\",\"answer\":\"Persistence can help change people’s minds. Students learn to connect that idea to Elizabeth’s actions throughout the story.\"},{\"question\":\"How does Elizabeth attempt to change her parents’ minds about getting a pet?\",\"answer\":\"She begins by waking them and asking for a horse, then surprises them again to ask for a dog, and later asks for a cat after they have eaten dinner.\"},{\"question\":\"What does the word “scratch” mean in different parts of the text?\",\"answer\":\"On page 125, “scratch” means to eliminate an item from a list. On page 129, it means to cut or scrape.\"}]","The Perfect Pet - Unit 1 - Week 5 | DOCX",1792132369,28]