Notice: JavaScript is not available in your browser. Some enhanced features will not be available until JavaScript is enabled.

Gr. 3 Unit: Protecting One Another

Day- Seed 5: Two Bobbies

Essential Question:

How does one protect another?

Lesson Calendar

Day- Plan 1: Ivan

Day- Plan 2: Real Ivan

Day- Seed 1: Unit Opener

Day- Seed 2: Ivan Part 2

Day- Seed 3: Traits

Day- Seed 4: Writing

Day- Seed 5: Two Bobbies

Download Seeds, Plans, and Resources (zip)

Unit Overview

CCSS Standards for this Unit

Monitoring Templates

Send Feedback to MSDE’s Reading Team

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Seed Description

This lesson seed may be implemented after students read The One and Only Ivan. The instructional sequence aligns to the unit theme and essential question, How does one protect another? Students will read Two Bobbies and respond to a variety of text dependent questions during discussion and may also respond in writing. Students will explore the concepts, the language, and the events presented. Students will also engage in comparing texts and digital resources.

Planning and Preparation

Read this seed and the book, Two Bobbies
Access the book trailer at http:// www.twobobbies.com/ images/two-bobbies- trailer.mov
Become familiar with the following sites. Determine how they may be used with your class:

Provide multiple copies of the text or present the book in a shared reading experience by projecting it on a document camera or Smart Board.

Teacher Background

From Booklist
“Neither Bobbi the dog nor Bob Cat has a tail, and some say that’s what brought them together.” Abandoned during the Katrina evacuations, pets Bobbi and Bob Cat wander dangerous, debris-strewn streets seeking food and water. Eventually taken to a rescue shelter, the Bobbies show distress when separated but remain calm when together. Workers then discover that Bob Cat is blind and that Bobbi seems to serve as his seeing-eye dog. A national news appearance ultimately results in the animals' shared adoption in a happy new home.”

Instructional Sequence

It is important you do not tell the story details prior to reading or provide background information about the pets or Hurricane Katrina. Through shared and independent reading, discussing and rereading, students should construct meaning on their own.

Introduce the book to the class and guide students through an initial read, in order to gain the overall meaning or gist of the events.
Revisit the text using a variety of techniques - whole class, small groups, turn and talk, writing, etc.
Utilize the following text dependent questions to deepen understating and build knowledge.
Insert, present, and have students access the associated websites to enhance understanding.

Possible Vocabulary
Rescue, rescued, debris, litter, stranded, littered, recede, receded, devastate, devastated, devastating, temporary, bobbed,

Revisit the text using these sample text dependent questions.

What caused the disaster in the city? Use evidence from the text.
Why were Bob Cat and Bobbi alone?
Look at the illustration of the pets on the porch. How do you know someone loved the animals? Lots of food and water was left on the porch.
What evidence did the author provide that told you the animals had a relationship?
Stayed together, waited for help together
Why did the pets leave the porch? Not rescued, no food left
Turn to a partner and describe the devastation the storm left. What does debris mean? Provide examples from the illustations.
What was the biggest problem or challenge for the pets? no home or protection, food, clean water, danger, other hungry animals

How long had the pair been wandering the city? How did their luck start to change?
Construction worked caring for them, took them to animal shelter

Why did Bobbi growl at Rich? Protecting Bob Cat, didn’t want Rich to hurt Bob Cat
Rich was an animal lover. How do you know? Had his own dog, cared for the pair, helped them get to the shelter.
Explain how the two animals got their names?
What was the problem at the shelter? Separate cages, barking, howling, no sleep, whimpering
How was the problem solved? Put animals together in same crate.
What did the volunteers discover about Bob Cat? Describe how they discovered this? What amazed them?
Bobbi and Bob Cat finally get a home. Tell the steps that gave them a chance at new life.

After the Storm

How did the animals protect one another?

Extension

After reading, The One & Only Ivan, and Two Bobbies, compare the characters. Identify how they protected one another.

Who protected whom? How? Give several examples.

The One and Only Ivan	Two Bobbies
Ivan	Bobbi
Ruby	Bob Cat

Use a graphic organizer or an Inspiration file (completed electronically) You may download a free 30-day demo of Inspiration at http:// www.inspiration .com
Have students transform organizers into a project that demonstrates their understanding of the protection theme.
Convert the concept map into a written document using Microsoft Word and add visuals or create a:

Prezi:https://www.prezi.com. Use VoiceThread as necessary https:// www.voicethread .com

Optional Text

View either the clip http://www. youtube.com/watch? v=12XurcP0J8U or Chimpanzee by Disney. This documentary captures the unlikely relationship between an orphaned chimp (Oscar) and the adult male (Freddy) who adopts him.
You may add a third column to the concept map to compare Freddy and Oscar’s relationship.

The One and Only Ivan	Two Bobbies	Chimpanzee
Ivan	Bobbi	Oscar
Ruby	Bob Cat	Freddy

Applicable Standards

Reading Informational Text
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Speaking and Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

Contact Us
Privacy
Terms of Use
Non-Discrimination Statement
Accessibility
siteMap

Last Updated 3/17/2020 12:59 PM

Day- Seed 5: Two Bobbies

Lesson Calendar

Lesson Seed 5