Lesson Title: Mt.

Rainier
Lesson #: 1
Total time allotted: 1 hour

Goals:
CCSS.ELA-LITERACY.RL.4.1 and 2
CCSS.ELA-LITERACY.RL.4.5
Objectives:
Students will be able to discuss the text and refer
explicitly to it.
Students will be able to retell the story and figure
out the message on the story.
Students will explain the major differences
between the two texts.

Pre-requisite knowledge or skills

Have some fluency in ASL. Turn-taking skills. Able to listen to directions.

Materials/Equipment/Supplies/Technology/Preparation
The Miser on the Mountain by Nancy Luenn.
Settling by Denise Levertov
Watercolor paints.
Paper.
Paint brushes
Pictures of Mt. Rainier

Procedure:
A. Anticipatory set, Motivation, or Hook
Teacher will read The Miser on the Mountain to the class followed by the poem
Settling.
B. Teaching
C. Once those are both read the teacher will ask the students what thought of the two
readings and start a discussion about Mt. Rainer.
D. Group Application
Student can discuss how they feel about the mountains and what it means to them and to
Washington State. How the two different texts discuss different aspects of Mt. Rainier.
E. Independent Application
The teacher and students will explore the watercolor pictures of the book and discuss the
poems word choice. Each student will use watercolor paints to create a picture of what
the mountain looks like to them and what it means to them. The teacher will have The
Miser on the Mountain available to look at for illustration ideas (the book has many
 watercolor pictures inside). The students will also create a poem about the mountain in
either ASL or English.
F. Closure
The teacher will then tell the students that many people want to change the name of Mt.
Rainier and that they will learn more about that tomorrow after they finish their art

Meeting Varying Needs:

Students with language deprivation or delay: Discuss the content of the book through the pictures
and spend more time discussing different words used in the poem. These students may choose to
express their poem in different ways besides signing or written English.
Students on the Autism Spectrum: Students can choose to read the book independently or with
the group. The student can work alone on their art if that is more comfortable for them.
Assessment:
Through the discussion the teacher can figure out how much the students are understanding the
two different texts. Watching the students paint and create their poem, the teacher can check for
comprehension of the task at hand.