This instructional unit created for third grade students uses the book Once I Ate a Pie to inspire a research project about dog breeds.

1. Natalie Sapkarov
LIS 590MLL
Spring 2009
NAME THAT DOG! INSTRUCTIONAL UNIT
AUDIENCE:
This lesson is designed for third grade students who have previously used PowerPoint and
have done some web searching in the past. I hope to use this lesson next fall while student
teaching at King School in Urbana.
OVERVIEW:
To continue our exploration of Monarch Award nominees, this lesson will delve deeply into
Once I Ate a Pie by Patricia MacLachlan and Emily MacLachlan Charest. This lesson fits
into the larger Monarch Award unit. I will begin by reading the book aloud to students. The
book is a collection of poetry “written” by 13 different dogs, each unique in their voice and
breed. The focus of this lesson will be to attempt to identify the breeds of the dogs in the
poems. Students will work in pairs and be assigned a specific poem and dog to research.
They will compare pictures of real dog breeds to their illustrations in order to determine the
type of dog in their poem. They will also research a bit about their dog and present their
findings in a combined oral and PowerPoint presentation.
RATIONALE:
This lesson takes an authentic setting, the reading of Monarch Award nominees which is
done every year, and incorporates media elements into it. Students will be engaged with the
visual, comparing illustrations to pictures and photographs; the print, making inferences in
their poems and researching information about their dogs; the digital, using the Internet for
this research; and multimodal, putting it all together in a PowerPoint and oral presentation.
This lesson takes into account that students have multiple learning styles and intelligences
and addresses a variety of those styles.
OBJECTIVES:
Students will be able to…
♦ Identify visual similarities between their illustrated fictional dog and the potential
breed that is its match in order to make the connection between text and real life.
♦ Infer aspects of their fictional dog’s personality by re-reading their poem in order to
identify key characteristics of their dog.
♦ Identify personality traits and other basic information of their fictional dog’s real
breed by using hand-selected websites in order to make the connection between text
and real life.
♦ Synthesize the physical and personality traits and other information they have
learned about their dog in order to prepare a PowerPoint and an oral presentation in
defense of their choice of dog breed match to their fictional dog.

2. STANDARDS:
Illinois State Learning Standards
♦ 4.B.3a Deliver planned oral presentations, using language and vocabulary
appropriate to the purpose, message and audience; provide details and supporting
information that clarify main ideas; and use visual aids and contemporary
technology as support.
♦ 5.A.1a Identify questions and gather information.
♦ 5.B.1a Select and organize information from various sources for a specific purpose.
♦ 5.C.1b Use print, nonprint, human and technological resources to acquire and use
information.
♦ 5.C.2b Prepare and deliver oral presentations based on inquiry of research.
AASL Standards for the 21st Century Learner
♦ 1.1.6 Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning).
♦ 1.1.8 Demonstrate mastery of technology tools for accessing information and
pursuing inquiry.
♦ 1.4.2 Use interaction with and feedback from teachers and peers to guide own
inquiry process.
♦ 2.1.2 Organize knowledge so that it is useful.
♦ 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
♦ 3.1.1 Conclude an inquiry-based research process by sharing new understandings
and reflecting on the learning.
♦ 4.1.1 Read, view, and listen for pleasure and personal growth.
♦ 4.1.3 Respond to literature and creative expressions of ideas in various formats and
genres.
MATERIALS:
♦ Once I Ate a Pie by Patricia MacLachlan and Emily MacLachlan Charest
♦ Projector/white board
♦ Computer lab
♦ Library website with link to Dog Resources (attached)
♦ PowerPoint
♦ Copies of each poem/illustration in the text for students to study while they research
♦ Notes Worksheet (attached)
♦ PowerPoint template (attached)
♦ Presentation rubric (attached)

3. PROCEDURE:
Day 1 (30 minutes)
1. I will begin this lesson by projecting the cover of Once I Ate a Pie on the white
board so that it is enlarged and easy to see. I will ask students, what do you
think this book is about?
2. After students have responded, I will tell them that this is a collection of
poems written by 13 different dogs. They write about themselves—what they
like, what they do, and what they are like. While I read the book, students
should choose their top three favorite dogs. They will find out why after I
finish the book.
3. Then, I will read Once I Ate a Pie to the class, showing the pictures on each
page.
4. After I have finished the book, I will tell students that we are going to try to
identify the types of dogs in the book. They will choose their favorite dog in
the book, and, with a partner, they will try to find out the type of dog. I will
help them by telling them what group their dog is.
5. The last thing we will do today is choose dogs. I will first page through the
book one more time to re-familiarize students with the dogs’ names. Then, I
will ask students to write down their top three favorite dogs on a scratch piece
of paper and turn it in to me. I will assign students their dogs for the next
class. *Note: I will omit some dogs from the assignment because they are
difficult (even for me!) to identify. I will only use the dogs that are most easily
identifiable to ensure student success.
6. If there is time at the end, students may share responses to the book. Who
was their favorite dog? Why? Ask if any students have a dog as a pet and if
they can recognize their dog from one of the 13 in the book.
Day 2 (30 minutes)
1. We will meet in the computer lab. Before being seated, I will announce the
student pairs who will be working together to identify a particular dog so that
they may sit next to each other in the lab. Students will then receive their dog
assignments as well as copies of their dog’s poem and illustration from the
book. I will also tell each pair what group their dog is.
2. I will sit at a computer (with projection screen) to demonstrate how students
will begin their research. I will instruct students to open an Internet browser,
and click on Dog Resources on the library’s homepage. From this page, they
will click on their particular group, which will take them to the American
Kennel Club website.
3. Pairs should study the illustration from the book and try to match it with one
of the pictures on the website. Some details to notice: legs, ears, body size and
shape, nose. Color doesn’t matter as much as the actual shape of the dog’s
body. Students should discuss the traits of their dogs with their partners and
look at the pictures on the website together. If they would like to get a closer
look at a dog, they can click on it to get more information. After clicking on
the dog, they can also click on the Photos link on the left side of the page. I
will demonstrate this first. I will also walk around the room to assist students

4. as needed. This should take the entire library lesson time and will be
continued the following day.
Day 3 (30 minutes)
1. We will meet again in the computer lab. I will first survey the class to see how
many pairs have identified their dogs. Depending on this number, we may
spend more or less time reviewing the pictures on the American Kennel Club
website. I will float around the room to help pairs as necessary.
2. Once students have identified their matching dog breed, they can move on to
the second part of the project. Students must first consult with me so that I
can approve their match. They should also write down the name of their dog
breed. Their next task will be to re-read their poem, and try to pick out aspects
of their dog’s personality. They should make a list of adjectives to describe
their dog. Is their dog nice? Lazy? Playful?
3. Then, they will research their particular breed (from a list of hand-selected
websites) to identify any similarities from their fictional dog to the real thing.
In the end, students will be making a case for why they think their dog is a
particular breed.
4. At this point, pairs will be at different stages in their research. By the end of
this day, however, all pairs should have identified their breed.
Day 4 (30 minutes)
1. I will begin this day in the computer lab by informing students that they will
be presenting their research to the class. They will be creating PowerPoint
presentations with pictures of their dogs and the information they found about
them. I will create a PowerPoint template for them to use, and I will show
them what they should include on each page.
2. After my demonstration, students will continue researching characteristics of
their dog breed. Students will be taking notes on their research. They will also
be asked to identify basic facts about their dogs on their notes sheets to help
them plan their presentation.
3. Once students have completed their research, they should begin their
PowerPoint presentation. I will be circulating the room to answer any
questions and help move students along.
Day 5 (30 minutes)
1. This will be the last work day in the computer lab. Students should be
working on their PowerPoint presentations.
2. After students finish their PowerPoints, they should practice reading their
dog’s poem, which will be the first part in the presentation, and practice what
each student in the pair is going to say during the presentation. Each student
must participate in the oral presentation.
3. I will hand out the rubric on this day so that students know what is expected
of them.
4. At the end of this day, I will ask how many pairs have finished with their
PowerPoint presentations. Depending on the number, we may or may not

5. need another day of research. If we need another day of research, I will bring
other Monarch Award nominees to the computer lab for students who are
finished with their presentations to read.
Day 6 (30 minutes)
1. Student presentations will be held on this day. Each pair will have a turn at
reading their poem from the book to re-familiarize the class with their dog.
2. Then, they will tell us what breed their dog is and why they think so based on
the physical and personality traits they gleaned from the book while taking us
through their PowerPoint presentations.
3. Presentations may have to be continued on the next day depending on time.
ASSESSMENT
I will use informal/formative assessment for much of this lesson. I will continually ask
students how far they are along and ask for questions. I will also be monitoring students’
progress by checking in with each pair at least once a day. I will use summative assessment
in the form of a rubric to measure students’ overall product, their presentations.
REFLECTION/EVALUATION
♦ Were all students actively engaged during the entire lesson?
♦ Was the lesson too easy/too hard/just right for my students?
♦ Were all students able to identify their dog breeds?
MODIFICATIONS
Because I wasn’t sure what kind of print resources were available at the King Library, I did
not address them in this lesson. However, I do hope to use dog informational books in this
lesson to supplement the websites, if they are available at this school or can be acquired
through interlibrary loan. This will allow students to see that they can find the same
information in multiple places.

6. Dog Resources
Finding a Match
First, click on the group that your dog is a part of:
Sporting
http://www.akc.org/breeds/sporting_group.cfm
Hound
http://www.akc.org/breeds/hound_group.cfm
Working
http://www.akc.org/breeds/working_group.cfm
Terrier
http://www.akc.org/breeds/terrier_group.cfm
Toy
http://www.akc.org/breeds/toy_group.cfm
Non-sporting
http://www.akc.org/breeds/non-sporting_group.cfm
Herding
http://www.akc.org/breeds/herding_group.cfm
Compare the dogs on your website to the dog in your illustration. Can you find the one that
is the most similar?
Helpful Tips:
♦ You can click on the picture of a dog to see a bigger picture of it and read some
information.
♦ From there, you can click on Photos on the left side to see real pictures of this type of
dog. Click the X in the right corner of the photos when you’re done to go back to the
webpage.
♦ Click the Back button on the browser to go back to your list of pictures.
When you think you have found a match, tell Ms. Sapkarov. Then, you can move on to the
next section.

7. Tell Me a Little Bit About Yourself…
After you have completed #4 on your Notes sheets, you can move on to #5, where you will
look at some of these websites to find out interesting facts about your dogs.
♦ 50 Most Popular Dogs in the U.S.
http://www.enchantedlearning.com/subjects/mammals/dog/popular.shtml
Look through this list to see if you can find your dog. If there’s a picture, you can
click on it to find out more information!
♦ PetNet
http://www.petnet.com.au/dogs/dogbreedindex.html
What letter does your dog’s breed start with? Click on the right letter ranges to get to
a list of dogs. From there, look for the name of your dog and click on it.
♦ Dog Channel
http://www.dogchannel.com/dog-breeds/P_landing.aspx
Click on the first letter of your dog’s name to see a list of dogs. Then click on the
picture of your dog when you find it.
♦ Animal Planet
http://animal.discovery.com/breedselector/dogselectorindex.do
Scroll through the list of dog names in the middle of the page to find yours. When
you click on a name, it will automatically open. *Note: If a pesky pop-up ad invades
your screen, just click on the X in the right corner.

8. Names: ______________________________________________________________________
Name that Dog! Notes
1. Name of dog from Once I Ate a Pie:
___________________________________________
2. This dog belongs to the
_____________________________________ group.
*Ms. Sapkarov will give you this information.
3. After looking at pictures of breeds of dogs, we think our dog is a
_________________________________________________________________.
4. After re-reading our poem, we think our dog is …
* Use adjectives to describe your dog’s personality
__________________________________________________________________.
5. After reading about our dog on some websites, we found out this
interesting information:
* Some information you can include: weight, lifespan, personality, etc.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. We found this information on these websites:
*Copy the web address that starts with http://www.
__________________________________________________________________
__________________________________________________________________

9. PowerPoint Presentation Template
Name of your dog from the
poem
Your names

10. (name of dog from poem) is a
(name of breed)
• You can delete this box and put a picture of the
dog breed here.

11. (name of breed) looks like (name of
dog from book) because…
• This is where you tell us what physical
traits the dog from the book and the dog
breed you matched it with have in
common.
• Is it their nose? Legs? Weight? Color?
Ears? Body shape? Fur? Tail?
• Be as specific as you can. Tell us details!
– Example: Jeremy has the same long, shaggy
ears as a Cocker Spaniel.

12. In the poem, (name of dog) is…
• This is where you list the adjectives you
came up with for the dog in your poem, #4
on your Notes worksheet.
• You can explain why you chose these
adjectives in your oral presentation.

13. Fun Facts about (name of breed)
• This is where you share the interesting
things you learned about your dog breed.
• Do any of them match what you read in
the poem?
• This is #5 on your Notes worksheet.

14. Websites We Used
• Copy the addresses of the websites you
used in this space.
• Addresses usually start with http://www.

15. Students’ Names: _______________________________________________________
Name that Dog! Presentation Rubric
CATEGORY 4 3 2 1
Notes • Notes Worksheet • Notes Worksheet • Notes Worksheet • Notes Worksheet
Worksheet is completely is mostly filled. is only halfway is less than
filled. • Only missing one filled. halfway filled.
• Each question is question. • Includes • Most are
answered incomplete incomplete
thoughtfully. answers. answers.
PowerPoint • All 6 pages of the • At least 5 pages • Only 3 of the • The PowerPoint
Completeness PowerPoint are of the PowerPoint is incomplete.
completed. PowerPoint are pages are • Most of the
• All information completed. completed. information from
from the Notes • Most of the • Missing the Notes
Worksheet is information from information from Worksheet is
included. the Notes the Notes missing.
• Also includes Worksheet is Worksheet.
pictures. used.
PowerPoint • Fonts and • Fonts and • Fonts and • No changes are
Attractiveness backgrounds are backgrounds are backgrounds are made to the
changed. changed. not changed. PowerPoint
• Images from the • No images are • Images from the template.
web and clipart used. web and clipart • No images or
are used. • Some distracting are used. clipart are used.
• No distracting sounds or colors. • May be some
sounds or colors. distracting
sounds or colors.
Oral • Both students • Both students • Only one student • Only one student
Presentation take turns giving take turns giving gives the gives the
the presentation. the presentation. presentation. presentation.
• The poem is • PowerPoint • PowerPoint • PowerPoint
read loudly and slides are mostly slides are mostly slides are read.
clearly. explained, but explained, but • Does not answer
• PowerPoint some are read. some are read. the question:
slides are • Mostly answer • Partially answers What is your
explained, not the question: the question: poem's dog
read. What is your What is your breed and why
• Answer the poem's dog poem's dog do you think so?
question: What is breed and why breed and why
your poem's dog do you think so? do you think so?
breed and why
do you think so?
Teacher Comments: