Rikki+Tikki+Tavi

=Daily Lesson Plan:= RL.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.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text RI.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events W.6 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.1Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

=10/6= Introducing New Theme: transitioning from Mystery to Brave PowerPoint and Brave Video Brave write around Introduction to the 5 paragraph theme (just topic sentence and concluding sentence) Student Brave Writing (turned in for a grade)

//Completed//

10/7
POV: notes and examples (turned in for a grade) Author's Perspective: notes and examples (turned in for a grade) Remind students about Reading Log

//Completed//

10/8
Reading Log Check Introduce RAFT activity POV video (review) Vocabulary in Reading Interactive Notebook Reading Guide (pick up) Mongoose/Cobra Research (on Reading Guide) Reading (listen and read) Answer reading guide as listen/read

//Not finished reading "Rikki Tikki Tavi"//

//10/9//
Vocabulary in Reading Interactive Notebook (if not finished) Reading Guide Continued Mongoose/Cobra Research (on Reading Guide) Reading (listen and read) Answer reading guide as listen/read

//Not finished reading "Rikki Tikki Tavi"//

10/12
Star Test (Incentive for Star Test) Reflection on the Last Six Weeks: What did I do well last six weeks? What did I not do well? What are my goals for this six weeks? What do I need from Mrs. Booth to be successful? (Write at least a paragraph for each question either on paper or in google docs. Then turn in or //share// with me.) Vocabulary Test Tomorrow

Continued Reading "Rikki Tikki Tave" if have time

10/13
6. Time to Work on Poster
 * 1) Vocabulary Activity (Inside Outside Circle)
 * 2) Vocabulary Test in SchoolNet
 * 3) Project Discussion (Wanted Poster)
 * 4) Talk about a Retake of the Star Test If Necessary
 * 5) Library if need to go
 * 6) Reading (listen and read and write)
 * Talk about Extra Credit

10/14
Listen/Read Share Out Plot Line (numbers, 1,2a,2b,3) Go over Reading Guide 5 paragraph essay (How to write a well-developed paragraph) Begin Writing Acitivity (students in groups, pick a conflict, defend the choice) Greek and Latin Roots Due

10/15-16
Read "Green Mamba" Fill out Venn Diagram Wanted Poster Due--Changed Date to 10/15

10/19
Comparison/Contrast of the "Rikki-Tikki-Tavi" and "The Green Mamba"

=The Lesson:=

What does it mean to be brave? [|Brave Introduction and Brave Writing Assignment]

= ** Mongoose/Cobra Research ** =

A. Rikki Tikki Tavi Handout B. [|Cobra]- ** [] ** B. [|Mongoose]- ** [] **
 * COBRA vs. MONGOOSE BATTLE **


 * VOCABULARY: Write in your Reading Interactive Notebook **
 * # ** cowered ** – to cringe or move backward defensively in fear (verb)
 * 1) ** immensely ** – to a huge extent or degree (adverb)
 * 2) ** gait – ** a way of walking, running, or moving along on foot (noun)
 * 3) ** valiant – ** brave and steadfast (adjective)
 * 4) ** consolation – ** a source of comfort to somebody who is upset or disappointed (noun//-ion//makes nouns)
 * 5) ** veranda – ** a porch, usually roofed and sometimes partly enclosed, that extends along an outside wall of a building (noun)
 * 6) ** bungalow – ** a simply built one-story house with a veranda and a wide, gently sloping roof (noun)
 * 7) ** impotent - ** powerless (adj)
 * 8) ** providence ** - favor or gift from God or nature (n)
 * 9) ** derisive ** - expressing ridicule; mocking (adj) ||

2nd person- the writer is talking directly to you, the reader. Pronouns- you, your… //Make sure you peel and slice the carrots before you add them to the soup.// 3rd person- the writer is telling someone else’s story. Pronouns- he, she, they, them, character names.//Gold? As in solid gold? Her mind began to go into a panic. She never would be able to pay that price for a pair of earrings.//
 * POINT OF VIEW **
 * 1st person- you, the writer, are telling your story. Pronouns- I, me, my… //I sure hate the summer, when the blistering sun beats down on you, making you want to cover yourself and flee like a refugee.//

Exception: do not include dialogue in your analysis of point of view; only use the narration.

//“Get your hot funnel cakes! Fresh caramel apples!” the vendor shouted over the roar of the crowd. There were too many people to even see the vendor, much less make a path to get to him. Mel shrugged. “I guess we won’t be enjoying any of those today!”// || Point of View Activity

media type="youtube" key="sOVMM60Sm2c" width="560" height="315"

EXAMPLES:
 * AUTHOR'S PERSPECTIVE **
 * - ** how they feel about the topic they are discussing
 * My papa was Grandpa's oldest child and Uncle Daniel was Grandpa's baby. They had him late—mightylate. They used to let him skate on the dining room table. So that put Uncle Daniel and me pretty close together—we liked-to caught up with each other. I did pass him in the seventh grade, and hated to do it, but I was liable to have passed anybody. People told me I ought to have been the **//teacher//**.

Passage from "**Cora Unashamed**,**"** by Langston Hughes:
 * 1) What attitude does the speaker have toward herself, toward Uncle Daniel, toward her grandparents?
 * 2) What words carry the emotion of the passage?
 * 3) If you were to read this passage aloud, how would your voice sound? What words would you emphasize?

Cora was the oldest of a family of eight children—the Jenkins. The only Negroes in Melton, thank God! Where they came from originally—that is, the old folks—God knows. The kids were born there. The old folks are still there now: Pa drives a junk wagon. The old woman ails around the house, ails and quarrels. Seven kids are gone. Only Cora remains. Cora simply couldn't go, with nobody else to help take care of Ma. And before that she couldn't go, with nobody to see that her brothers and sisters got through school (she the oldest, and Ma ailing). And before that—well, somebody had to help Ma look after one baby behind another that kept on coming.

As a child Cora had no playtime. She always had a little brother, or a little sister in her arms. Bad crying, bratty babies, hungry and mean. In the seventh grade she quit school and went to work with the Studevants.


 * 1) What is the attitude of the author toward the Jenkins family?
 * 2) What words carry the emotion or tone?
 * 3) How does he feel about Cora? How do you know this?

Author's Perspective Activity ||

"Rikki Tikki Tavi"
Plot Line Graph [] ||  || [] ||  || If you are finished with the reading and the guided reading questions and the plot line sheet, you may do more research on the king cobra or the other animals in the story. ||  ||
 * Text and audio version ||  ||
 * Part One
 * Part Two
 * ===Enrichment===
 * ===Writing Lesson: The Student will be able to state an opinion and defend it with evidence from the text.===

Writing Assignment [[file:rikki tikki writing assignment.docx]]
||

WANTED POSTER CONDENSED
 * FINAL ASSESSMENT: **
 * Click on the link below to go to the activity.**

Inroduction to "The Green Mamba"--[|click the link]
 * COMPARISON/CONTRAST "THE GREEN MAMBA" BY ROALD DAHL **

Text--"The Green Mamba"

Comparision/Contrast--RIKKI VS. MAMBA document