Lob’s Girl/ Joan Aiken/ Created by San Diego District

Unit 4
Title: Lob’s Girl1
Suggested Time: 5-6 days (45 minutes per day)
Common Core ELA Standards: RL.6.1, RL.6.2, RL.6.3, RL.6.4; W.6.2, W.6.4, W.6.9; SL.6.1; L.6.1,
L.6.2, L.6.4, L.6.5

Teacher Instructions
Preparing for Teaching
1. Read the Big Ideas and Key Understandings and theSynopsis. Please do not read this to the students. This is a description for
teachers about the big ideas and key understanding that students should take away after completing this task.
Big Ideas and Key Understandings
Loyalty towards someone knows no boundaries and can change lives forever.
Synopsis
In the short story Lob’s Girl, a girl, Sandy, and her dog, Lob, create an emotional bond that provides the will to survive. The
story follows a chronological sequence from the time Sandy and Lob first met, how they strengthen their bond through life
events, to the culminating accident where Sandy is seriously injured and Lob helps revive her in the most mysterious manner.
2. Read the entire selection, keeping in mind the Big Ideas and Key Understandings.
1
This story is a “duplicate.” (It is found in other anthologies, as well.) This particular revision was completed by a teacher who uses a different
anthology than you, so the page numbers have been removed. This may require you to make some adjustments/add page numbers to some of
the questions.
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary.

During Teaching
1. Students read the entire selection independently.
2. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the
text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text,
the teacher may choose to reverse the order of steps 1 and 2.
3. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text.
A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share,
independent written response, group work, etc.)

Text Dependent Questions

Text-dependent Questions Evidence-based Answers

In the opening paragraph of the story, the author says, “He The second way refers to how some dogs choose their people.
came to them in the second way and very decisively.” What The Pengally family had no intention of getting a dog. Lob
does the word “decisively” mean and cite at least three pieces decides he wants to be with Sandy and nothing was going to
of evidence throughout the story to show that Lob was stop him.
decisive.  Lob jumps on Sandy at the beach and licks her face to
show he really likes her.
 After leaving with his owner twice, Lob finds his way
back to Sandy’s house each time.
 Lob or a dog that resembles Lob visits Sandy at the
hospital to wake her from her coma.
The main character of the story is Sandy. Reread paragraphs 1- There is Don, the older brother. The younger siblings are the
7. Who are the other characters and how are they related to twins. There is Sandy’s father Bert Pengally, her mother, Jean.
Sandy? Granny Pearce. Lob the dog, and the man what is Lob’s owner.
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

An idiomatic expression is a word or phrase that does not mean She looks just like the Queen in the picture.
exactly what the words are expressing. In paragraph 2, what
does the idiomatic phrase, “She was the living spit of the
picture” mean?
In paragraph 3, how does the author show that “a new member Paragraph 4, 5, and 6 has a series of descriptive phrases:
who was going to erupt into their midst”? What does the word  …a large body struck her forcibly in the midriff and was
“erupt” mean in this sentence? How does that connect to the coved by flying sand.”
term “decisively” used in the first paragraph?  Lob greets Sandy by licking her face.
 He stays by her side and the owner has to seize Lob to
separate him from Sandy.
Lob is not gentle when he sees Sandy. He did not hesitate to
approach her. All these clues help me to determine that to
“erupt” is to quickly and suddenly burst into something; in this
case Lob suddenly burst into Sandy’s life.
Reread paragraph 6. The word atone means to ask for Lob licks the sand off of Sandy’s face and wags his tail.
forgiveness. How did Lob “atone” for Sandy’s forgiveness?
A simile is a literary device that compares two things using the The simile compares Lob’s appearance as sand-colored and his
words “like” or “as.” The simile “like a sand-colored bullet” is quick movement to that of a bullet.
use to describe Lob. In your own words, what does this simile This simile helps the readers see his “…black-tipped prick ears,
mean? Based on what we have read so far, how accurate is this a thick soft coat, and a bushy black-tipped tail.” It also shows
description? (Paragraph 8) how quickly Lob can move, “…whisking easily out of his
master’s grip…”
In paragraph 8, the author writes, “At the same time he gave For both Sandy and Lob it was love at first sight, although no
himself, though no one else was aware of this at the time. But one knows it yet. Both Sandy and Lob were reluctant to
with Sandy, too, it was love at first sight, and when, after a lot separate from each other.
more stick-throwing, she and the twins joined Father and Don
to go home for tea, they cast many a backward glance at Lob
being led firmly away by his master.” This is a difficult passage.
Rewrite this selection in your own words.
Reread paragraphs 26-27. The author describes Lob’s wailing as In paragraph 26, the author describes Lob as being “unhappy-
“melancholy.” What does the word melancholy mean? How looking… with drooping ears and tail.” The author explains that
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

does the author show that Sandy was also “melancholy?” Why the sound of Lob’s “last good-bye” wailing is “melancholy” to
might the author have chosen this particular word over another show the deep sadness of the situation.
word? Support your assertion with text evidence. Sandy’s “melancholy” feeling during the separation is
supported when:
“She didn’t want to be seen, but she did want to see,”
“She walked home miserably… shoulders hunched…hands in
pockets. For the rest of the day she was so cross and unlike
herself…”
Foreshadowing is a literary tool that authors use to give the The author uses the signal word but to indicate an unexpected
readers hint about future events. In paragraph 15, what is the change in the plot. The family thought they had seen the last of
author trying to tell us in this sentence, “But they were much Lob, but later in the story he will come back.
mistaken?” What other evidence can you find in the text that The phrase “history is repeating itself” is used to describe Lob’s
shows how the author foreshadows Lob’s constant return? return.
The first time Lob left his owner to see Sandy, Sandy’s father  “About a yard of his tongue was out, and he was licking
returned him immediately. How does Lob show his devotion to every part of her that he could reach.” (paragraph 30)
Sandy as he continues to return to her throughout the story?  Feet “were worn, dusty, and tarry. One had a cut on the
pad” from traveling “more than 400 miles” walking.
(paragraphs 32-38)
 “…limping this time, with a torn ear and a patch missing
out of his furry coat…” (paragraph 41)
What are some of Mr. Pengelly’s concerns about accepting Lob Mr. Pengelly “was not a rich man” so initially he thought he
from Mr. Dodsworth? What convinces him to keep Lob? Use cannot afford a “pedigreed dog” like Lob. After Lob’s owner
specific details in the text for your answer. (Paragraphs 42-48) assures Mr. Pengelly that Lob would be a gift to the family, Mr.
Pengelly was worry that Lob would eat too much and it would
be expensive to keep him healthy. Mr. Pengelly decides to
keep Lob after he learns that Lob only eats “Two or three
pounds of meat a day and some vegetables…” Another reason
for keeping Lob is when he sees the look in Sandy’s “swimming
eyes and trembling lips” begging him to keep the dog.
Reread paragraphs 50-52. Find evidence that shows how Lob is  He slept by her bed
“Sandy’s dog.”  Follows her everywhere
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

 “Loved each other devotedly”

Based on the text and photo on page ___, how does the author It is a visual of the author’s description of the setting of the
create a sense of suspense using the description of the setting? narrow, steep, and twisting hill road. It also shows the weather
conditions that exist when the accident occurs. It illustrates
how the author sets up the element of suspense.
How did Sandy respond to the sound of Lob’s whine? Sandy moves her head, opens her eyes and quietly calls Lob
(Paragraphs 95-100) towards her. She moves her hand and gives Lob a pat. It was
the first time she had moved since the accident.
Sandy’s condition before Lob’s visit:
Describe Sandy’s condition before and after Lob’s visit. What  “Sandy was unconscious…”
does this reveal about the strength of their bond?  “She was given transfusions to replace all the blood she
had lost.”
 “The broken bones were set and put in slings and
cradles.”
 “…Sandy showed no signs of recovering consciousness.”

Sandy’s condition after Lob’s visit:

 “At the sound of that whine Sandy stirred just a little.
She signed and moved her head…”
 “…Sandy turned her head right over. Her eyes opened,
looking at the door.”
 She called out to Lob several time.
 Sandy moved her left arm…feeling, as she always did in
the mornings, for Lob’s furry head.”

Sandy’s reaction towards Lob’s presence by her bedside in the

hospital reveals the remarkable strength of their bond. Their
mutual love and loyalty developed over time and can overcome
insurmountable obstacles, even a coma.
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

Tier II/Academic Vocabulary

These words require less time to learn These words require more time to learn
(They are concrete or describe an object/event/ (They are abstract, have multiple meanings, are a part
process/characteristic that is familiar to students) of a word family, or are likely to appear again in future texts)
contextMeaning can be learned from

Seized Glance
Erupt Reluctant
Accompanied Melancholy
Parting Dutifully
Lonesome Inconsiderateness
Hurtle Aggrieved
Unconscious Regulations
Forbidden Fiercely
gadgets

atone
decisively Forcibly
Meaning needs to be provided

instinctively Spoiled
beaming Objections
harbor Dignified
resolutions Intimated, intimate, intimidation
disinfectant Constitution, coma
weary Grieve, grievance
pedigreed impressive
shrouds
devotedly
concussed
forbidden, dislodge
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

Culminating Writing Task

Prompt
Throughout the story, “Lob’s Girl”, by Joan Aiken, the loyalty displayed through the love of Sandy and Lob will change their
lives forever. How does the author use the story events to emphasize the bond of love and loyalty between Sandy and Lob?
Cite specific text evidence to support your essay.
Teacher Instructions
1. Students identify their writing task from the prompt provided.
2. Students complete an evidence chart as a pre-writing activity. Teachers should remind students to use any relevant notes
they compiled while reading and answering the text-dependent questions.
Evidence Page Elaboration / explanation of how this evidence
Quote or paraphrase number supports ideas or argument
“He came back with the stick, beaming and gave it Lob fell in love with Sandy at first sight. This was
to Sandy. At the same time he gave himself.” the first time he had seen her and he loved her
right away.
“But with Sandy too it was love at first sight” Sandy felt the same way that Lob did. They were
both meant for each other.

When Sandy had to return Lob to his owner, she

“She walked home miserably, with her shoulders was totally unhappy and showed how much she
hunched and her hands in her pockets.” didn’t want Lob to leave her and the family.

“Suddenly history repeating itself, there was a After Lob was sent back to his owner, he walked
crash from the kitchen.” “He must have walked, over 400 miles to make it back to Sandy and her
said Sandy, look at his feet. They were worn, family.
dusty and tarry.”
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

“He was Sandy’s dog. He slept by her bed and Lob was so loyal to Sandy. They were always
followed her everywhere he was allowed.” together. There was nothing Lob wouldn’t do for
Sandy.

“The guard was gently but forcibly shoving out a Lob knew that Sandy was in the hospital and
large, agitated soaking wet Alsatian dog” needed his help. He had walked the entire way
from the accident by himself to be near her side.
Even when the guard kept him out of the building,
he still kept trying to get in and see Sandy.
“At the sound of that whine, Sandy stirred a little. Sandy was in a coma and had not moved or spoken
She sighed and moved her head the least fraction. to the doctors or her parents. Only when Lob
And then Sandy turned her head right over. Her came in the room did she move and regain
eyes opened. “Lob?”, she murmured.” consciousness. She and Lob had such a deep bond
of love and loyalty that they know when the other
was near.

3. Once students have completed the evidence chart, they should look back at the writing prompt in order to remind
themselves what kind of response they are writing (i.e. expository, analytical, argumentative) and think about the
evidence they found. (Depending on the grade level, teachers may want to review students’ evidence charts in some way
to ensure accuracy.) From here, students should develop a specific thesis statement. This could be done independently,
with a partner, small group, or the entire class. Consider directing students to the following sites to learn more about
thesis statements: http://owl.english.purdue.edu/owl/resource/545/01/ OR http://www.indiana.edu/~wts/pamphlets/
thesis_statement.shtml.
4. Students compose a rough draft. With regard to grade level and student ability, teachers should decide how much
scaffolding they will provide during this process (i.e. modeling, showing example pieces, sharing work as students go).
5. Students complete final draft.
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

Sample Answer

In the short story, Lob’s Girl by Joan Aiken, a girl named Sandy and a dog named Lob formed a strong friendship that helped them
get through a tragic event. Throughout the story, Sandy and Lob developed an intense friendship that turned into an inseparable
bond. The series of events in the story enabled the reader to understand the depth of their relationship and the power of loyalty;
that seems to even surpass the realm of reality.

The story opened with the idea that Lob “decisively” chose to be with the Pengelly family instead of his owner. The decisiveness of
their first encounter was evident when Lob forcibly knocked Sandy down and began “licking the sand off Sandy’s face” because he
was so excited to see her. When they were playing fetch, Lob returned a stick to Sandy and “at the same time he gave himself.” To
give oneself to someone is to show unconditional devotion. This devotion was mutual because, “…with Sandy, too, it was love at
first sight.” The relationship between Lob and Sandy started off strong and became even stronger.

As the story’s events unfold, there were two different occasions when Lob walked over four hundred miles from Liverpool to
Cornwall in order to be with Sandy. Lob endured “worn, dusty and tarry feet” and arrived hungry and thirsty from his long journey.
He also faced insurmountable dangers when he appeared with, “a torn ear and a patch missing out of his furry coat, as if he had met
and tangled with an enemy or two…” just so that he can be with Sandy. Lob’s persistence to be with Sandy would not be
compromised. Sandy’s loyalty towards Lob also grew each time she was force to return Lob to his owner. After the first time they
separated, Sandy “walked home miserably, with her shoulders hunched and her hands in her pockets.” Their second parting “was
worse than the first.” Sandy “lay with her face pressed into the quilt, feeling as if she were bruised all over.” Sandy and Lob not only
wanted to be together, they needed to be together.
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

The strength of Lob and Sandy’s relationship was never more apparent than when they had to face adversity and tragedy. When
Mrs. Pengelly asked Sandy to go spend the night at her Aunt Rebecca’s house, Sandy requested that Lob accompanied her. On their
way to Aunt Rebecca’s house, both Sandy and Lob were both struck by a truck that lost control while traveling down a steep hill.
Both were severely injured—Sandy with a coma and Lob killed upon contact. As Sandy lay in the hospital bed, she showed, “no signs
of recovering consciousness,” until a dog, resembling Lob, visited her. Even a hospital guard who, “was gently but forcibly shoving
out a large, agitated, soaking wet Alsatian dog” could not stop the dog from seeing Sandy. After hearing the dog’s “faint whine,
anxious and pleading… Sandy stirred just a little. She signed and moved her head…” Everyone in the hospital room could not
believe what just happened…Sandy woke up from her coma! “Her eyes opened” and she murmured, “Lob? Lobby boy?” Was the
dog Lob? There is evidence that supports both sides of the argument: The dog is not Lob because “Lob was killed by the same truck
that hit Sandy. Don found him… He was—he was dead. Ribs all smashed” or the dog by Sandy’s bedside in the hospital IS Lob
because as Sandy’s “groping fingers found Lob’s wet ears and gently pulled them. ‘Good boy,’ whispered Sandy, and fell asleep
again.”

Aiken purposefully ended this short story mysteriously to allow the readers to draw their own conclusion about the dog that came to
Sandy’s bedside at hospital. This communicates the message that true loyalty and strong relationships can withstand any
circumstances—natural or supernatural.
 Lob’s Girl/ Joan Aiken/ Created by San Diego District

Supports for English Language Learners (ELLs) to use with

Anthology Alignment Lessons
When teaching any lesson, it is important to make sure you are including supports to help all students.
We have prepared some examples of different types of supports that you can use in conjunction with
our Anthology Alignment Lessons to ensure ELLs can engage fully with the lesson. While these supports
reflect research in how to support ELLs, these activities can help ALL students engage more deeply with
these lessons. Note that some strategies should be used at multiple points within a lesson; we’ll point
these out. It is also important to understand that these scaffolds represent options for teachers to select
based on students’ needs; it is not the intention that teachers should do all of these things at every
lesson.

Before reading:
 Read passages, watch videos, view photographs, discuss topics (e.g., using the four corners
strategy), or research topics that help provide context for what your students will be reading.
This is especially true if the setting (e.g., 18 th Century England) or topic (e.g., boats) is one that is
unfamiliar to the students.

 Provide explicit instruction, using multiple modalities, on selected vocabulary words that are
central to understanding the text. When looking at the lesson plan, you should note the Tier 2
words, particularly those words with high conceptual complexity (i.e., they are difficult to
visualize, learn from context clues, and are abstract), and consider introducing them ahead of
reading. For more information on selecting such words, go here. You should plan to continue to
reinforce these words, and additional vocabulary, in the context of reading and working with
the text. (See additional activities in the During Reading and After Reading sections.)

Examples of Activities:
o Provide students with the definition of the words and then have students work together
to create Frayer models or other kinds of word maps for the words.
o When a word contains a prefix or suffix that has been introduced before, highlight how
the word part can be used to help determine word meaning.
o Keep a word wall or word bank where these new words can be added and that students
can access later.
o Have students create visual glossaries for whenever they encounter new words. Then
have your students add these words to their visual glossaries.
o Create pictures using the word. These can even be added to your word wall!
o Create lists of synonyms and antonyms for the word.
o Have students practice using the words in conversation. For newcomers, consider
providing them with sentence frames to ensure they can participate in the conversation.

 Use graphic organizers to help introduce content.

 Lob’s Girl/ Joan Aiken/ Created by San Diego District

Examples of Activities:
o Complete a Know, Want to Learn, Learned (KWL) graphic organizer about the text.
o Have students research the setting or topic and fill in a chart about it. You could even
have students work in groups where each group is assigned part of the topic.
o Fill in a bubble map where they write down anything that they find interesting about the
topic while watching a video or reading a passage about the topic. Then students can
discuss why they picked the information.

During reading:
 Allow ELLs to collaborate in their home languages to process content before participating in
whole class discussions in English. Consider giving them the discussion questions to look over in
advance (perhaps during the first read) and having them work with a partner to prepare.

 Allow ELLs to use English language that is still under development. Students should not be
scored lower because of incorrect spelling or grammar (unless the goal of the assignment is to
assess spelling or grammar skills specifically). When grading, be sure to focus on scoring your
students only for that objective.

 Scaffold questions for discussions so that questioning sequences include a mix of factual and
inferential questions and a mix of shorter and more extended responses. Questions should
build on each other and toward inferential and higher order thinking questions. There are not
many factual questions already listed in the lesson instructions, so you will need to build some in
as you see fit. More information on this strategy can be found here.

 Provide explicit instruction, using multiple modalities, on selected vocabulary words (e.g., 5–8
for a given text) that are central to understanding the text. During reading, you should continue
to draw attention to and discuss the words that you taught before the reading.

Examples of Activities:
o Have students include the example from the text in a student-created glossary.
o Create pictures that represent how the word was used in the passage.
o Create sentences using the word in the way it was used in the passage.
o Have students discuss the author’s word choice.
o Examine important sentences in the text that contribute to the overall meaning of the
text.

 Examine sentence structure of a particular sentence. Break down the sentence to determine its
meaning. Then determine how this sentence contributes to the overall meaning of the passage.
Determine if there is any figurative language in the sentence and have students use context
clues to determine the meaning of the figurative language.

 Use graphic organizers to help organize content and thinking.

 Lob’s Girl/ Joan Aiken/ Created by San Diego District

Examples of Activities:
o While reading the text, have students fill in a story map to help summarize what has
happened.
o Have students fill in an evidence chart while they read to use with the culminating
writing activity. Make sure to model with the students how to fill in the evidence chart
by filling in the first couple of rows together as a class. Go over the prompt that the
evidence should support, making sure to break down what the prompt means before
having the students get to work. If some of your students frequently struggle to
understand directions, have the students explain the directions back to you.
o Provide somewhere for students to store new words that they encounter. Students
could use a chart to keep track of these new words and their meanings as they read.
o If you had students start a KWL before reading, have them fill in the “L” section as they
read the passage.

After reading:
 Reinforce new vocabulary using multiple modalities.
Examples of activities:
o Using the words that you had students work with before the reading, require students
to include the words in the culminating writing task.
o Create Frayer models with the words. Then cut up the Frayer models and have the
students put the Frayer models back together by matching the pieces for each word.

 After reading the passage, continue to examine important sentences (1–2) in the text that
contribute to the overall meaning of the text. Guide students to break apart these sentences,
analyze different elements, and determine meaning. More information on how to do this,
including models of sentence deconstruction, can be found here.

 When completing the writing assignments after reading, consider using these scaffolds to
support students depending on their English proficiency.
Examples of Activities:
o For all students, go over the prompt in detail making sure to break down what the
prompt means before having the students get to work. Then have the students explain
the directions back to you.
o Have students create an evidence tracking chart during reading, then direct them to
look back over their evidence chart and work with a group to see if their evidence
matches what the rest of the class wrote down. If some of the chart does not match,
students should have a discussion about why.
o For students who need more support, model the proper writing format for your
students and provide them with a properly formatted example for reference.
o For newcomers, you may consider creating sentence or paragraph frames to help them
to write out their ideas.