7 Fresh Ways to Explore 'Love That Dog' in Your Classroom

Sharon Creech's novel-in-verse, Love That Dog, remains a cornerstone of middle-grade literature for its profound simplicity and emotional depth. It masterfully introduces young readers to the power of poetry through the eyes of Jack, a boy who insists he doesn't understand it, only to find his own powerful voice. While many educators are familiar with the book, the challenge is to keep our teaching methods as fresh and impactful as the text itself. The book's deceptive simplicity can sometimes lead to surface-level analysis, but its sparse free-verse poems hold rich opportunities for deeper exploration of grief, mentorship, and creative expression.

This guide moves beyond standard chapter summaries. It offers seven comprehensive, actionable strategies to unlock these deeper layers of meaning, foster genuine student engagement, and connect Jack's journey to the core of your curriculum. For educators aiming to guide students through the book's complex emotional and literary landscape, understanding foundational teaching techniques is key. To effectively guide students through this kind of analysis, considering strategies like scaffolding in education can make challenging texts more accessible and the learning process more supportive.

Whether you're exploring themes of loss, celebrating the influence of a great teacher like Miss Stretchberry, or demystifying poetic devices, these frameworks provide everything needed to create a memorable and meaningful unit. We will provide specific discussion questions, hands-on activities, and thematic lesson plans designed for immediate classroom implementation. Our goal is to equip teachers, librarians, and parents with the tools to not just teach Love That Dog, but to help young readers truly experience it.

1. The Poet's Toolkit: A Hands-On Deconstruction of Form and Influence

Instead of simply reading the poems Jack encounters in Love That Dog, this project transforms students into literary detectives. The central goal is to create a tangible "Poet's Toolkit" by analyzing the techniques of the poets who inspire Jack, including William Carlos Williams, Robert Frost, and Valerie Worth. This hands-on approach makes abstract concepts like imagery, enjambment, and concrete poetry accessible and interactive.

This activity shifts the focus from passive consumption to active deconstruction. Students learn to identify how a poet creates a specific feeling or image. By building a toolkit, they are not just readers but also apprentices, collecting the very "tools" Jack uses to find his own voice. This mirrors the narrative arc of the book, making the learning process deeply connected to the story itself.

How to Implement the Poet's Toolkit

This multi-day project works best when scaffolded, moving from simple identification to creative application.

1. Introduce the Concept: Begin by presenting the idea of a toolkit. Just as a carpenter has a hammer and saw, a poet has tools like metaphor, onomatopoeia, and line breaks. Start with a familiar poem from the book, like William Blake's "The Tiger," and collectively identify the first tool, such as repetition or sound words.

2. Build the Toolkit: As you read Love That Dog and encounter new poets, dedicate time to deconstructing their work. For each poet, students can add a new "tool" to their kit, which can be a physical journal, a digital slide deck, or a section of a class anchor chart. Each entry should include:

   • The Tool's Name: (e.g., "Concrete Imagery")
   • The Poet Who Uses It: (e.g., William Carlos Williams)
   • A Simple Definition: (e.g., "Using words to describe things you can see, hear, touch, taste, or smell.")
   • An Example from the Text: (e.g., "so much depends / upon / a red wheel / barrow")
   • A Student-Created Example: A short, original attempt at using the tool.

3. Culminating Creation: After collecting several tools, the final step is for students to write their own original poems, mirroring Jack's journey. The prompt can be as simple as "Write about an important object" or "Write about a special pet." The key requirement is that they must consciously use at least two or three tools from their collected kit.

Examples in Action

• A student's toolkit entry for William Carlos Williams might feature a small sketch of a wheelbarrow, the definition of "concreteness," and their own short poem about a shiny, blue bicycle.
• A small group could create a digital presentation on Robert Frost's "tools," highlighting his use of rural imagery and conversational, narrative style.
• The project can conclude with a classroom "Gallery Walk." Students display their final poems, and peers leave constructive feedback using sentence starters like, "I saw you use [poet's tool] when you wrote..., and it made me feel..."

This project is powerful because it validates the messy, iterative process of creation. It shows students that poetry is not a mysterious talent but a craft that can be learned, practiced, and developed, a central theme in the journey of Jack in Love That Dog.

2. The Anonymous Voice: Exploring Vulnerability and Creative Confidence

This activity delves into the emotional core of Love That dog by focusing on Jack’s initial reluctance to put his name on his poems. The central goal is to create a safe space for students to explore their own creative vulnerability, using the concept of anonymity as a bridge to building confidence. By analyzing why Jack hides his identity, students connect with the universal fear of judgment and learn to appreciate the courage it takes to share personal work.

This project shifts the focus from the final product to the emotional process of creation. It helps students understand that feeling hesitant or scared is a normal part of being a writer. By starting with anonymity, students can experiment with their voice without the pressure of ownership, mirroring Jack’s own journey from "by Anonymous" to proudly claiming his powerful poem about his dog, Sky.

How to Implement the Anonymous Voice

This project works best as a low-stakes, multi-step process that gradually builds toward confident sharing.

1. Introduce the Concept: Begin with a class discussion about Jack’s early poems signed "by Anonymous." Ask guiding questions: "Why do you think Jack didn't want to put his name on his poem at first? Have you ever felt that way about something you created?" This establishes a classroom culture where vulnerability is understood and respected.

2. The "Anonymous" Writing Jar: Set up a physical or digital "jar" where students can submit short, anonymous poems or even just a single line or image they find interesting. Dedicate a few minutes each day or week to read some of the submissions aloud without attribution. The goal is to celebrate the words themselves, separate from the creator. This activity reinforces the idea that writing has inherent value.

3. From Anonymity to Ownership: After students become comfortable sharing anonymously, introduce a structured peer feedback activity. Students can share a poem with a partner, still without their name on it. The partner's job is to point out one "gleaming image" or "powerful line" they loved. This positive-first feedback model, much like Ms. Stretchberry's encouragement, helps the writer see the strength in their work before they are asked to claim it.

Examples in Action

• A student might anonymously submit the line "the quiet hum of the refrigerator at midnight," which is then read to the class, allowing them to feel pride without the spotlight.
• The "Anonymous Writing Jar" could have a specific weekly theme inspired by the book, such as "a memory of a pet" or "a favorite color," giving students a starting point.
• The activity can culminate in an "Author Reveal Day." Students can choose to voluntarily claim one of their anonymous poems that was shared with the class, taking a small but significant step in their journey, just like Jack did in Love That Dog.

This project is powerful because it validates the emotional risks involved in creative expression. It teaches empathy and shows students that building confidence is a gradual process, perfectly echoing the central theme of finding one's voice in Love That Dog.

3. The Anonymous Author Project: Finding Voice Through Vulnerability

This project takes its inspiration directly from Jack’s initial reluctance to put his name on his poems. The "Anonymous Author Project" creates a safe, low-stakes environment for students to share their writing without fear of immediate judgment or attachment to their identity. The primary goal is to prioritize the act of creation over the pressure of performance, allowing students to experiment with their voice and express vulnerability, just as Jack does when writing about his beloved dog, Sky.

By removing the author's name, the focus shifts entirely to the words themselves. This activity directly mirrors Jack's journey from "by Anonymous" to proudly claiming his work. It teaches a powerful lesson from Love That Dog: that finding your voice is a process, and sometimes, anonymity provides the shelter needed for that voice to grow strong enough to be heard.

How to Implement the Anonymous Author Project

This activity can be a one-time event or a recurring classroom ritual that builds confidence over several weeks.

1. Establish a Safe Space: Begin by discussing Jack's initial desire for anonymity in Love That Dog. Ask students why someone might not want to put their name on their work. This conversation establishes the project's purpose: to create a supportive space for honest expression. Emphasize that all feedback will be positive and constructive.

2. Provide the Tools and Prompt: Give students a simple, open-ended prompt related to the book's themes, such as "Write about a memory with an animal" or "Describe a strong feeling using simple words." For students engaging in their own creative writing, much like Jack does, providing access to custom printed notebooks can be an inspiring way to encourage their anonymous author projects, fostering voice and vulnerability. Students write their short poems on index cards or slips of paper without their names.

3. Share and Discuss Anonymously: Collect all the submissions. You can then share them in several ways:

   • Read Aloud: The teacher reads each poem aloud, allowing the class to experience the work without knowing the author.
   • Gallery Walk: Post the poems around the room and have students walk around, reading them silently. They can leave anonymous positive comments on sticky notes.
   • "Guess the Poet" (Optional): Once the class has built a strong sense of community, you could read a poem and have students guess the author based on their emerging style, celebrating their unique voices.

Examples in Action

• A student who is typically shy might write a deeply personal and powerful poem about a pet, feeling safe enough to do so because their name isn't attached.
• During a Gallery Walk, a student might leave a sticky note on a peer's poem saying, "The line 'sun-warmed fur' made me feel so happy," providing specific, encouraging feedback.
• The project could culminate with a "Big Reveal," where students who feel comfortable can claim their work, demonstrating the same growth in confidence that Jack experiences in Love That Dog.

This project is a profound way to explore the themes of identity, courage, and creative risk-taking in Love That Dog. It gives students a direct, empathetic connection to Jack's emotional journey, showing them that it’s okay to start small and anonymously on the path to finding their own powerful voice.

4. The Unspoken Conversation: From Jack's Hesitation to Voice

Just as Jack struggles to find the right words for his feelings about his dog, students often grapple with conveying complex emotions. This project moves beyond the written word to explore the nonverbal language of storytelling, focusing on how Jack’s internal state is revealed not just by what he says, but by his hesitations, his short lines, and the very structure of his journal entries. The goal is to analyze the "body language" of the text itself.

This activity teaches students to read between the lines, making them more empathetic and perceptive readers. By examining how Sharon Creech uses silence, space, and tone to convey Jack’s grief and eventual healing, students learn that communication is multi-layered. This parallels Jack’s journey in Love That Dog, as he learns that poetry isn't just about rhyming words but about expressing deep, authentic feeling.

How to Implement the Unspoken Conversation

This activity can be integrated throughout the reading of the novel, culminating in a performance-based assessment that showcases deep understanding.

1. Introduce Textual Body Language: Begin by discussing how we communicate without words in real life (e.g., posture, facial expressions, tone of voice). Then, connect this to the text. Ask: "How can a writer show a character is sad or hesitant without writing 'He was sad'?" Use Jack’s early entries as a model, pointing out his short, reluctant responses.

2. Track the Emotional Arc: As the class reads Love That Dog, create a chart to track the evolution of Jack’s voice. This can be a physical anchor chart or a shared digital document. For key sections of the book, students should record:

   • The Text: A short quote or description of a journal entry.
   • The "Verbal" Clue: What Jack literally says.
   • The "Nonverbal" Clue: How he says it (e.g., "short lines," "no punctuation," "uses all caps," "long run-on sentence").
   • The Implied Emotion: What this combination suggests about Jack’s feelings (e.g., "He feels annoyed," "He is getting excited," "He is overwhelmed with sadness"). This process is fundamental to developing strong reading comprehension. You can discover more about these essential skills to better guide students.

3. Culminating Performance: The project concludes with a "Reader's Theater" or dramatic reading. Students work in small groups to choose a pivotal section of Jack's journal. Their task is not just to read the words but to perform them, using their voice, tone, and even posture to convey the subtext they analyzed. This transforms their analytical work into a creative, empathetic expression.

Examples in Action

• A student's chart might note Jack’s entry "I don't want to / because boys / don't write poetry" and identify the nonverbal clue as the line breaks, which create a feeling of hesitation and self-consciousness.
• For a performance, a group might tackle the poem about Sky. They could decide to have the student reading as Jack start with a quiet, trembling voice that grows stronger and louder, reflecting the emotional release Jack experiences.
• A class discussion could compare the clipped, minimalist style of Jack’s early entries with the fluid, more descriptive style he adopts after being inspired by Walter Dean Myers, connecting his confidence as a writer to his emotional state.

This project is powerful because it validates the full spectrum of communication. It shows students that the silence, the pauses, and the way words are arranged on a page can be just as meaningful as the words themselves, a core lesson in both poetry and empathy that Love That Dog teaches so beautifully.

5. Mapping Jack's World: Connecting Poetry to Personal Geography

This activity grounds the abstract world of poetry in the physical, personal world of your students, just as Jack's poems are rooted in his own experiences with Sky. It involves creating a "Story Map" that visually connects the places, objects, and emotions in Jack’s writing to the poems that inspire him. This project reinforces the idea that poetry is not just an academic exercise but a powerful tool for capturing and understanding one's own life and environment.

By mapping Jack's world, students see how a specific place (like his street) or an object (like a red wheelbarrow) can become a catalyst for creative expression. This process demystifies the act of writing poetry, showing it as a way to document and reflect on the world around them. It directly mirrors Jack's journey in Love That Dog, where his observations of his life are the very fuel for his developing voice.

How to Implement a Story Map

This project can be an ongoing activity throughout the reading of the novel, culminating in a personal map for each student.

1. Introduce the Concept: Begin with the idea that stories and poems have a "geography." Discuss how Jack’s home, his school, and the places he went with his dog, Sky, are central to his writing. Use a large chart paper or a digital whiteboard to start a collective map of Jack's world as you read the book.

2. Chart Jack's Journey: As you encounter key moments and poems in Love That Dog, add them to the class map. Each entry should link a physical place or object to a specific poem or emotion.

   • Location/Object: The street where the blue car was.
   • Associated Poem/Poet: Walter Dean Myers' "Love That Boy."
   • Emotion/Idea: Sadness, love, memory.
   • Visual Element: Students can draw a small blue car or a heart on the map.

3. Transition to Personal Maps: Once the class has mapped Jack's world, students create their own personal story maps. They will chart important places, people, pets, or objects from their own lives. The goal is for them to identify moments or memories that hold poetic potential.

4. Culminating Poem: The final step is for students to choose one point on their personal map and write a poem about it, just as Jack did. They should be encouraged to use tools from their "Poet's Toolkit" (from item #1) to bring their chosen memory to life.

Examples in Action

• A student's map might include their grandmother's kitchen, their favorite spot in the park, or the bus stop where they wait for school. They could then write a short, concrete poem about the smell of cookies in their grandmother’s kitchen.
• The classroom "Jack's World" map could become a dynamic, interactive display. Students could use sticky notes to add their own connections between the poems and Jack’s feelings, fostering a deeper, collaborative analysis.
• The final personal poems can be shared in a "Poetry Tour," where students present their maps and read their work, explaining how a specific place inspired their writing. This powerfully reinforces the core lesson from Love That Dog: poetry is everywhere, waiting to be noticed.

This project makes the narrative’s central theme tangible. It shows that the powerful bond between people and places is a universal source of inspiration, a concept explored in many great stories. You can discover more about these themes in various books about love and relationships.

6. The "So Much Depends Upon" Object Study

Just as Jack’s grief and love for his dog Sky are channeled through poems about everyday objects, this project invites students to explore their own significant memories by focusing on a single, meaningful item. Inspired by William Carlos Williams' "The Red Wheelbarrow," students learn how a simple object can become a powerful symbol for a much larger story or feeling. The activity guides them from prose reflection to poetic expression, mirroring Jack's own developmental journey in Love That Dog.

This approach demystifies the process of writing poetry by grounding it in personal experience and tangible reality. Instead of asking students to write about a big emotion like "love" or "loss," it gives them a concrete starting point: an object. This mirrors how Jack processes his complex feelings not by naming them directly at first, but by describing what he sees and remembers about Sky. The project makes poetry accessible, showing that profound ideas can be found in the simplest of things.

How to Implement the Object Study

This project works best over several sessions, allowing students time for reflection, drafting, and revision.

1. Brainstorming the Object: Ask students to think of an object that holds a special memory or reminds them of an important person, pet, or event. It could be a worn-out baseball glove, a specific toy, a piece of jewelry, or a chipped coffee mug. Have them bring the object (or a photo of it) to class.

2. Sensory Observation and Freewriting: In a quiet session, instruct students to observe their object using all their senses. Prompt them with questions: What does it look, feel, smell, and sound like? What memories does it trigger? Students should then spend 10-15 minutes freewriting in prose, capturing every thought and detail that comes to mind without worrying about grammar or structure. This is their raw material.

3. Finding the Poem: Reread William Carlos Williams' poem and discuss how he uses specific, concrete details ("red wheel," "glazed with rain / water") and simple language. Guide students to review their freewriting and circle the most powerful words, phrases, and images. Their task is to "find the poem" within their prose by distilling their observations into a short, impactful piece, focusing on line breaks and precise word choice.

Examples in Action

• A student brings in a frayed dog leash. Their initial freewrite might be a long paragraph about walks in the park. Their final poem, inspired by Jack's work in Love That Dog, could be a short, poignant piece focusing on the "worn leather grip" and the "jingle of the metal clasp."
• For a class share, students can place their objects on their desks and read their poems aloud. This creates a powerful "gallery" of memories and stories, connecting the physical object to the emotional poem.
• This activity serves as an excellent foundation for discussing empathy, a core theme in the book. By exploring the stories behind simple objects, students gain insight into the rich inner lives of their peers. You can find more information about books that build this skill by exploring books that teach empathy.

This project is effective because it honors the quiet, personal nature of Jack’s writing. It teaches students that their own lives and memories are valid sources of inspiration and that, like Jack, they can use poetry to understand and share what matters most to them.

7. The "Love That Pet" Parallel: Connecting Jack's Grief to Real-World Care

Jack's profound grief over his dog Sky is the emotional engine of Love That Dog. This activity creates a parallel narrative by exploring how we show love to pets in the real world, focusing on the themes of care, responsibility, and the human-animal bond. The goal is to connect the abstract emotions in the book to tangible actions, helping students process Jack's feelings while reflecting on their own experiences with pets or animals.

This project moves beyond simply acknowledging Jack's sadness. It asks students to consider what it means to truly "love that dog" through acts of consistent care and gentle handling. By examining routines like grooming, health checks, and vet visits, students gain a deeper appreciation for the commitment behind the love Jack expresses, transforming his poetic tribute into a lesson on empathy and responsible pet ownership.

How to Implement the "Love That Pet" Parallel

This activity can be adapted for various age groups and can be implemented as a research project, a class discussion, or a creative writing exercise.

1. Introduce the Concept: Begin with a discussion centered on the question: "How did Jack show he loved his dog, Sky?" After students share ideas from the book, broaden the question to: "In real life, what are all the ways we show animals we love and care for them?" Guide the conversation beyond playing and petting to include responsibilities like feeding, vet visits, and grooming.

2. Explore Real-World Care: Have students research or discuss the importance of consistent care routines. This can be structured as a mini-research task or a guest speaker presentation (e.g., a local veterinarian, groomer, or shelter volunteer). Key topics to cover include:

   • Routine Health: Why are regular vet check-ups important?
   • Gentle Grooming: How can brushing and nail trims be a positive bonding experience?
   • Fear-Free Handling: Introduce the concept of "fear-free" techniques, pioneered by veterinarians like Dr. Marty Becker, which focus on making vet visits and handling less stressful for animals.
   • Daily Needs: Discuss the importance of consistent feeding, exercise, and training.

3. Create a Tribute: As a culminating activity, students create their own tribute to a pet (real or imagined), just as Jack did for Sky. However, their tribute must include a component that details the care aspect. This requires them to write a poem or short story that not only describes the pet's personality but also shows the love through actions of responsibility.

Examples in Action

• A student could write a poem in the style of Valerie Worth about the specific details of brushing their cat, focusing on the sounds and textures as a sign of their bond.
• A small group might create a poster for a "Fear-Free Vet Clinic" that explains how to make a pet feel safe, directly connecting to the idea of protecting something you love, a core theme in Love That Dog.
• The class could collectively create a "Guide to Loving a Pet," with each student contributing a page that combines a drawing, a short poem, and a practical care tip.

This project provides a crucial real-world anchor for the book's emotional themes. It teaches empathy by showing that love is not just a feeling but also a series of committed, thoughtful actions, giving students a richer understanding of why Jack's loss was so profound.

7 Key Love That Dog Care Practices Comparison

Method	Implementation Complexity 🔄	Resource Requirements ⚡	Expected Outcomes 📊	Ideal Use Cases 💡	Key Advantages ⭐
Establish Consistent Daily Routines	Moderate – requires discipline	Low to Moderate – time commitment	Reduced anxiety, better training, stronger bond	Dogs needing structure; service and working dogs	Builds security and prevents behavior issues
Practice Positive Reinforcement Training	Moderate – needs patience and timing	Moderate – treats, training tools	Confident, eager learners; long-term behavior change	All dogs; especially fearful or anxious dogs	Effective, enjoyable, trust-building training
Engage in Regular Physical Exercise and Mental Stimulation	Moderate to High – time and planning	Moderate to High – toys, equipment, outdoor space	Improved health, reduced boredom, socialized dogs	Active breeds; dogs with high energy levels	Prevents destructive behavior; mental and physical health
Master Effective Communication Through Body Language and Voice	Moderate – requires human learning	Low – focus on consistent cues	Clear understanding, reduced frustration	Training scenarios; dogs sensitive to cues	Builds trust; enhances training effectiveness
Create Quality One-on-One Bonding Time	Low to Moderate – scheduling needed	Low – time and attention	Deeper emotional bond; reduced separation anxiety	Shy, fearful, or rescue dogs; strengthening relationships	Enhances trust and emotional connection
Ensure Proper Socialization Throughout Life	High – ongoing and carefully managed	Moderate – time, planning, supervision	Confident, well-adjusted, less reactive dogs	Puppies and all life stages; reactive or fearful dogs	Prevents fear and anxiety; improves adaptability
Maintain Consistent Health Care and Grooming Routines	Moderate – routine establishment	Moderate to High – vet visits, grooming supplies	Better health, trust in handling, early issue detection	All dogs; especially those requiring medical or grooming care	Promotes health and bonding through care

Carrying the Words Forward

The journey through Sharon Creech's Love That Dog is a powerful exploration of grief, discovery, and the surprising power of a few well-chosen words. As we've explored through the various lesson plans, discussion questions, and thematic analyses, this seemingly simple book holds profound depth. It offers a unique opportunity to guide young readers beyond mere comprehension and into a space of genuine connection and creative expression. The strategies provided, from character voice journaling to poet-inspired Socratic seminars, are designed to unlock this potential, transforming a simple reading assignment into a memorable, personal experience.

The core takeaway is that teaching Love That Dog effectively means embracing the spirit of Miss Stretchberry herself. It requires creating a classroom environment where vulnerability is safe, where "I can't" is met with gentle encouragement, and where the process of finding one's voice is celebrated, no matter how hesitant the start. Jack's transformation from a reluctant student to a proud poet is the ultimate model for our students. By making his journey tangible through interactive and creative activities, we give them a roadmap to follow.

From Page to Practice: Key Insights Revisited

Recapping the most impactful strategies helps solidify their purpose. The goal isn't just to "get through" the book, but to let the book get through to the students.

• Embracing Simplicity: The free-verse, journal-entry style of Love That Dog is its greatest strength. It teaches students that poetry doesn't have to be intimidating or complex. It can be as simple and honest as their own thoughts. The "Poet's Corner" activity, for instance, directly channels this by valuing raw expression over rigid structure.
• The Power of Mentorship: Miss Stretchberry’s influence is the engine of the story. Our role as educators is to mirror her patience and belief in her students. The one-on-one conferencing and anonymous feedback loops discussed earlier are practical ways to replicate this crucial dynamic, showing each student they are seen and their voice matters.
• Connecting to the Canon: Creech brilliantly uses poets like William Carlos Williams, Robert Frost, and Walter Dean Myers to build Jack's confidence. By extending this with poet studies and comparative analysis, we show students they are part of a long, ongoing conversation. This demystifies famous poets and frames them as mentors, just as they were for Jack.

The true magic of Love That Dog lies in its ability to show, not just tell, the process of artistic creation. It's a book about writing a book, a poem about finding poetry. Our teaching should reflect this meta-narrative, inviting students to become active participants in their own creative awakening.

Actionable Next Steps for Educators and Parents

To keep the momentum going long after the final page is read, consider these concrete actions. The goal is to ensure the lessons from Love That Dog resonate and build a lasting appreciation for language and self-expression.

1. Curate a "Jack's Bookshelf": Create a physical or digital collection of the poems and poets featured in Love That Dog. Encourage students to add their own discoveries to this shared library, continuing the journey of poetic exploration.
2. Launch a Publication Project: Whether it's a simple classroom blog, a printed zine, or a presentation for another class, give students a platform to share their own "secret" poems. The act of publishing, as Jack learns, is a powerful motivator and a profound step in owning one's identity as a writer.
3. Host a "Meet the Poet" Event: Invite a local poet (or even a confident student from an older grade) to visit the class, virtually or in person. This real-world connection reinforces the idea that poets are real people, making the art form more accessible and inspiring.

Ultimately, engaging with Love That Dog is an exercise in empathy and empowerment. It’s about more than literary analysis; it's about validating the quiet, uncertain voices in our classrooms and homes. By providing the right tools and a supportive space, we help our students see that their stories, like Jack’s, are worthy of being told, heard, and most importantly, loved. The echoes of Jack’s journey and his beloved dog, Sky, can inspire a lifelong love of reading and writing, proving that even the smallest words can carry the greatest weight.

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