ALEX Lesson Plan

     

Slithering Snake Don't Mess With Me

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  This lesson provided by:  
Author:Shonterrius Lawson-Fountain
System: Midfield City
School: Midfield City Board Of Education
  General Lesson Information  
Lesson Plan ID: 33140

Title:

Slithering Snake Don't Mess With Me

Overview/Annotation:

This lesson encourages students to evaluate how the setting influences the characters interactions sand how that motivation propels the plot in Rudyard Kipling’s, Rikki-tiki-tavi. They will also evaluate the effectiveness of Kipling’s use of personification. During this lesson, students will, students will annotate the text through coding, create trading cards for the characters , compose an exposition, and produce a brochure based on a focused research assignment. 

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

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 7
1 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • analyze the meaning of a text by explaining explicit ideas
  • draw inferences
  • provide several pieces of textual evidence to support analysis
Teacher Vocabulary:
  • several pieces
  • textual evidence
  • support analysis
  • what the text says explicitly
  • inferences drawn
  • text
Knowledge:
Students know:
  • techniques for analyzing the meaning of a text
  • explicit details are used to support a textual analysis
  • inferences are used to support a textual analysis
  • several pieces of textual evidence strengthens thinking
Skills:
Students are able to:
  • analyze the meaning of a text
  • support analysis with several explicit ideas from a text
  • support analysis with several inferences about a text
Understanding:
Students understand that an analysis of a text includes explicit understanding of and inferences about a text supported by several pieces of textual evidence.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.1.1: Define inference and textual evidence.
ELA 7.1.2: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA 7.1.3: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA 7.1.4: Read a text and answer basic comprehension questions.
English Language Arts
ELA2015 (2015)
Grade: 7
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • objectively summarize a text
  • analyze the development of a central idea or theme over the course of a text
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • analyze development
  • objective summary
Knowledge:
Students know:
  • the qualities of an objective summary
  • texts use particular details to convey a theme or central idea
Skills:
Students are able to:
  • summarize a text objectively
  • explain how particular details work together over the course of a text to create theme or central ideas
Understanding:
Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.2.1: Define objective, theme, and summary.
ELA 7.2.2: Determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
ELA 7.2.3: Locate specific details in a text that support the theme.
Examples: setting, characters, conflict
ELA 7.2.4: Use graphic organizer or outline to sort or categorize information for a summary.
English Language Arts
ELA2015 (2015)
Grade: 7
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • analyze the interaction between elements of a story or drama
Teacher Vocabulary:
  • analyze
  • particular elements of a story or drama
  • story
  • drama
  • interact
Knowledge:
Students know:
  • elements of a story or drama
  • authors use story or drama elements purposefully
  • techniques for analyzing elements of a story or drama
Skills:
Students are able to:
  • identify elements of a story or drama
  • analyze elements of a story or drama
  • analyze how elements of a story or drama work together
Understanding:
Students understand that plot and character development in a story are dynamic and lead to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.3.1: Define elements of a story and drama.
ELA 7.3.2: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
ELA 7.3.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
ELA 7.3.4: Identify the elements of plot (exposition, rising action, climax, falling action, and resolution).
ELA 7.3.5: Identify characters, settings, and sequence of events in a text.
ELA 7.3.6: Participate in a drama (reader's theatre, small group, class).
English Language Arts
ELA2015 (2015)
Grade: 7
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. [RL.7.4]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • determine the meaning of words and phrases based on how they are used in a text
  • understand figurative and connotative meanings
  • analyze the impact of rhymes and repetitions of sounds as used in a poem
Teacher Vocabulary:
  • determine the meaning
  • words and phrases
  • text
  • figurative meaning
  • connotative meaning
  • analyze
  • impact
  • rhymes
  • repetitions of sounds
  • alliteration
  • verse
  • stanza
  • poem
  • section of story or drama
Knowledge:
Students know:
  • definition of: rhyme, repetition, alliteration, verse, stanza
  • an author deliberately uses rhyme and repetition of sound
  • words and phrases can be used in multiple ways including figuratively or connotatively
  • context must be considered when determining the meaning of a word or phrase
Skills:
Students are able to:
  • determine meaning of unfamiliar words and phrases based on how they are used in a text
  • identify and explain figurative language with textual support
  • identify and explain connotative language with textual support
  • identify and analyze an author's use of rhyme
  • identify and analyze an author's use of repetition of sounds
Understanding:
Students understand that an author's word choice shapes the meaning and tone of a text.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.4.1: Define figurative language and elements of poetry.
ELA 7.4.2: Compare figurative word choice with its literal meaning.
Example: John is a rotten tomato. Why not just call him a bad boy?
ELA 7.4.3: Identify similes and metaphors within a text.
ELA 7.4.4: Identify denotation (literal) and connotation (nonliteral) meanings of terms in a text.
ELA 7.4.5: Determine and interpret the meaning of unfamiliar words using context clues.
English Language Arts
ELA2015 (2015)
Grade: 7
18 ) Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. [RI.7.9]

Insight Unpacked Content
Column Definitions

Strand: Reading: Informational Text
CCR Anchor:
Integration of Knowledge and Ideas (Standards 7, 8, 9)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • analyze how two or more authors present key information, evidence, and interpretations of facts on a single topic
Teacher Vocabulary:
  • analyze
  • same topic
  • shape their presentations
  • key information
  • emphasizing different evidence
  • advancing different
  • interpretations of facts
Knowledge:
Students know:
  • techniques authors use to present information
  • techniques authors use to emphasize evidence
  • techniques authors use to advance interpretations of facts
Skills:
Students are able to:
use writing or speaking to analyze how two or more authors writing about the same topic:
  • shape their presentation of key information
  • emphasize different evidence
  • advance different interpretations of facts
Understanding:
Students understand that the evidence and interpretations of facts in a text are deliberately selected by author to influence the reader.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.18.1: Define nonfiction genre.
ELA 7.18.2: Analyze multiple accounts of the same event or topic.
ELA 7.18.3: Differentiate between two different texts on the same topic using a tool such as graphic organizer, map, or outline.
ELA 7.18.4: Identify arguments and supporting evidence within an informational text.
English Language Arts
ELA2015 (2015)
Grade: 7
20 ) Write arguments to support claims with clear reasons and relevant evidence. [W.7.1]

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. [W.7.1a]

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.7.1b]

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. [W.7.1c]

d. Establish and maintain a formal style. [W.7.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.7.1e]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write arguments to support claims with clear reasons, relevant evidence, and:
  • use an introduction that states the claim and acknowledges opposing claims
  • use a logical structure for organizing reasons and evidence
  • use supporting claims with logical reasoning
  • use supporting claims with accurate and credible sources
  • demonstrate a clear understanding of the topic
  • clarify relationships between claims and reasons with words, phrases, and clauses
  • use a formal style
  • end with a concluding statement or section that is related to and supports the argument
Teacher Vocabulary:
  • argument
  • support claims
  • clear reasons
  • relevant evidence
  • introduce claim
  • acknowledge alternate or opposing claim
  • logical reasoning
  • organize reasons and evidence clearly
  • accurate, credible sources
  • demonstrating an understanding
  • create cohesion
  • clarify relationships among claims reasons and evidence
  • formal style
  • concluding statement or section that follows from and supports argument
Knowledge:
Students know:
  • the difference between argument and opinion
  • what counterarguments are and how to identify, form, and use them
  • how to select the best evidence (accurate, credible sources) to support their claim
  • arguments demonstrate an understanding of the topic and states and supports a claim
  • techniques for creating cohesion and clarifying relationships among claims, reasons, and evidence (words, phrases, and clauses)
  • writing style is adjusted based on audience and purpose
  • the difference between formal and informal style
  • arguments follow a predictable structure (e.g. introduction that states claim and organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement)
Skills:
Students are able to:
  • identify qualities of arguments,
  • write an argument to support a claim,
  • acknowledge alternate or opposing claims,
  • use logical reasoning and relevant evidence (credible sources) to support claim,
  • demonstrate understanding of topic
  • use words, phrases, and clauses to clarify relationships and create cohesion,
  • write with a formal style
  • write with a predictable structure (introduction with statement of claim, clearly organized evidence, and conclusion that supports argument),
Understanding:
Students understand that well-developed arguments express a point-of-view and are supported by relevant evidence.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.20.1: Define argument, claims, support, evidence, formal style.
ELA 7.20.2: Use graphic organizers to organize claims and evidence.
ELA 7.20.3: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
ELA 7.20.4: Identify and use a variety of reference materials.
ELA 7.20.5: Write sentences with varying sentence structures.
ELA 7.20.6: Identify compound, complex, and compound-complex sentences.
ELA 7.20.7: Write a complete sentence.
ELA 7.20.7: Identify different types of sentences (interrogative, declarative, imperative, and exclamatory).
English Language Arts
ELA2015 (2015)
Grade: 7
23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.7.4]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
  • apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)
Teacher Vocabulary:
  • "clear and coherent writing"
  • development
  • organization
  • style
  • "appropriate to task, purpose, and audience"
  • "grade-specific expectations"
Knowledge:
Students know:
  • qualities of clear and coherent writing
  • purposes for a variety of types of writing
  • potential audiences for a variety of types of writing
  • techniques for developing ideas
  • techniques for organizing writing
  • techniques for creating consistent, appropriate style
Skills:
Students are able to:
  • produce clear and coherent writing
  • analyze a writing task to determine what is required
  • adapt writing to fulfill a specific purpose
  • adapt writing to meet the needs of an audience
  • develop ideas in a way appropriate to task and purpose
  • organize thoughts in a way appropriate to task and purpose
  • use style appropriate to task and purpose
  • apply these skills to a variety of types of writing
Understanding:
Students understand that the development, organization, and style of clear and coherent writing pieces are determined by task, purpose, and audience.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.23.1: Define coherent writing, organization, purpose, style, identify audience
ELA 7.23.2: Produce, with guidance, a writing that is clear and understandable to the audience.
ELA 7.23.3: Produce writings that follow the basic writing conventions.
Examples: the writing process, paragraphing, topic sentences, concluding sentences
English Language Arts
ELA2015 (2015)
Grade: 7
25 ) Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • use technology to produce and publish writing
  • use the Internet to produce and publish writing
  • link to and cite sources
  • use technology to interact and collaborate with others
Teacher Vocabulary:
  • use technology
  • produce
  • publish
  • link to and cite sources
  • interact and collaborate with others
Knowledge:
Students know:
  • technology can be used to produce and publish writing
  • the Internet can be used to produce and publish writing
  • steps for using technology to link to and cite sources
  • techniques for using technology to interact and collaborate with peers
Skills:
Students are able to:
  • use technology to produce and publish writing
  • use the Internet to produce and publish writing
  • link to and cite sources
  • use technology to interact and collaborate with others
Understanding:
Students understand that technology and the Internet can be used to effectively produce and publish writing, link to and cite sources, and interact and collaborate with others.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.25.1: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELA 7.25.2: Use keyboarding to produce writing.
ELA 7.25.3: Identify and follow appropriate etiquette for online sharing.
Example: think before you post online, privacy, plagiarism of words and images
ELA 7.25.4: Identify possible sources which could be used for research.
ELA 7.25.5: Take notes and organize information into categories.
English Language Arts
ELA2015 (2015)
Grade: 7
26 ) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students use several sources to conduct short research projects that:
  • answer a question
  • developing new questions based on investigation
Teacher Vocabulary:
  • short research project
  • answer a question
  • several sources
  • additional related, focused questions
Knowledge:
Students know:
  • research answers a question
  • steps in the research process (i.e. develop multi-faceted questions, locate sources, evaluate sources, organize findings, etc.)
  • thorough research uses several sources
  • techniques for generating additional questions based on inquiry
Skills:
Students are able to:
  • select a topic for short research
  • develop a single research question
  • locate several sources to answer research question
  • generate additional focus questions based on findings
  • use a graphic organizer to record thoughts
  • answer questions through research
Understanding:
Students understand that research is a process that involves answering a focused question, investigating several sources, and generating related questions.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.26.1: Identify possible sources which could be used for research.
ELA 7.26.2: Take notes and organize information into categories.
English Language Arts
ELA2015 (2015)
Grade: 7
28 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.7.9]

a. Apply Grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). [W.7.9a]

b. Apply Grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). [W.7.9b]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students critically read literature and literary nonfiction and use writing to:
  • compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same time period as a means of understanding how authors of fiction use or alter history
  • trace and evaluate the argument and specific claims of a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
Teacher Vocabulary:
  • literary text
  • informational text
  • analysis
  • reflection
  • research
  • compare and contrast
  • fictional portrayal
  • historical account
  • how authors of fiction use or alter history
  • literary nonfiction
  • trace and evaluate
  • specific claims
  • assessing
  • reasoning is sound
  • evidence is relevant and sufficient
  • (familiar with grade 7 reading standards)
Knowledge:
Students know:
  • elements of analytical, reflective, and research-based writing
  • techniques for critical reading of literature and literary nonfiction
  • techniques for note-taking during and after reading
  • techniques for composing academic writing including descriptions, explanations, and comparisons and contrasts
  • arguments and claims should be supported by reasons and evidence
Skills:
Students are able to:
  • compose an analytical, reflective, or research-based piece in response to literature and literary nonfiction
  • analyze a prompt about a text to determine what is being asked
  • form ideas in response to a prompt about a text
  • support ideas with evidence from a text
  • trace and evaluate an argument and specific claims
Understanding:
Students understand that analysis, reflection, and research are strengthened by citing relevant evidence from appropriate texts.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.28.1: Compare and contrast literary texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics.
ELA 7.28.2: Trace and evaluate the argument and specific claims in literary nonfiction, distinguishing claims that are supported by reasons and evidence from claims that are not.
ELA 7.28.3: Compare and contrast two or more characters, settings, or events in a story or a drama, in literary text drawing on specific details [e.g., how characters interact].
ELA 7.28.4: Explain how an author uses reasons and evidence to support particular points in informational text, identifying which reasons and evidence support which point.
ELA 7.28.5: Describe in depth a character, setting, or event in a story or drama, in literary text drawing on specific details [e.g., a character's thoughts, words, or actions].
ELA 7.28.6: Explain how an author uses reasons and evidence to support particular points in informational text.

Local/National Standards:

NCTE 

  1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  2. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).
  3. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  4. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  5. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Primary Learning Objective(s):

I can analyze the conflict.

I can categorize specific incidents from the text into the phases of plot.  

I can evaluate how the motivation of each character creates suspense and propels the plot.

I can define unknown words using the context and connotations.

I can compose a valid argument that includes commentary and evidence based on the claim that Rikki-tikki-tavi deserves hero status.

 

Additional Learning Objective(s):

I can make and confirm or refute predictions.

I differentiate internal from external conflicts.

I can draw conclusion based on explicit details presented in the text about the motivation of the characters.

 

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Board, Paper, Pen, Projector, Blank copy paper

Technology Resources Needed:

Computer, Projector, Internet access

Background/Preparation:

Teacher should make sure that links are live.

Students should be familiar with the phases of the plot.

Students should understand characterization and motivation

Students should know the difference between primary and secondary sources when conducting research.

Students should be able to compose valid claims and understand the difference between evidence and commentary. 

  Procedures/Activities: 

[Text] http://www.classicshorts.com/stories/rtt.html

 

Before

1.  Give students a blank piece of copy paper as they enter the class.  Ask them to create a life-sized character of a bully by drawing an outline of a person or a stick figure on the paper leaving room to write in and around the outline. Tell what is inside their head and heart, things their hands touch, and where their feet pass. Give students no more than seven minutes to complete this task. Upon completion, let them know that they are going to use this sketch to help them create a character profile.

2.  Review the essential elements of fiction using Flocabulary’s "Five Things" video. The five things are plot, characters, setting, conflict, and theme.  Remind students that complications are challenges that arise, as the conflict is resolved.

http://www.flocabulary.com/fivethings/

During

1.  Provide students with a copy of the text coding reference sheet and use the codes to annotate and monitor their comprehension during reading. [See attachment.] This will assist students in our discussion on how Kipling uses personification to lure readers into the conflict and make it believable. [See the link to the abbreviated text.]

2.  Allow students to discuss the text as they read it aloud during natural chunks using their coding as a baseline.

 

After reading

1.  Allow students to Turn and talk to their right shoulder partner about one word they could use to describe Nag and Nagaina. If it is bully, have them then record their names on top of their life-sized character and add in specific details from the text that support their claims previously written.

Did the characters do a good job of presenting the theme? By the way, what are some possible themes? [Whole class Discussion format]

Exit Slip- [Independent] Read the following quote and explain how it supports the theme presented in the text citing at least on piece of text evidence. 


  Assessment  

Assessment Strategies

In-class RAFT Writing Assignment

Before assigning the RAFT, allow students to listen to Mariah Carey’s song Hero before assigning. After listening to the song, allow them to use a Venn diagram or t-chart to compare and contrast the hero Mariah Carey presents in her song to Rikki. Cite explicit evidence from both the text and the lyrics. This activity gives them some evidence.

Role-Mariah Carey’s number fan looking to connect her song hero to a text

Audience-Teacher and Peers

Format-Argumentative Essay

Topic- Think about Darzees perception of Rikki. Does he deserve this hero status? Present a valid argument either in support of or against her perception that includes commentary and evidence based on the claim that Rikki-tikki-tavi deserves hero status.

Evaluation- In order to pass this assignment, students must have three text citations that support their claim, they must acknowledge any opposition, and include at least two pieces of commentary. If they do not meet these requirements, they must revise to include these specific requirements. 

Acceleration:

Research

[More scaffolding] Conduct research to understand the nature of a mongoose.

1. Create a mongoose shaped bookmark and on it record facts about its feeding habits, life cycle, physical traits, habitats, and fighting techniques. Be sure to appeal to your audience, and consult primary sources and credible sites during research. Add a footprint to your bookmark that provides a brief statement that links to Kipling’s depiction of the mongoose. Think about whether or not Kipling provides an accurate description using Rikki-tikki-tavi. You may wish to compare and contrast each perception using a Venn diagram first.

2.  [Less scaffolding] Conduct research to identify cites in the United States that have an infestation of snakes. What protective measures are being implemented to ensure the safety of the citizens and visitors? Are incidents of attacks more prevalent during certain season, at certain times, etc.? Are they attracted to certain colors or scents?   Display your findings in the form of a brochure. Be creative.  Be sure to consult primary and secondary sources. Students must use the Printing Press online tool to create their brochure.

http://www.readwritethink.org/files/resources/interactives/Printing_Press/

3.  Symbolize It!

Allow students to create character profiles for Darzee, Chuchundra, Teddy, Nagaina, and Karait using the Trading Card Creator online tool. Have students also create symbols to represent the totality of character for each the characters mentioned.

http://www.readwritethink.org/files/resources/interactives/trading_cards_2/

Intervention:

Review personification by discussing characters from Shrek, The Chipmunks, Madagascar, and Rango. You can also use these films to reteach indirect and direct characterization with the students. You can find great film clips from websites like wingclips.com, youtube.com, and in the iTunes store.

For those students have a hard time developing their claim, review writing an opinion using OREO and then show them how to tweak it into a claim.

OREO allows students to construct an opinion piece about a given topic in four to five sentences that includes a piece of evidence and commentary.

O-Opinion

R-reason

E-example

O-restated opinion

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.