Candidate Name: Anastasia Anisimova Host Teacher Name: Connie Bamburg

School: Teeland Middle School Grade Level/s: 6 # of Students: 26

Date & Time of Lesson: 10/18/17 Length of Lesson: 55 mins
Topic of Lesson: What do people do in Content Area:
Language Arts
the face of fear; How an author uses
indirect writing
Materials: Short story The Landlady by Roald Dahl, Plot Analysis Worksheet,
access to computers (google docs)

ALASKA CONTENT STANDARD/S and Cultural Standards

R.KI.1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
R.KI.3. Describe how a particular storys or dramas plot unfolds in a series of episodes
as well as how the characters respond or change as the plot moves toward a resolution
or as the narrative advances

R.KI. 2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas
R.KI.2. Determine a theme or central idea of a text and how it is conveyed through
particular details; restate and summarize main ideas or events, in correct sequence,
after reading a text.

R.CS.5. Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or
stanza) relate to each other and the whole.
Analyze the overall structure of a text: how a particular sentence, chapter, scene, or
stanza fits into the overall work and analyzing how it contributes to the development of
the characters, theme, setting, or plot.

L.VAU.44. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies. a.
Determine meaning of unfamiliar words by using knowledge of word structure (root
words, prefixes, suffixes, abbreviations) and language structure through reading words
in text (word order, grammar), context (e.g., the overall meaning of a sentence or
paragraph; a words position or function in a sentence) as a clue to the meaning of a
word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference
materials (e.g., dictionaries, glossaries, thesauruses and specialized reference
materials), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech. d. Verify the preliminary determination
of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary).

TRANSFER GOAL (S) (transferability)

*Students will participate in a read-along activity to make inferences and predictions from the
reading
* Students will acquire new vocabulary terms
*Students will analyse the story using a worksheet which points to tory development, the
building of suspence, and making conclusions from the indirect references in the text.

STAGE ONE Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s):
Indirect writing is filled with
foretelling imagery and concepts.
Things are not always as they seem
If its too good to be true, it probably
is
What Essential Questions will be
Considered?
What is indirect writing?
Why would the author leave out certain
details and make the story vague?
How figurative and rich language can
add meaning to the context

STAGE ONE: Objectives STAGE TWO: Assessments

(Learning Target/Goal):
Students will examine the use of figurative
language and rich imagery and discuss how
it can influence the meaning of a text
Students will make predictions for the
reading, and track how their predictions
changed
Students will practice making inferences
from the text
Knowledge
Evidence of Learning/Accountability -
Formative/Summative/Performance
(Success Criteria/Assessment):
Students will share with one another
their predictions
Students will follow along with their own
texts and note questions and moments
of interest
Students will make inferences from the
text and share them with one another
and the class
Students will collaborate and complete a
worksheet as a partner activity
Assessment(s)/Other Evidence:

Students will decode meaning from the
text
Students will discuss new vocabulary
Students will discuss indirect writing
Skills
Students will collaborate with one
another in order to complete the
worksheets
Students will participate in group and
class discussion
Assessment(s)/Other Evidence:

Students will infer and make predictions
from readings
Students will re-read to gain deeper
understanding of text
Students will practice annotating while
reading
Students will discuss predictions with
one another
Students will make notes on their copies
Students will use text for evidence in
answers

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook
Make a prediction about a story called The Landlady

Processes and products for Learning Strategies for Differentiation/ Multimodal

Opportunities Instruction/Universal Design for Learning
 Ask students to turn to their table
partner and make a prediction about the
name of the short story
Introduce author, Roal Dahl, as author of
James and the Giant Peach, Charlie and
choc factory, etc mention his other
stories are creppy
Read story aloud, periodically stopping
to check for understanding, review
vocabulary, and make predictions
following guide *attached material
After reading ask the students the
follow-up questions
Have students complete worksheets in
pairs
In-Process Check for Understanding
Students will make predictions with one
another during key times in the read-
aloud
Students will receive immediate
feedback from their partners in
discussion
Students will discuss key ideas with one
another
The themes of the story watching out
for outward appearances, looking for
details, being aware of peoples true
intentions, are culturally applicable

Closure:
Gather as a class and discuss the
review from goodreads (last page in
reading guide)
Ask students if they agree with
conclusion
Ask what other lessons may be
learned from the story
If there is time have students write
the blog prompt (attached to
questionnaire worksheet)

Attachments: three (3) artifacts of student work