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Lesson Plan by: Fabiola Rodríguez

Date: October 18, 2010


Grade targeted: 6th grade

Learning Goal

WI Model Academic Standars: English Language Arts A 8.1 Use effective reading strategies to
achieve their purposes in reading.
-Use knowledge of sentence and word structure, word origins, visual images, and context clues
to understand unfamiliar words and clarify passages of text.
-Use the knowledge of the visual features of texts, such as headings and bold face print, and
structures of texts, such as chronology and cause-and-effect, as aids to comprehension.
-Establish purposeful reading and writing habits by using text to find information, gain
understanding of diverse viewpoints, make decisions, and enjoy the experience of reading.
-Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts
chosen for specific purposes.

Instructional Objective(s)

Students will analyze the visuals of the story to understand the importance of the hose snake in
relation to the village. They will also work with a time line with chronological order words in
order to aid them with comprehension of the story. Students will use the text to find information,
gain understanding of diverse viewpoints, and enjoy the reading. Finally, students will
summarize, paraphrase, analyze or evaluate orally some passages of the text chosen for specific
purposes.

Assessment (Criteria/Look Fors)

I am going to determine if the student met the objectives by observing their participation in the
lesson.

Materials

-McDougal Littlle Literature book Teacher’s Edition, pages 124-130.


-SMARTboard timeline, picture by Mark Kostich, and maps of the world and Vietnam.

Time (Total and Specific)

20 minutes per group


Instructional
Procedures

Then, I am going to give the directions and what we are going to be doing. We are going to
start by reading out loud, two paragraphs each student, after each student finish what he/she has
read we are going to stop and find information useful to understand the cultural differences of the
characters and their view points and the story. I am going to use some of the questions suggested
to ask to the students in the Teacher’s Edition book of Literature to aid me and the students to
summarize, paraphrase, analyze or evaluate parts of the text. During the reading, I am going to
encourage the students to put in chronological order the events in a timeline, emphasizing the
words used to identify time in the story, example, “early in the morning.” Most likely we are not
going to finish the entire story in the time given, so I am going to end by telling the students that
tomorrow they are going to continue with the reading of the story with the student-teacher, or
their teacher. I am going to ask them to think about and infer in what it is going to happen and
how the story is going to end (foreshadowing).

Student Accommodations

The only student accommodation is for those who were not allowed by parents to appear in the
video I am taping at the time of my lesson.