Lesson Plan Template

Candidate Name:____Erryn Walker__________

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;

C/C Thinking; Metaphorical; Windows Notes; Other
UNIT NAME
The Little Prince

LESSON NAME

Time Needed (Hours/Days)

The Mystery of the Serpent

Grade
8th

Subject
English/Language Arts

50 Minutes/1-2 Day(s)

Course
Advanced/TAG Mixed Model

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

tual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ntral idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot
-The student will formulate a hypothesis as to the introduction of the serpent in The Little Prince.
nes of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision
gical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
elevant facts, definitions, concrete details, quotations, or other information and examples.
lving Skills 9The student recognizes and assumes risks as a necessary part of problem solving.
evelops and uses systematic procedures for recording and organizing information.
dent responds to contributions of others, considering all available information.
dent participates in small group discussions to argue persuasively or reinforce others good points.
udent supports and defends his/her own opinions while respecting the opinions of others.

ENDURING UNDERSTANDING:

ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?
How does understanding the background information of the serpent help me understand
its function in The Little Prince.

TEACHER LESSON PREPARATION

-The teacher will guide the students through the mystery lesson strategy.
-The teacher will read the scenario out loud to the class and explain the rules of the
activity.
-The teacher will give the groups of students envelopes with quotations and text that will
serve as evidence

ACTIVATING STRATEGY
Contains one of these in a well-developed, clearly explained format: related pre-assessment,
motivating introductory activity (hook or mini-lesson), opportunity for students to link content to
prior knowledge and interests, an advanced organizer, and/or clearly stated learning expectations
using related focusing and guiding questions

-The teacher will have the students talk with their table mates about the different
characters in The Little Prince and what they represent.
-The teacher will introduce the lesson and give each group their clues for the mystery
activity.

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the
strategy.
The procedures are well-scripted and very clear.
Technology is utilized efficiently, seamlessly, and creatively

-The teacher will explain the purpose of the mystery lesson strategy.
-The teacher will write the directions on the board for all of the students to read.
1. Cut apart clues
2. Take turns reading the clues aloud.everyones eyes should be on the clue(s)
being read.
3. Sort your clues into groups.
4. Glue/Tape the clues onto the chart paper and title the clues.
5. Write your solution to the overall questionyour answer must include the word
because.
-The students will work with their tablemates to read their clues, to create their clue groups,
and to organize their clues into categories.
-The students will organize and create their solution to the following question: How do you
think the mystery character will impact the little prince?

Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal
assessment of student learning, and any assessment tools or questions used are included
-Students will paste their organized categories onto their chart paper and formulate their
hypothesis at the bottom of their paper.
-Students will engage in a hypothesis gallery walk and see the other groups hypotheses.
-Students will use their Surface 3 devices to explain which hypothesis they like best and explain
what they liked about it.
Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following:
acceleration, extensions, enrichment, tiered activities.
Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be
transferred across disciplines.
Activities require students to analyze, synthesize, and/or evaluate.
-Students will be encouraged to ask relevant questions as necessary.
-Students groups will be made based on where they are sitting. Students will work with
their tablemates to complete this assignment.
-The teacher will move from group to group to ensure that each group is on task and to
provide additional support to each group, in a facilitative role, as needed.

Materials/Links/Text References/Resources - Thorough

-Computer
- Graphic Organizer
-Chart paper
-Glue sticks/tape
-Markers

Pan sifters

Mystery Lesson Clues

According to some historic accounts, Russian traders followed the Yukon River inland in the mid-1800s to
acquire sled dogs from the interior regions of this waterway as the dogs of this area were reputed to be
stronger and better able to haul large, heavy loads than the native Russian sled dogs.
The Gold Rush Era of the late 1800s and early 1900's saw tens of thousands of adventurers and gold seekers
flow into the North. While the rivers provided excellent transportation corridors for half of the year, the
extreme weather of the Northern Frontier demanded a more reliable and flexible means of transportation
throughout the long winters. This became the era of the sled dog in the North. Everything that moved during
the frozen season moved by dog team; prospectors, trappers, doctors, mail, commerce, trade, freighting of
suppliesif it needed to move in winter, is was moved by sled dogs.
These sled dogs can outrun almost anything on four legs over distances greater than 50 or 60 miles. They are
well-known for their very tough feet, strong hearts and insulating undercoats are incredibly strong-minded
while still being dedicated to the humans who love and care for them, and truly enjoy running in harness
with their teammates and their mushers.
Their sense of self confidence and individual accomplishment come from their ability to work in a manner
similar to how their canine ancestors once workedand the excitement in their eyes and voices when they
are harnessed for a run or a race clearly illustrates this deep seated genetic drive to pull that defines modern
Sled Dogs of the North.
Common associations with dog sledding are the Iditarod, Susan Butcher, Siberian Huskies, snow parkers,
fur, toboggans, Balto, and Mush! All of these fall under the common denominator of an Alaskan
subculture, based on man and dogs struggle against the wild.
Others claim the race was a tribute to the Gold Rush era of 1898 to 1906.[4] Dog sleds were the common
mode of transportation. The Iditarod Trail was the conduit for these sleds transferring mail, provisions, and
of course, gold.

The dog breeds used for this type of activity have been bred and trained for this type of activity. The Siberian
Husky which is a common breed used in the Iditarod is depicted in the American Kennel Club as known
for its amazing endurance and willingness to worksuitable for anything from sledding to therapy work....

This particular breed also originated in cold climates, thus giving it the dense coat necessary for keeping
warm even in the coldest conditions.