por Gail Terp
Hemos identificado que estos textos son buenas opciones para relacionarlos con temas similares, recursos literarios, temas o estilo de escritura. Complemente su lección con una o más de estas opciones y desafíe a sus estudiantes a comparar y contrastar los textos. Para asignar un texto relacionado, haga clic en el texto para ir a su página y haga clic en el botón "Asignar Texto".
Letter from Mary Mallon: On Being ‘Typhoid Mary’
- Mary Mallon
In the early 1900s, an Irish immigrant cook was accused of infecting dozens of her clients with typhoid fever - although she herself had no symptoms - and quarantined against her will until her death.Pair "The House Dog and the Wolf" with "Letter from Mary Mallon: On Being Typhoid Mary" to spark an in-class debate about freedom and security. Do we have to give up some freedoms in order to be safe? How much freedom should we give up?
Lobo, the King of Currumpaw
- Ernest Seton Thompson
This excerpt is taken from his book Wild Animals I Have Known, based on naturalist Ernest Thompson Seton’s true experiences hunting wolves in the American Southwest, including the infamous wolf Lobo.Pair "Lobo The King of Currumpaw" with "The House Dog and the Wolf" and challenge students to consider how each text treats the themes of nature and wildness. How is the wolf from the fable like Lobo? How are the two characters different?
Censorship: For the People, or for Controlling the People?
- Jessica McBirney
In this informational text, Jessica McBirney considers the benefits and disadvantages to censoring content.Pair “The House Dog and the Wolf” with “Censorship: For the People, or for Controlling the People?” and ask students to compare the similar themes. How does the moral in “The House Dog and the Wolf” translate to the debate surrounding censorship?
Excerpt from Black Beauty: The Autobiography of a Horse
- Anna Sewell
In the excerpt from Anna Sewell’s Black Beauty: The Autobiography of a Horse, Black Beauty describes being fitted with a saddle and bridle.Pair “The House Dog and the Wolf” with “Excerpt from Black Beauty: The Autobiography of a Horse” and ask students to discuss how the two stories explore the relationship between animals and humans. How do the animals in the two texts describe being domesticated? How does Black Beauty feel about being broken in? Do students think he would prefer to be free? Why or why not?
Strong For Skeena
- Julia Tozier
In Julie Tozier’s “Strong for Skeena,” a boy must be strong for his sled dog after she is seriously injured.Pair “The House Dog and the Wolf” with “Strong for Skeena” and ask students to discuss how the relationship between humans and dogs are explored in the two texts. Do students think Skeena considers herself to be enslaved? Why or why not?
The Market Square Dog
- James Herriot
In James Herriot’s short story “The Market Square Dog,” a veterinarian and a policeman help a stray dog that is injured.Pair “The House Dog and the Wolf” with “The Market Square Dog” and ask students to discuss the different ways dogs are represented as pets in the two stories. Do students think that the dog in “The Market Square Dog” would agree with the Wolf’s views in “The House Dog and the Wolf”? Why or why not?
From “The Wild Horses of Assateague Island”
- National Park Service, US Department of the Interior
In the informational text “The Wild Horses of Assateague Island,” the author discusses how wild horses likely came to the Assateague Island and how they live today.Pair “The House Dog and the Wolf” with “The Wild Horses of Assateague Island” and ask students to discuss animals that are allowed to roam free. How do the house dog and the wolf describe their lives? How do students think the house dog and wolf compare to the lives of the wild horses in Maryland and Virginia? Do students think one group of animals is freer than the other?