Scaredy-Pug
by Kyla May
Pacing MaterialMeet the adorable Pug who is quite the scaredy-cat when it comes to new experiences. This charming chapter book follows his journey to finding a little more courage.
Big Idea
True courage is not the absence of fear, but the willingness to face it to protect those we love.
Discussion Questions
- 1.Why do you think Bub and Duchess were so afraid of the attic at first?
- 2.How does Bub's perspective as a dog change how he describes the 'ghost' in the attic?
- 3.What are some ways that Bub and Duchess show they are brave, even when they are scared?
- 4.If you were in Bub's position, what is one thing you would do to feel safer when you are afraid?
- 5.How does working together as a team help Bub and Duchess overcome their fear of the unknown?
Lesson Plan
Learning Goals
- Identify and articulate personal fears in a safe environment.
- Develop actionable strategies for managing anxiety or fear.
- Analyze how characters in a story use teamwork to overcome obstacles.
Activity Steps
- 1.Discuss the 'ghost' in the attic and how Bub and Duchess felt before they realized what it really was.
- 2.Have students brainstorm a list of things that sometimes make them feel like a 'scaredy-pug'.
- 3.Provide each student with a shield-shaped piece of cardstock.
- 4.Ask students to write one fear on the back of the shield and three 'brave strategies' (like deep breathing, asking for help, or being curious) on the front.
- 5.Allow students to decorate their shields with symbols of their own personal courage.
- 6.Have students share their shields in small groups to normalize the experience of being afraid.
Standards Connections
- SEL: Self-awareness (identifying emotions)
- SEL: Relationship skills (teamwork)
- ELA: RL.K.3 (character response to events)
- ELA: SL.K.1 (collaborative discussion)
Pace-Write-Read Study with Pace-Write It!
Scaredy-Pug is an excellent mentor text for teaching the craft of writing because it utilizes a diary format to create an immediate, intimate connection between the narrator and the reader. By writing from the perspective of Bub the pug, Kyla May demonstrates how to use a consistent 'voice' to filter the world, turning mundane events into high-stakes adventures. The pacing is intentionally brisk, designed to build reading stamina in young learners through short, punchy sentences and frequent page turns. Students can study this book to understand how to use 'voice' to make a story feel personal and authentic. The diary structure allows for a unique blend of summary and scene, teaching students how to move quickly through time while slowing down for moments of high tension. By analyzing how May uses illustrations to complement the text, students learn that writing is not just about words, but about creating a complete visual and emotional experience.
| Element | How to notice or teach it in the novel |
|---|---|
| Pace | The book uses short, punchy sentences to keep the story moving quickly, perfect for early readers. |
| Plot | The plot follows a simple 'fear-to-discovery' arc that is easy for students to map out. |
| Prosody | Encourage students to read with expression to match Bub's dramatic, dog-like reactions. |
| Word Pause | Point out how the author uses line breaks to create natural pauses that emphasize Bub's surprise. |
| Concept | The core concept is the 'Diary' format, which gives the reader a direct window into the character's thoughts. |
| Voice & World View | Bub sees the world through a dog's eyes; notice how he prioritizes smells, sounds, and protecting his human. |
| Setting & Place | The attic is established as a mysterious, spooky place, contrasting with the safety of the rest of the house. |
| Point of View | The story is told in the first person, allowing students to see how 'I' statements create intimacy. |
| Original Characters | Bub and Duchess have distinct personalities that drive the action; discuss how their traits make them 'unlikely allies'. |
| Dialogue | Dialogue is sparse but impactful, showing how characters communicate their fears to one another. |
| Details | Notice how the author uses specific sensory details to describe the 'ghost' to build suspense. |
| Descriptions | The descriptions are simple but vivid, helping the reader visualize the attic environment. |
| Strong First Lines | The diary entries often start with a hook that immediately establishes the day's mood. |
| Immediacy & Engagement | The diary format makes the reader feel like they are reading a secret, which keeps them engaged. |
| Story Scenes & Summaries & Unique Structures | The book alternates between daily entries, showing how to summarize a day while focusing on one key event. |
| Flashback & Flash Forward & Cliffhangers | The 'ghost' discovery acts as a cliffhanger that keeps the reader turning the page. |
| Tension & Suspense & Surprise | The tension builds as Bub and Duchess approach the attic; the surprise is the reveal of what the ghost actually is. |
| Page Turns and Chapter Breaks | The book uses page turns to hide the 'reveal' of the ghost, creating a natural moment of suspense. |
| Performance | The text is written to be read aloud with dramatic flair, mimicking a dog's excitement. |
| Personality | Bub's personality is defined by his love for Bella and his fear of the unknown. |
| Humor | The humor comes from the reader knowing the 'ghost' isn't real while the characters are terrified. |
| Pause | Use the ellipses in the text to teach students how to pause for dramatic effect. |
| Poetry and Poetic Devices | The book uses onomatopoeia (like 'woof' or 'thump') to add sound and rhythm to the story. |
| Repetition | The repetition of the 'scaredy' theme reinforces the character's internal struggle. |
| Rhythm | The rhythm is fast and energetic, matching the personality of a playful pug. |
| Punctuation | Exclamation points are used frequently to show Bub's high energy and big emotions. |
| Questions | Bub asks himself questions, which is a great way to model internal monologue for students. |
| Compare-Contrast | Compare how Bub and Duchess react to the same scary situation. |
| Objects | The attic items (old clothes, boxes) are used to create the spooky atmosphere. |
| Threes | Look for lists of three things Bub does to prepare for his 'mission'. |
| Whitespace & Negative Space | The layout uses plenty of whitespace to make the text less intimidating for new readers. |
| Art & Graphics | The illustrations are essential to the story; discuss how they tell us things the words don't. |
| Interactives & Gamification | The book invites the reader to 'solve' the mystery of the ghost alongside the characters. |
Pace-Write It!
Students will write a 3-sentence diary entry from the perspective of their own pet (or a favorite animal) describing a 'scary' household object, focusing on using one strong emotion and one sensory detail.
Classroom Activities
The Brave Buddy Shield
Students will create a 'Brave Buddy Shield' that lists their own fears and the 'superpowers' or strategies they can use to face them, mirroring how Bub and Duchess find courage to protect Bella.
The Brave Buddy Shield
Students will create a 'Brave Buddy Shield' that lists their own fears and the 'superpowers' or strategies they can use to face them, mirroring how Bub and Duchess find courage to protect Bella.
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