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

I am going to start by asking the students to tell me something they know about snakes
and the feelings they have towards them. This will engage them in the lesson, and prepare them
to what we are going to be reading next. Also, before we start reading, I am going to ask them to
analyze the picture on their book in page 125, as well as the picture of the snake that is going to
be up in the SMARTboard. After the snake picture I am going to show a map, so we can see
where Vietnam, where the story takes place, is located in the world.
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.