Welcome to Franklin School teacher Bridgette Hoenke’s page for the collaboration of her class with Dorothy Hinshaw Patent using Dorothy’s book “When the Wolves Returned: Restoring Nature’s Balance in Yellowstone."

May 5, 2014
I really enjoyed our last VC together, especially hearing some of what some of you wrote. You've done a great job. I will be interested to learn about your title and your dedication. Here's something I wrote about choosing a dedication:

Choosing a dedication

This is really a fun part of being an author! It’s totally up to you how you want to dedicate your book, but here are some ideas.

If your story is about something you know that a particular person like a friend or your brother is interested in you can dedicate it to that person.

Did someone really help you a lot in finding your idea or writing your piece?

Is there someone in your life who is always supportive of what you do?

Is your story about a “big idea,” for example, about pollution, or saving the forest, or helping clean up the water? Then you can dedicate it to the people who help make these things happen.

And if you still can’t think of a person, you can dedicate your story to a pet, or to a place, or a group of people, like the other children in your class, or your school.

I dedicated my book Homesteading to my dad, since he grew up on a homestead. I’ve dedicated several books to the people who are helping nature in some special way. And I dedicated Dogs on Duty to the memory of all the dogs who were my pets.

It’s really completely up to you!

April 30, 2014
Knowing you've all been working hard and finishing up your stories is a great birthday present for me! I'm very proud of you, as I know how hard it can be to work to make your writing the best it can be. Congratulations! And I look forward to our time together this afternoon. I'll talk to you then about titles and dedications and also, after we get together, I'll write something here as well so it's there as part of our history working together.

April 30, 2014

We have been working extra hard on our animal articles! We began with research, writing our first draft, editing, and then writing our final copy. Then we practiced drafts for our illustrations and captions before adding those nonfiction text features to our articles. It has been challenging for us at some times. However, this process has been extremely rewarding. We are all proud of our final copies.

Along the way, we worked with our partners to develop our animal articles. We had to problem solve, make agreements and compromises with our partners. It was a great experience! Now, our last step is to compile all of our articles into one nonfiction text. As a class, we need to come up with our title and a dedication page.

Dorothy, how do you come up with titles for your books? What inspires your titles? Also, how do you determine who to dedicate your books to? We look forward to hear your thoughts regarding these questions!

Stuff 009.jpg

Stuff 006.jpg

Stuff 003.jpg

March 3, 2014

I met with the students again last week and enjoyed talking with them. I know you are now starting you stories, and I want to remind you

not to worry too much about your first draft. Remember, you can always change things! Editing and rewriting are always a part of

creating a good story, and comments from other people can do a lot to help you make it the best it can be. Remember to use each

paragraph to expand on the first sentence. Good luck!

February 13, 2014

Hello 4th graders in Miss Hoenke's classroom. I am Ms. Anderson, principal at Lewis and Clark. I have been following your work on the Wiki as you learn about the writing process and the wolves of Yellowstone. Our 3rd graders at Lewis and Clark are also working with this author. I hope you can connect with the 3rd graders in Mrs. Griffin's class sometime during your inquiry. You are really looking deeply at text features of non fiction books and inquiring as you research. I love your thoughtful questions! You have chosen interesting animals to research. I love the way you are using resources outside the school walls as you connect and communicate with this amazing author. I look forward to following your progress throughout the important work you are doing!

February 13, 2014

We greatly enjoyed our first video chat with Dorothy on Friday, February 7! We gained many valuable ideas and tips regarding our research!

This week, we began researching our Yellowstone animal. We focused on animal adaptations and why certain adaptations help the animal. Next, we look forward to continue our research and begin using the internet to help us research.

Currently, we have one very important question for Dorothy: Can you name other websites, besides National
Geographic, to find information about animals?

As you know, it's very important to choose reliable sources providing accurate information that contains facts rather than opinions. Here are a few suggestions:
The National Wildlife Federation website has nice pieces on bison, pronghorn, bighorn sheep, and grizzly bears--http://www.nwf.org/Wildlife/Wildlife-Library/Mammals.aspx

You can also google the different animals and look for sites that turn up on the list that are from universities or major nonprofit wildlife organizations. American Prairie Reserve (www.americanprairie.org) has some info on some of your species as well. Also there are books in the library about a lot of these animals--some of which I wrote--grizzlies, bison, eagles, bears, deer and elk. You can also use Wikipedia if you are careful. The information there should have a list of reliable references at the end of the article, and the information should fit in with what you've found in other sources.
Good luck searching!

The following is a list of students and their animals"

1. Defino and Leila - Bison
2. Josh and Ellec - Mountain Goat
3. Dawson and Steven - Mountain Lion
4. Connor and Viviana - Elk
5. Kaitlyn and Skylar - Big Horn Sheep
6. Selisity and Pacey - Bobcat
7. Ashton and Maggie: Pronghorn
8. Emily and Cordell: Eagles
9. Natalia and Gwen - Black Bear
10. Ricky and Anthony - Whitetail Deer
11. Alex and Seth - Grizzly Bear

Wolf project 002.jpg

February 4, 2014

Today, we discussed as a class, the features that make a When the Wolves Returned a nonfiction text. Some of our findings include photos, text boxes, index, diagram (food chain), and many facts within the text.
Next, we brainstormed some questions we want to ask Dorothy Hinshaw Patent as we prepare for our first video conference on Friday. Here is a sneak-peek:

1. What inspired you to write this book?
2. Why do wolves interest you?
3. Are you trying to persuade the readers to help the wolves?
4. How did you begin your research?
5. Did anyone support or help you research?

The following pictures display some of our work!
Wolves Project 001.jpg

Wolves Project 002.jpg

January 16, 2014

Miss Hoenke’s class began their project on Thursday January 16, 2014. We first explored Dorothy Hinshaw Patent’s page on the Wiki. We read and viewed pictures of Dorothy and wolf pups! Next, Miss Hoenke’s class began a KWL chart based on wolves and Yellowstone.

We were surprised that we already knew some interesting facts about wolves! Such as, wolves are predators. However, we still have some questions about the wolves in Yellowstone. Such as: Why were the wolves missing from Yellowstone? What happened to the wolves?

Miss Hoenke then read Dorothy’s book, When the Wolves Returned: Restoring Nature’s Balance in Yellowstone. During the read aloud, Miss Hoenke displayed the book under the document camera. The book’s pages were displayed on the Interwrite board! All the students enjoyed looking at the magnificent photos. Lastly, we finished our KWL chart. After reading the book, we discovered that some or our questions were answered. We also learned a lot about Yellowstone’s ecosystem!

On Tuesday, January 21, after our three day weekend, we returned to school a dove right back into Dorothy’s book! This week, we are going to prove that When the Wolves Returned is a nonfiction text. Miss Hoenke’s class broke into six groups. Each group had a copy of the book and a Scavenger Hunt. The students than participated in an in-depth exploration of the book while answering specific questions regarding the book and the book’s nonfiction text features!

Finally, today, January 23, we will be finishing our Scavenger Hunt and letting you know what we discovered!

January 27, 2014--Comments from Dorothy

I love the way you've proceeded in an orderly fashion through learning about the wolves and my book. I'm especially intrigued by the Treasure Hunt--how is that carried out, and how does it help prove that the book is nonfiction? It sounds like a lot of fun!