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This lesson provided by:
Author: Chastity Cosby
System:Lauderdale County
School:Lauderdale County Board Of Education
Lesson Plan ID: 33243
Title:

The Traveler's Gift: What's in the traveler's suitcase?

Overview/Annotation:

After introducing the novel The Traveler's Gift  by Andy Andrews and reading chapters 1 and 2, students will be given this graphic organizer as an ongoing "during reading" guide while finishing the novel.  This could also be used as an after reading activity.  It helps students keep track of the characters met in the novel, and the lessons they taught the main character.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(9) 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
ELA2013(9) 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
ELA2013(9) 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
ELA2013(10) 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
Local/National Standards:  
Primary Learning Objective(s):

Students will use the graphic organizer to keep track of details from a novel and cite textual evidence during reading The Traveler's Gift.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

novel

graphic organizer (see attached)

teacher's guide (see attached)

Technology Resources Needed:

teacher computer to download attachments

document projector

Background/Preparation:

  • teacher should read the novel
  • students should have some knowledge of citing textual evidence
Procedures/Activities:

1. Read chapters 1-2 of the novel-either assign or read in class.

2. Distribute suitcase graphic organizer and instruct students to use as a during reading activity to aid in keeping up with the characters the protagonist "meets" and the lessons he learns from each one.

3. Each day as the students are reading chapter 3 and following, place teacher copy of suitcase graphic organizer on the document projector to guide students in citing the textual evidence (ex. page numbers where answers are found).  The teacher should allow time each day for students to turn and talk for some of the questions.  Teacher should also allow time for group pairing for reading some of the chapters and answering the questions.

4. This lesson could extend through the entire reading of the novel and be used as a guide for a close reading.


Attachments:**Some files will display in a new window. Others will prompt you to download. chapterstudyguide.doc
suitcaseactivity.pub
suitcaseactivity2.pub
Andrews_TYTG_Curriculum.pdf
Assessment Strategies:

The graphic organizer completed at the conclusion of the novel should be used as an ongoing assessment to demonstrate understanding of the numerous characters and lessons the protagonist learns throughout the course of the novel.

Extension:

Students could write a character summary at the conclusion of "meeting" each historical figure and describe the lesson learned.

Remediation:

Students could be given page numbers on the graphic organizers for extra help.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
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Alabama Virtual Library

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The Malone Family Foundation
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