Lesson: Elements of plot #4
DO NOW (10 mins)
1.Context clues practice
**Six minutes to work independently and four minutes to share and go over with students.
Man vs. nature , Man vs. society
MINI LESSON (15 mins)
1. Teacher should give a detailed introduction of the story "Rikki Tikki Tavi" before reading.
2. Teacher will model and read the first 3- 5 paragraphs of short story and identify the type of conflict (not man, but character vs. nature since Rikki is a mongoose).
3. Remember to mark the text to demonstrate your thought process aloud and remind students that this is what good reader's do.
1. Read aloud excerpt from the short story where Nagaina gets ready to attack the family and ask them to turn and talk and identify the conflict (Man vs. Nature)
2. Ask 2-3 students to share out then transition to independent work.
INDEPENDENT WORK (45 mins)
1. Students will practice identifying the type of conflict from their independent reading book and record in reader's notebook.
***Reminder: This is a time when the teacher can conference with students about their independent reading book and offer extra support to students who are struggling with the lesson. Conferences should be structured with teaching points and students should leave conference with a goal (s) and skill (s) to practice while reading their independent reading book. My conferences generally last approximately 5-7 mins per student and I usually conference with three students per class period.
EXIT SLIP (10 mins)
Teacher will do a read aloud with the excerpt from “Buried Onions” by Gary Soto [chapter 5 – Eddie at Holmes playground]. Teacher will identify the conflict, but for the exit slip ask students to explain the conflict. How is this man vs. society (identify two opposing sides)? What does Eddie struggle with? Answer: Eddie is struggling with the code of the streets. He wants to do right, but things around him suggest he should do all the wrong things.
ï»¿Copies of graphic organizer
Copies of chapter 5 of “Buried Onions”
WHAT WENT WELL?
This lesson started extremely well and moved along smoothly until students started working independently. There were a few students who struggled with this lesson. However, another mini lesson with a small group of students (6 total) who were struggling with the lesson went well and helped clear up misunderstandings.
WHAT WOULD YOU CHANGE?
I would definitely change the order of the agenda for class for this particular lesson. Next time instead of having students doing the the exit slip I would have them complete the "Buried Onions" assignment during independent work time. This lesson later turned into a reteach lesson for me.
WHAT NEEDS EXPLANATION?
Take the time to clearly explain what is meant by society. Explain what it means to be in conflict with society (social norms, cultural norms, etc...)
|contxt clues tst prac Vocabulary||
|Rikki Tikki Tavi Reading Passage||
|exit slip buried onions Assessment||