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

STAGE ONE: Objectives STAGE TWO: Assessments

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

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

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

STAGE THREE: Opportunities to Learn (Acquisition)

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

Gather as a class and discuss the
review from goodreads (last page in
reading guide)
Ask students if they agree with
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