Truth or Care? Saving Shiloh

The students will be able to explain the importance of responsible citizenship and identify ways they can participate in civic affairs after reading the novel Shiloh and completing research of their own on animal abuse. Through this research, they will be responsible for gathering facts to support their stances on the dilemma Marty faces when deciding whether to return Shiloh to his owner, or secretly keep him in order for him to be safe. Students will have real-world experience when they create and are reponsible for caring for their own pet.

A lesson plan for grade 4 English Language Arts, English Language Development, and Social Studies

By Leah Shomaker and Mary Shomaker

About the authors

Leah Shomaker-ESL teacher at Marion Elementary School in Mcdowell County, with K-12 Certification in Spanish and ESL.

Mary Shomaker- Fourth grade teacher at Old Fort Elementary in McDowell County, with K-6 Certification in Elementary Education and a degree in psychology.

Learn more

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Legal

Learning outcomes

Students will:

• examine reasons for character motives and specific actions by constructing a multi-flow map after reading the novel Shiloh.
• conduct research using a variety of sources and be responsible for caring for their own self-made pets in order to explain the importance of being a responsible citizen and participating in civic affairs.
• summarize major points in their own research summary. This information will be presented to the class orally.

Teacher planning

Time required for lesson

3 days

Materials/resources

• The novel Shiloh by Phyllis Reynolds Naylor
• Multi-flow map (see attachment)
• Transparency of “Questions to Ponder” for activity three (see attachment)
• Newspaper articles related to animal abuse cases or access to the following website: http://www.pet-abuse.com/database/
• Pamphlets, brochures, and books on animal rights and animal abuse issues to be displayed in the Animal Rights Resource Center
• Materials for dog biscuit pet craft (see attachment titled, “Instructions for Making Dog Biscuit Pet”).

Technology resources

Computers with access to the internet, preferably one for each student (computer lab would be optimal).

Bookmarked websites on animal rights and animal abuse issues (examples linked below).

Pre-activities

Students need to have completed the novel, Shiloh, by Phyllis Reynolds Naylor.
(Note: Lesson could be adapted to other novels related to animal abuse).

Students need to be familiar with multi-flow charts and the concept of cause and effect.

Students should be able to write a summary in paragraph form.

Activities

Day One:

1. After concluding the novel, Shiloh, hold a class discussion regarding Marty’s dilemma as to whether he should return Shiloh to Judd, his legal owner, or secretly keep Shiloh in order to protect him from Judd’s abuse. Remind the students that there are causes and resulting effects for such actions. At this time model a multi-flow map on the board assuming that Marty has chosen to secretly keep Shiloh. For example, a cause for this action would be that Marty was afraid of Shiloh being abused. A result would be that Marty would be in trouble with his parents. Complete the map using student input.
2. Students will now complete their own multi-flow map using the example provided in activity one. On this map, the students will determine the causes and effects of Marty returning Shiloh to his legal owner, Judd. (See attachment titled “Multi-flow Map.”)
3. Teacher will read aloud to the class an actual story of an animal abuse case. This can come from a local newspaper or, if necessary, from the following website, which provides cases from each state: http://www.pet-abuse.com/database/. After reading the article, teacher will lead brief class discussion and compare to the animal abuse issue in Shiloh. This will allow the students to relate the story to real-life experiences.
4. Explain to students that they will be choosing a position as to what they would do in Marty’s situation. They will either choose to secretly keep Shiloh or return him to his legal owner, Judd. The teacher will provide an overhead transparency containing a list of questions to ponder before the students make their final decisions. (See attachment titled “Overhead Activity 3″) Notice that these are questions for the students to ponder, not answer on paper.

Day Two:

1. Students should now make a decision as to what they would do in Marty’s situation. Teacher will note the stances that the students take. The teacher will explain that the students will conduct research to find information supporting their decisions. They may use the computer or go to the Animal Rights Resource Center which the teacher has provided. During their research, students will complete research summaries in which they must state their stances and at least three facts to support their positions. For example, if the student chooses to return Shiloh, they need to provide the steps to be taken in order to ensure that the animal abuse is reported to the authorities based on the information obtained during research. If the students choose to hide Shiloh, they must provide steps they would take to inform their family of the hidden dog, providing reasons why they should keep the dog based on what they know about animal abuse through their research. The teacher will then instruct the students to start their independent research to complete their individual projects.
2. After completion of research summaries, students will share their information in an oral presentation to the class. They must state their positions and supporting facts using their research summaries.
3. Students will make a dog biscuit pet (see attachments titled “Instructions for Making Dog Biscuit Pet” and “Dog.” These provide step-by-step instructions and an illustration of the finished product). They will give their pets names and take them home overnight to care for them. They will be responsible for returning them to school the next morning in the same condition as when created. (Note: This is to provide the students with a real-life experience of caring for a pet)

Day Three:

1. Upon returning their pets to school, students will answer the following questions on paper:
   • What was the most difficult part of being responsible for a pet?
   • What did you learn from this experience?
   • Did this experience change your position on whether you would secretly keep Shiloh or return him to Judd?

Assessment

Student’s ability to distinguish between cause and effect, examine characters’ motives, and reasons for characters’ actions will be assessed using the multi-flow chart from activity two.

The student’s ability to summarize major points obtained during research as well as his/her ability to use a variety of technological and informational tools will be assessed using the teacher checklist (see attachment titled, “Checklist for Research Summary”) for his/her written research summaries as well as his/her oral presentations (activity five and six).

Student’s understanding of the importance of responsible citizenship and identification of ways one can participate in civic affairs will be assessed by using the follow-up questions in activity eight.

Student’s ability to compose his/her own short report will be assessed using his/her written research summaries. Did student state his/her position and provide at least three facts to support it?

Supplemental information

Attachments:

• Dog
• Multi-Flow Map
• Overhead Activity 3
• Instructions for Making Dog Biscuit Pet
• Checklist for Research Summary

Related websites

http://www.crimestoppers-sxm.com/HTML/animal_abuse.html

http://www.pet-abuse.com/database/

http://www.mapthemind.com/thinkingmaps/thinkingmaps.html

Modifications

During activity two, LEP students could be paired with a peer to create the multi-flow chart.

On the “Questions to Ponder” during activity four, LEP students will be able to hold short private discussions with the teacher in order to better understand the questions and their own feelings on the issues.

During activity five, LEP students could work with a peer while researching on the computer.

During activiy six, LEP students could conduct oral presentation to teacher individually with only the teacher present.

Alternative assessments

Student comprehension of oral text will be assessed by observation throughout the lesson as well as by the responses they provide during private discussion with teacher in activity four (Questions to Ponder).

Critical vocabulary

cause/effect, newspaper, abuse, citizenship, evidence, responsible

Comments

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.