Article
Art by Dave Clegg

Squeak Twice for Yes

Is Brian’s dog trying to tell him something?

By Bobbie Pyron | Art by Dave Clegg
From the February 2022 Issue

Learning Objective: Students will analyze the plot of a story about two classmates whose science fair project goes awry.

Lexiles: 500L-600L
Guided Reading Level: Q
DRA Level: 40
Other Key Skills: text features, vocabulary, author’s craft, character’s motivation, key detail, inference, character, interpreting text, compare and contrast, expressing an opinion, narrative writing
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Think and Read: Plot

As you read, look for events in the beginning, middle, and end that affect Brian and Ophelia.

DAVE CLEGG

The night I discovered Sherlock could talk was just a regular night. Mom was trying to figure out dinner.

“Brian,” Mom cried. “Would you please call your dog? He’s driving me crazy with his squeaky toy!”

Sherlock stood in front of her, squeaking his big brown monkey over and over.

“Come here, Sherlock,” I said. Sherlock bounded over, wagging his tail. He looked at me with his big purple eyes. They seemed to say, “Listen up!”

“What is it, Sherlock?” I asked. 

Squeak, squeak—squeeeeeeeak!

“Are you trying to tell me something?”

Squeak! Squeak!

“Hey, Mom,” I said. “I think Sherlock is trying to talk to us through Mr. Squeaks.”

“He’s trying to tell you he wants his dinner,” Mom called from the kitchen.

Sherlock yipped when he heard his favorite word: dinner.

“Is that what you want, Sherlock?” I asked. “Squeak twice for yes if you want dinner.”

Sherlock picked up the monkey and squeaked it twice. I decided to try something else. “Do you want to go to the vet, Sherlock? Squeak twice for yes and once for no.”

Sherlock bit down once on Mr. Squeaks. Hard.

“Whoa! Mom! Did you see that?”

She was too busy ordering pizza to notice.

The night I discovered Sherlock could talk was just a regular night.

Mom was rushing around the kitchen, trying to figure out what to do with the pork chops Dad had forgotten to take out of the freezer.

“Brian,” Mom cried. “Would you please call your dog? He’s driving me crazy with his squeaky toy!”

Sherlock stood in front of her, squeaking his stuffed monkey over and over.

“Come here, Sherlock,” I said. Sherlock bounded over, wagging his tail. He looked up at me with those big brown eyes. Most of the time his eyes were happy. This time his eyes said, “Listen up!”

“What is it, Sherlock?” I asked.

Squeak, squeak—squeeeeeeeak!

“Are you trying to tell me something?”

Squeak! Squeak!

“Hey, Dad,” I said. “I think Sherlock is trying to talk to us through Mr. Squeaks.”  Sherlock squeaked the monkey twice.

“He’s trying to tell you he wants his dinner,” Mom called from the kitchen.

Sherlock yipped at the sound of his favorite word: dinner.

“Is that what you want, Sherlock?” I asked.  “Squeak twice for yes if you want dinner.”

Sherlock picked up the slobbery monkey and squeaked it twice.

 “Mom! Did you see that?”

Dad watched Mom poke at the frozen pork chops.

“Brian, just feed that poor dog. And honey, call Speedy’s Pizza,” Mom said as she slumped down on the couch.

I filled Sherlock’s dish with food.

“You want your dinner, boy?” I asked. Squeak! Squeak!

I decided to try something else. “Do you want to go to the vet, Sherlock? Squeak twice for yes and once for no.”

Sherlock bit down once on Mr. Squeaks. Hard.

“Whoa! Mom! Dad! Did you see that?”

They were too busy arguing over pizza toppings to notice.

〰〰〰〰〰〰〰〰〰〰〰

Too Boring

The next day at school, I saw my science fair partner, Ophelia. She’s a total genius. With her brains, we actually had a chance of winning first prize. The winners would get tickets to Six Flags amusement park. I wanted to go more than anything.

“Hey, Phee,” I said. “Can’t wait to win the science fair!” I held my hand up for a high five. Ophelia rolled her eyes—she does not do high fives.
Later that day, we sat on my bedroom floor, going over our presentation.

“First, you’ll say that Morse code is a way to communicate. Samuel Morse invented it in 1836. You’ll explain that Morse code uses dots and dashes to represent letters and numbers.”

“And the dots and dashes spell out a message,” I jumped in. “I know. It’s too boring, though.”

“It’s a perfectly good presentation,” she sniffed in disagreement.

Suddenly, Sherlock ran into my room holding Mr. Squeaks in his mouth.

“Watch this. Sherlock, squeak twice for a cookie.”

Squeak! Squeak!

“My dog can talk!” I said excitedly.

The next day at school, I found Ophelia in the library. She was easy to spot because she wears the same clothes every day—jeans, a T-shirt that says “It’s All Relative,” and a purple cap with “Doctor Who Rules” stitched on it. The kids in fifth grade think she’s weird. I happen to know she’s a genius. That’s why I was lucky to get her as my science fair partner. With her brains, I actually had a chance of going to the Missouri State Championship in St. Louis. The winners would get tickets to Six Flags amusement park, which had just opened the Super Anti-Gravity Coaster. I wanted to ride it more than anything.

“Hey, Phee,” I said. “You’re coming over today to work on our project, aren’t you?”

She glared at me over the rim of her glasses. I’m pretty sure I’m the only one who can call her Phee without getting socked in the stomach. “Of course,” she said. “Our presentation is in five days.”

 “Cool!” I held my hand up for an automatic high five. Ophelia rolled her eyes. Ophelia does not do high fives.

Later that day, we sat cross-legged on my bedroom floor, going over our presentation on Morse code. Ophelia studied her checklist as she tapped her pencil on the side of her glasses.

“First, you’ll tell them how Samuel Morse and some others invented this method of communicating in 1836. Then, using this Morse code alphabet chart I made, you’ll explain how each letter and number is represented by a unique sequence of dots and dashes or clicks. And don’t forget—”

“It’s boring, Phee,” I groaned.

“It’s a perfectly good presentation,” she sniffed.

“But it’s not going to win,” I said.

Sherlock trotted into my room holding Mr. Squeaks in his mouth.

“Watch this, Phee. Sherlock, squeak twice for a dog cookie.”

Squeak! Squeak!

“See,” I said. “He can talk.”

“Coincidence,” Ophelia said.

“No, really,” I said. “Watch this.”

One Smart Boy

DAVE CLEGG

Ophelia was not convinced. We ran through our yes-for-dinner and no- for-the-vet routine. “Coincidence,” she said. Sherlock kept going. Squeak, squeak-squeak, squeeee, squeak!

“He’s using Morse code,” I said, half joking and half not.

Ophelia sighed. “Right. How would a dog learn Morse code?”

“Well, he’s been in the room with us while we’ve been working on this project. It makes total sense!” I said.

I grabbed Sherlock by his furry front paws and danced him around the room. “We can definitely win with Sherlock!”

“The only way we’ll win is with hard work, not a dog! I did the research. I just need you to give the presentation,” she said patiently.

“Why can’t you do it with me?” She looked down at her cowboy boots and started to shake. “I. Can’t. Talk. In. Front. Of. People.”

“Don’t worry, I have it covered,” I said, patting her back.

After Phee left, I studied the Morse code chart she had made. Sherlock picked up Mr. Squeaks. Squeak, squeak- squeak, squeeee, squeak! I wrote down the pattern, then looked up at the chart.

“You said ‘One smart boy,’ didn’t you?” Sherlock squeaked his monkey twice.

I laughed and rolled on the floor with my dog. “Six Flags, here I come!”

We ran through our yes-for-dinner and no-for-the-vet routine. “Interesting but irrelevant,” Ophelia said.

Sherlock put his front paws on Ophelia’s knees. Squeak, squeak-squeak, squeeee, squeak!

“See, he’s using Morse code,” I said, half joking and half not.

Ophelia rolled her eyes. “Right. How would a dog learn Morse code?”

“Why not?” I said. “On Animal Planet they said chimpanzees, dolphins, and even dogs have been taught to ‘read’ symbols for words.” Picking up steam, I said, “He’s been in the room with us while we’ve been working on this project. It makes total sense!”

Ophelia shook her head.

I paced around my bedroom. “Phee, do you know what this means?” I grabbed Sherlock by his furry front paws and danced him around the room. “There’s no way we can lose now with Sherlock.”

Ophelia stuffed her notepad into her Albert Einstein backpack. “The only way we’ll win is by hard work, not with a trick dog!”

“But Phee—”

“No buts, Brian. I’ve worked hard on the research and graphs and posters. All I need you to do is give the oral presentation.”

“Why can’t you do it along with me?”

She looked down at her cowboy boots. “I. Can’t. Talk. In. Front. Of. People.”

I touched her trembling arm. “Don’t worry. I have it covered.”

After she left, I studied the Morse code alphabet chart. “Maybe Ophelia’s right,” I said. “Maybe you weren’t really using Morse code.”

Sherlock picked up Mr. Squeaks. Squeak, squeak-squeak, squeeee, squeak!

I wrote down the pattern of his squeaks then looked up at the chart.

“I’ve got it!” I crowed. “You said, ‘One smart boy,’ didn’t you?” Sherlock squeaked his monkey twice.

I laughed and rolled on the floor with my dog. “Six Flags, here I come!”

Meet the Talking Dog

The day of the science fair arrived. Ophelia had the charts and posters. All I had to bring was Sherlock. And Mr. Squeaks.

I found Ophelia setting up our table in the crowded gymnasium. “You’re ready with your part, right?”

“I’ve been working with Sherlock all week,” I assured her. “He can say ‘Hello, my name is Sherlock’ in Morse code.”

“That’s not what I meant!” she said.

The judges, teachers, parents, and other students arrived at our table. Ophelia began to shake.

“Ah, another Morse code project,” one of the teachers said politely, looking a little bored.

I smiled. “Ours is different. We’ve taught my dog to communicate using Morse code. Let me introduce him.” I looked behind me. No Sherlock.

A small squeak came from under the table. I lifted the tablecloth. Sherlock was hiding with Mr. Squeaks.

I pulled him out and set him on the table. “Meet Sherlock, the talking dog,” I said. He looked as scared as Ophelia.

I explained how I’d taught him to talk using different squeaks for dots and dashes. I handed Sherlock his monkey. He stared out at the crowd, frozen.

Suddenly, he squealed with fright, leaped off the table, and ran away.

“Sherlock!” I cried. “Come back!”

Ophelia’s hands were shaking, but her face looked determined. “I’ll take over. Go find him.”

I almost melted in gratitude. “Thanks, Phee,” I said as I ran off.

〰〰〰〰〰〰〰〰〰〰〰

The day of the science fair arrived. Ophelia had the charts and posters. All I had to bring was Sherlock. And Mr. Squeaks.

“I still don’t understand why we’re bringing the dog,” Mom said.

“I told you. He’s part of the presentation,” I said with a grin.

I found Ophelia setting up our table in the packed gymnasium. I hardly recognized her: She had on a dress and no Doctor Who cap.

“Wow, Phee,” I said. “You look really—”

“Don’t say a word,” she said, her face turning as red as Mr. Squeaks’s cape. “And what’s he doing here?” she demanded, pointing at Sherlock.

Before I had a chance to argue with her again, Principal Meeks announced the beginning of the contest.

 “You’re ready with your part, right?” Ophelia grew paler the closer the judges came.

“I’ve been working with Sherlock all week,” I assured her. “He can say ‘Hello, my name is Sherlock’ in Morse code.”

“That’s not what I meant,” she hissed.

The judges, teachers, parents, and students arrived at our table. There must have been 30 people. Ophelia whimpered behind me.

“Ah, and what would a science fair be without a Morse code project,” Mr. Dent, the English teacher, sighed.

I smiled. “My partner and I have a very different presentation. We’ve taught my dog to communicate using Morse code.”

“Let me introduce him.” I looked behind me. No Sherlock.

“He was here just a minute ago,” I said.

“Sherlock, where are you, boy?” I called.

A faint squeak came from under the table. I lifted the tablecloth. Sherlock was hiding with Mr. Squeaks.

DAVE CLEGG

The Best High Five Ever

Mom searched the hallways with me. I felt sick. “I’m sorry about the project.
I know how much you wanted to win,” Mom said gently.

Tears stung my eyes. “I just want to find Sherlock.”

“I’ll check the parking lot,” Mom said.

“You go help Ophelia.” 

When I spotted Ophelia with all ourstuff packed up, I felt even worse. “I’m sorry, Ophelia,” I said, feeling terrible. “I ruined everything.”

She turned around holding Sherlock and grinning!

“Sherlock!” I cried. I took my dog from her arms.

“He came back here while you were looking for him,” she said.

I hugged him. “You were right all along, Phee,” I said. “I guess sometimes a squeak is just a squeak.”

She petted Sherlock’s ears. “It’s OK. If he hadn’t run away, I’d never have found the courage to actually talk in front of people. That’s worth more than any first-place medal.”

Sherlock wagged his tail, grabbed his monkey, and squeaked it for all he was worth. Sherlock squeaked the same pattern again. Ophelia grabbed a pen and wrote something down.

Her eyes grew huge.

“What is it?” I asked.

She turned the pad so I could read it: “Sherlock sorry sorry boy.” 

We laughed. Phee held up her hand,and we slapped the best high five ever.

“You ready to go home, Sherlock?”

Squeeeak! Squeeeeeeak!

I pulled him out and set him on the table beside the poster of the Morse code alphabet. “Meet Sherlock, the talking dog,” I said. He looked as terrified as Ophelia.

I explained how I’d taught him to talk using different squeaks for dots and dashes. I handed Sherlock his monkey. Someone in the back laughed.

“Sherlock, why don’t you introduce yourself?” He stared out at the crowd, frozen. Mr. Squeaks shook in Sherlock’s mouth.

“What’s the matter? Cat got his tongue?” someone called. Everyone laughed.

Sherlock squealed with fright and leapt off the table, knocking Ophelia’s charts to the floor. The crowd scattered as he flew across the gym toward the doors.

“Sherlock! Wait!” I cried. “Come back!”

 Ophelia clutched a sheet of paper, her hands shaking but her face determined. “I’ll take over. Go find him.”

I almost melted in gratitude. “Thanks, Phee,” I said as I dashed away.

〰〰〰〰〰〰〰〰〰〰〰

Mom and Dad scoured the hallways with me and called Sherlock’s name. 

No Sherlock. I felt sicker than sick.

Dad patted my shoulder. “We’ll find him.”

Mom put her arm around me. “I’m sorry about the project, honey. I know how much you wanted to win.”

Tears stung my eyes. “I don’t care about winning the stupid science fair. I just want to find Sherlock.”

But Sherlock was nowhere to be found. “We’ll look out in the parking lot,” Mom said. “You go help Ophelia.”

When I spotted Ophelia with all our stuff packed up, I felt even more terrible.

“I’m really sorry, Ophelia,” I said miserably. “I ruined everything.”

She turned around, grinning!

“Sherlock!” I cried. I took my dog from her arms.

“He came back here while you were looking for him,” she said.

I hugged him. “You were right all along, Phee,” I said. “It was stupid to think he could talk. I guess sometimes a squeak is just a squeak.”

She ruffled Sherlock’s ears. “It’s OK. If he hadn’t run away, I’d never have found the courage to actually talk in front of people. That’s worth more than any first-place medal.”

Sherlock yipped and wagged his tail. I put him on the floor. He grabbed his monkey and squeaked it for all he was worth.

Sherlock pawed Ophelia’s leg and squeaked the same pattern again. Ophelia grabbed a pen and scribbled something down.

Her eyes grew huge, and then she laughed.

“What is it?” I asked.

She turned the pad so I could read it:

“Sherlock sorry sorry boy.”

We laughed. Ophelia held up her hand, and we slapped the best high
five ever.

“You ready to go home, Sherlock?”

Squeeeak! Squeeeeeeak! 

DAVE CLEGG

THINK AND WRITE

Imagine you are Sherlock. Write a paragraph describing what happened at the science fair.

THINK AND WRITE

Imagine you are Sherlock. Write a paragraph describing what happened at the science fair.

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Can't Miss Teaching Extras
Learn About How Dogs Actually Communicate with People

Dogs may not know Morse code, but they can still let us know a lot with their body language. Read “10 Ways Dogs Communicate with Us” at the Pet Coach site to learn more. 

Learn More About Morse Code

Build background knowledge by showing your students the slideshow “More About Morse Code” that accompanies the story.

From the Storyworks 3 Archives

Pair the story with another delightful fiction piece about a boy and his dog. You can find “Not My Dog” in our September 2018 issue.

Step-by-Step Lesson Plan

Table of Contents

1. Preparing to Read

2. Close Reading

3. SEL Focus

4. Skill Building and Writing

5. Differentiate and Customize

Striving Readers, Multilingual Learners, Advanced Readers, Independent Learning

1. Preparing to Read

Preview Text Features/Build Background Knowledge  (15 minutes)  

  • Instruct students to look at pages 10-11. Direct their attention to the title, subtitle, and illustration. Ask them to describe the illustration and predict what the story will be about. 

  • As a class, view the “More About Morse Code” Slideshow to introduce important details students will encounter in the story.

Introduce Vocabulary (15 minutes)

  • We have highlighted in bold six words that may be challenging and defined each on the bottom of the page on which it appears: bounded, yipped, genius, coincidence, frozen, and gratitude.
  • Preview these terms by projecting or distributing our Vocabulary Skill Builder and completing it as a class. You may also play our Vocabulary Slideshow, with audio and images that help students with pronunciation and comprehension.

 

Set a Purpose for Reading (5 minutes)

  • Call on volunteers to read aloud the Think and Read box on page 11 and the Think and Write box on page 15. These prompts and the Skill Builders support the story’s featured skill, plot.

     

2. Close Reading

Reading and Unpacking the Text

  • First read: Read the story as a class or have students follow along as they listen to the Read-Aloud.

  • Have students identify story details and vocabulary they don’t understand. 

  • Second read: Project, distribute, or assign the Close-Reading and Critical-Thinking Questions. Discuss them as a class, rereading sentences or passages as necessary. (Alternatively, assign all or part of the Learning Journey Slide Deck, which contains the questions as well as other activities from this lesson plan and a link to the story.)

  • Pair each student with a partner to discuss the Critical-Thinking Questions. Then ask the pairs to share their answers with the class.

  • Follow up with the SEL Focus activity.

Close-Reading Questions (30 minutes)

  • Read the first sentence of the story. What does it make you wonder? (author’s craft) Students will probably say the sentence makes them wonder how a dog could talk.
  • How does Brian think Sherlock is talking? (plot) Brian believes that Sherlock is using code to talk when the dog squeaks his monkey toy. 
  • Read “Too Boring.” Why does Brian want to win the science fair? (character’s motivation) Brian wants to win the science fair because the winners get tickets to Six Flags amusement park. 
  • What do you learn about Morse code? Why is this important to the story? (key detail) You learn that Morse code is a way of communicating using dots and dashes. This is important to the story because Brian believes that Sherlock is communicating with Morse code.
  • Read “One Smart Boy.” What is Brian planning to do for the presentation? Why? (plot, inference) Brian wants to bring Sherlock to the science fair. He believes that if the judges see Sherlock communicate using Morse code, he and Ophelia will win the science fair competition. 
  • What do you learn about Ophelia in “One Smart Boy”? (character) Ophelia is not comfortable talking in front of people. 
  • Read “Meet the Talking Dog.” Explain the meaning of the sentence “I almost melted in gratitude.” Why does Brian feel this way? (character’s motivation, interpreting text) This means that Brian is very thankful that Ophelia will give the presentation. He knows that Ophelia is afraid of speaking in public. It means a lot to him that she would face her fear so he can find Sherlock.
  • Read the section “The Best High Five Ever.” At the end of the story, what is more important to Brian than winning? What’s more important to Ophelia? (character) At the end of the story, finding Sherlock is more important to Brian than winning the science fair. Finding the courage to talk in front of people is more important to Ophelia.

Critical-Thinking Question (10 minutes)

  • Think about the part of the story when Sherlock runs away at the science fair (and what happens after). Why is this an important moment in the story? (Hint: How does this event change Brian’s and Ophelia’s plans for their presentation?) (plot) This moment is important because when Sherlock runs away, it changes both Brian’s and Ophelia’s plans for their presentation. Brian is now unable to show the judges that Sherlock knows Morse code. Brian believes that Sherlock’s Morse code skills would have led him and Ophelia to win first place. And Ophelia gives the presentation to the judges so Brian can look for Sherlock. Ophelia wasn’t planning to speak during the science fair presentation but ends up finding the courage to do so.
  • Do you think Sherlock is communicating using Mr. Squeaks? Explain your answer. (expressing an opinion). Answers will vary.

3. SEL Focus

Identifying Priorities

In this story, Brian does not win the tickets to Six Flags amusement park as he was hoping to. Instead, he realizes that other things are more important, like finding his dog, Sherlock. Brian learns to identify what is most important to him. Invite students to brainstorm a list of what’s most important to them. They might choose their family, pets, a favorite book, being with friends, kindness, and so on. Record the list for the class to refer to. Don’t forget to add your important items. Ask: How can thinking about what’s most important to you help you get over a disappointment?

4. Skill Building and Writing

Featured Skill: Plot

  • Distribute or digitally assign the Plot Skill Builder and have students complete it in class or for homework.  

  • Ask students to write a response to the prompt in the Think and Write box on page 15.

Differentiate and Customize
For Striving Readers

Pause periodically while reading the story and ask “What just happened?” Have students respond on sty notes, which they can place in the magazine next to the action described. Students can also place digital sticky notes on the article in the “Presentation View” online. Reviewing the series of notes will help students better understand the story’s plot

For Multilingual Learners

The story is rich in past-tense action verbs. Help your multilingual learners get a handle on bounded, yipped, sniffed, arrived, handed, squealed, melted, petted, and laughed by displaying the words and discussing their meanings. Students should take turns acting out a word while others guess it, saying “She yipped,” “He sniffed,” etc.

For Advanced Readers

Ask students to imagine how the story might have been different if Sherlock had not run away during the science fair. Then have them work alone or in pairs to write a short alternate ending.

For Independent Learning

Instruct students: Imagine you’re Ophelia. Write a letter to Brian about your experience at the science fair. What happened that allowed you to feel confident enough to give the presentation? Is there something you can plan to do with Brian now that you won’t be going to Six Flags?

Text-to-Speech