Comprehension Instructional Sequence Module Overview
High School – Language Arts – “The Interlopers” (Saki)
PLANN
“PLANNING GOVERNS INSTRUCTION”
PURPOSE:
This professional development provides:
o A sequence of instruction that supports deeper engagement with text.
Opportunities to use the Comprehension Instructional Sequence as a reader.
o A debriefing session for analyzing the Comprehension Instructional Sequence as
a teacher.
o Practice in planning for the use of this instructional sequence.
o A model of how to differentiate instruction planned from a teacher’s edition.
OBJECTIVES:
 Professional Development Objectives:
o To demonstrate a dynamic instructional process for deeper text comprehension:
Model an example lesson for teachers/participants to learn how to use the fourstep comprehension instructional process described in the flowchart , Teaching
Reading Comprehension Through Instructional Sequence.
o Provide practice opportunities for teachers/participants to use the comprehension
instructional process.
 Example Lesson Objectives:
o Students will process deeply and comprehend the information in their textbook
through reading and rereading, generating questions and answers based on the
text, and participating in extended text discussion.
o
Students will identify and explain types of literary conflicts and will identify
cause-and-effect relationships in text.
PREPARATION:
 Write all pre-determined questions to guide critical thinking on charts or boards prior to
the lesson in order to maintain focus and pace of discussions.
MATERIALS:
 Handouts
o Flowchart: Comprehension Instructional Sequence
o Example Lessons:
 Model Lesson handouts:
 Expository text: “The Interlopers” by Saki (9th grade anthologies)
 Essential Question Writing Handout (Steps 1, 2 and 4)
 Directed Note-taking Handout (Step 2)
 Question Generation Poster (Step 3) - optional

Display Materials:
The Interlopers by Saki
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o Words for Vocabulary Word Wall: may differ from next words.
o Words introduced in article:
 precipitous (para. 2); - Very Steep
 acquiesce(d) (para.2) ; - agreed/submitted consent
 poach(ing) (para. 2); - trespassing to hunt/steal game
 affrays (para. 2); - public fight
 scourge(d) (para. 2); - to whip/lash
 interloper (title, para. 12 & 21)- trespasser/intruder
o Question Generation Posters for Wall

Supplies:
o Sticky notes
o Chart Paper
o Markers
INTRODUCTION:
 Purpose
 Provide an overview of the Comprehension Instructional Sequence to enable participants
to see the big picture for the entire day.
1. Comprehension Instructional Sequence flowchart
2. Participants read the Comprehension Instructional Sequence Example Lesson
INSTRUCTIONAL PROCESS:
Purpose: To teach and guide students/ participants to think more deeply as they read text by
using a
four-step process.
Step 1/Day 1: Modeling Reading to Build Comprehension:
Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading,
provide opportunities for students to become interactive with the text, and think critically about
information in the text.
Tasks: Teacher instructs from an essential question(s), reads aloud to students while students
code text,
students read the text and participate in directed note-taking.
A. (Activating Strategy) Set the purpose for reading: Teach from an essential question to
bring world relevance to text reading:
 Topic/HookQuestion (Before reading): Based on your perspective, how much
control do we have over conflicts we might encounter in life?
o COMPLETE control
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o SOME control
o NO control
Optional Point for consideration:
Narrowing the Hook: Now let’s add one more issue to this question about control. Let’s focus on conflict as
we do: How much control do we have over CONFLICTS we encounter?

Text-focused Lesson Essential Question: As we read this section of text, think
about this question: How much control do characters have over conflicts they
encounter?
This aligns with the following benchmarks:
LA.1112.1.7.2
LA.1112.1.7.3
LA.1112.2.1.2
The student will analyze the author’s purpose and/or perspective in a variety of text and
understand how they affect meaning;
The student will determine the main idea or essential message in grade-level or higher texts
through inferring, paraphrasing, summarizing, and identifying relevant details and facts;
The student will analyze and compare a variety of traditional, classical, and contemporary
literary works, and identify the literary elements of each (e.g., setting, plot, characterization,
conflict);
B. WRITING IN RESPONSE TO READING #1 - PREDICTIVE RESPONSE
Ask participants to write their first response to the Essential Question.
C. (Vocabulary) Teacher provides vocabulary instruction.
Context clues, background knowledge, word parts, use of topic sentences
D. (Teaching Strategies) Teacher reads the text aloud to the students for 5 minutes.
Read the first paragraphs of the text, “The Interlopers.”
 Teacher explicitly models how to mark text through these first two paragraphs.
 As students listen and follow along in their text, they may ask questions as the
teacher thinks aloud through the process and marks the text.
 Teacher then continues to read aloud the rest of the article and requires students to
mark/code their text as follows:
*M– a character has MUCH control over a conflict.
*S – a character has SOME control over a conflict.
*N – a character has NO control over a conflict.

Teacher should pause at planned places to facilitate small group discussion of text
coding for previous paragraphs.
Note: For students who need additional support, it may be necessary to explicitly
demonstrate how to mark the text.
E. Discuss coding with partners and share questions they had while listening.
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F. In small groups, have students compare and discuss differences in their text coding.
When needed, provide instruction in vocabulary used in the text. Instruct students to
support suggested answers from the text; students should not guess. As they work in
small groups, strategically pair students who cannot read the text efficiently.
G. If the selected text permits, assign each table a picture or chart from the text and ask
them to discuss its meaning and significance. Instruct students to support suggested
answers from the text; students should not guess.
Step 2/Day 2: Rereading and Directed Note-taking
Students read the same text, “The Interlopers” by Saki and engage in directed note-taking:
A. Before reading, present a guiding question to direct students’ thinking while they read
and take notes. Notes are intended to assist students in answering the LEQ.
Guiding Question: Which conflicts do characters encounter, and how do these
characters respond to the conflicts they encounter?
B.
Using the Directed Note-Taking Handout, have students read independently, in pairs,
or in small groups. Throughout this time, the teacher can scaffold a small group of
students who cannot read the text efficiently to support their text reading and notetaking.
Before starting to take notes, have students fold under the columns so they will not think they need to
check/x anything as they take notes.
C. After students finish their note-taking:
o Have students compare notes with classmates (in pairs or in small
groups)
o Have student partners or student groups identify the different
types/patterns of conflict by placing a star next to a note that signifies
one type of conflict pattern.
o Ask students how many different types of conflicts they were able to
recognize in the text. Have students identify and describe the different
types of conflict.
o Following the Directed Note-Taking discussion, lead students in a
follow-up discussion. The teacher can use the Literary Conflict Poster
to guide students in identifying the different types of literary conflict
(man vs. man, man vs. self, man vs. nature, man vs. society). The
teacher records text information or phrases that students have identified
in common from their notes during discussions.
D. WRITING IN RESPONSE TO READING #2 Ask participants to write their second response to the Essential Question (bottom
area of handout) based upon what they just read and text coded.
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Step 3/Day 3: Rereading and Question Generation to Deepen Comprehension:
Purpose: To provide students with a demonstration of question generation and the opportunity for them to
interact with the text by generating questions to further deepen their comprehension.
(Teaching Strategy) Tasks: Teacher models the generation of a complex question based on a
section of text, relating to a broad perspective or issue. Students record the questions, and then
students re-read the text to generate their own questions. (Use Question Generation
Poster/Handout)
A. Model re-reading a portion of the text (paragraph 12 of “The Interlopers” by Saki)
and generate a complex/higher-order thinking question based on a section of the text,
but not necessarily answered directly by the text and probably based on a broader
perspective/more complex ideas or issues in the text.
I wonder: Who are the actual interlopers, and what is the intrusion?
Display the question. Table discussion and share out.
B. Students review/scan the same text and use their recorded notes to generate “I
wonder” questions based yet unanswered from their first text reading. (Optional:
Students record their questions on their Student Question Generation paper as they
work in pairs or small groups. Students who have difficulty reading the text efficiently
may need partner support within a small group in order to generate questions.)
 Meanwhile, the teacher roams the room, listening to the quality of student
thinking as a means of formative assessment. Students focus just on question
generation and will have subsequent opportunities to generate their answers.
C. Display the questions on the Question Generation Poster.
(Categories: Man vs. Man; Man vs. Self; Man vs. Nature; Man vs. Society)
Note: For students who need additional support, it may be necessary to
explicitly demonstrate question generation individually or in small groups.
D. Using the questions, the students review/scan the same text (pages) and use their
recorded notes to generate their own answers. Students record their questions on chart
paper or sticky notes as they work in pairs, triads or small groups.
To conclude question generation, the teacher:
 has students share their questions with the whole class to identify which
questions they have in common, and which questions are most relevant or
significant to their learning
 records/posts common and relevant/significant questions on the Question
Generation Poster for future use in:
o extended text discussion
o seeking answers in text-reading throughout the remainder of the
chapter/unit
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o focusing on unanswered questions in collaborative inquiry.
The teacher can post student questions and classify them by categories established
during the discussion to reinforce the skills of sourcing and corroboration as students
search, locate, and validate answers to some of the questions throughout the
remainder of the unit.
Step 4/Day 4: Using Text-Based Essential Questions to Facilitate Student Thinking While
Reading.
Purpose: To provide opportunities for students to interact with the text and with their peers to facilitate
complex thinking and deep comprehension of text.
(Teaching Strategy) Task: Teacher reviews the text-based essential question.
A. Revise the essential question to align with FCAT Item Specifications. Questions from
the textbook may be adapted to align with the specifications.
B. Post the essential question in the classroom:
How much control do these characters have over conflicts they encounter? Use
information
from text to justify your answer.
C. Students can complete a graphic organizer developed for the lesson to help them
answer the LEQ.
 Students discuss answers, review/revise answers to essential question based on
discussion.
D. Demonstrate how the LEQ might look in an FCAT multiple choice format. Direct
students to use information from their completed notes to help them answer the
essential question. Direct students to their Directed Note-Taking Handout and
graphic organizer as tools for responding to the essential question.
E. Students share their answers with a partner or in small groups.
F. As part of whole class discussion, record student responses to the essential question in
multiple choice format. (See Sample Responses in box below) Teachers record
responses below the essential question, using:


The most relevant word, phrase, or sentence for the correct answer
A variety of plausible words, phrases, or sentences as distracters
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Sample Response #1
According to the text, which type of conflict is the most significant to the outcome of the human
characters?
a. Man-versus-nature because the fallen tree and approaching wolves are life-threatening.
b. Man-versus-man because their hatred for each other drives both of them to a terrible end.
c. Man-versus-society because the court ruling over the land dispute doesn’t end the
conflict between neighboring families.
d. Man-versus-self because Ulrich’s inner conflict finally leads him to make the first move
in ending the war and making peace with his neighbor.
SAMPLE RESPONSE 2
What impact does this conflict have?
The man-versus-nature conflict diminishes the characters’ possibility of survival.
The man-versus-man conflict causes hostility across generations.
The man-versus-society conflict causes the man versus man conflict to intensify.
The man-versus-self conflict challenges Ulrich to finally reconsider this view of Georg
and to be the first to reach out to him, decreasing the man versus man conflict.
A.
B.
C.
D.
CLOSURE:
Have students draft a written summary explanation of:
o their original answer to the essential question
o their revised response after the class discussion
OR
EXTENDED WRITING:
Task: Teacher posts text-based prompts and students draft written responses.
Purpose: To provide opportunities for students to write as a means of learning in order
to expand, refine, and deepen their understanding of content area information and
concepts.
Writing Prompts (examples):


What one word would you use to describe the men’s mental state when the
final word of the story is spoken? Justify your reasoning using information
from the text.
Using RAFT, have the students select from several choices for role, audience,
format and topic to summarize their learning from the article.
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Next Generation Sunshine State Standards: The Interlopers
LA.910.1.6.1
LA.1112.1.6.1
The student will use new vocabulary that is introduced and taught directly.
LA.910.1.6.2
LA.1112.1.6.2
The student will listen to, read and discuss familiar and conceptually challenging text.
LA.910.1.6.3
LA.1112.1.6.3
The student will use context clues to determine meanings of unfamiliar words.
LA.910.1.7.1
LA.1112.1.7.1
The student will use background knowledge of subject and related content areas, prereading
strategies (e.g., previewing, discussing, generating questions), text features, and text
structures to make and confirm complex predictions of content, purpose, and organization of
a reading selection.
LA.910.1.7.3
LA.1112.1.7.3
The student will determine the main idea or essential message in grade-level or higher texts
through inferring, paraphrasing, summarizing, and identifying relevant details and facts.
LA.910.1.7.4
LA.1112.1.7.4
The student will identify cause-and-effect relationships in text.
LA. 910.1.7.8
LA.1112.1.7.8
The student will use strategies to repair comprehension of grade-appropriate text when selfmonitoring indicates confusion, including but not limited to rereading, checking context
clues, predicting, note-making, summarizing, using graphic and semantic organizers,
questioning, and clarifying by checking other sources.
LA.910.2.1.2
LA.1112.2.1.2
The student will analyze and compare …literary elements… (conflict).
LA.910.2.2.2
LA.1112.2.2.2
The student will use information from the text to answer questions or to state the main idea
or provide relevant details.
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A
The Interlopers
Saki
1
2
3
In a forest of mixed growth somewhere on the eastern
spurs of the Karpathians, a man stood one winter night
watching and listening, as though he waited for some
beast of the woods to come within the range of his
vision, and, later, of his rifle. But the game for whose
presence he kept so keen an outlook was none that
figured in the sportsman's calendar as lawful and proper
for the chase; Ulrich von Gradwitz patrolled the dark
forest in quest of a human enemy.
The forest lands of Gradwitz were of wide extent and
well stocked with game; the narrow strip of precipitous woodland that lay on its outskirt was not
remarkable for the game it harboured or the shooting it afforded, but it was the most jealously
guarded of all its owner's territorial possessions. A famous law suit, in the days of his
grandfather, had wrested it from the illegal possession of a neighbouring family of petty
landowners; the dispossessed party had never acquiesced in the judgment of the Courts, and a
long series of poaching affrays and similar scandals had embittered the relationships between the
families for three generations. The neighbour feud had grown into a personal one since Ulrich
had come to be head of his family; if there was a man in the world whom he detested and wished
ill to it was Georg Znaeym, the inheritor of the quarrel and the tireless game-snatcher and raider
of the disputed border-forest. The feud might, perhaps, have died down or been compromised if
the personal ill-will of the two men had not stood in the way; as boys they had thirsted for one
another's blood, as men each prayed that misfortune might fall on the other, and this windscourged winter night Ulrich had banded together his foresters to watch the dark forest, not in
quest of four-footed quarry, but to keep a look-out for the prowling thieves whom he suspected
of being afoot from across the land boundary. The roebuck, which usually kept in the sheltered
hollows during a storm-wind, were running like driven things to-night, and there was movement
and unrest among the creatures that were wont to sleep through the dark hours. Assuredly there
was a disturbing element in the forest, and Ulrich could guess the quarter from whence it came.
He strayed away by himself from the watchers whom he had placed in ambush on the crest of the
hill, and wandered far down the steep slopes amid the wild tangle of undergrowth, peering
through the tree trunks and listening through the whistling and skirling of the wind and the
restless beating of the branches for sight and sound of the marauders. If only on this wild night,
in this dark, lone spot, he might come across Georg Znaeym, man to man, with none to witness-that was the wish that was uppermost in his thoughts. And as he stepped round the trunk of a
huge beech he came face to face with the man he sought.
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4
BB
5
6
The two enemies stood glaring at one another for a long silent moment. Each had a rifle in his
hand, each had hate in his heart and murder uppermost in his mind. The chance had come to give
full play to the passions of a lifetime. But a man who has been brought up under the code of a
restraining civilisation cannot easily nerve himself to shoot down his neighbour in cold blood
and without word spoken, except for an offence against his hearth and honour. And before the
moment of hesitation had given way to action a deed of Nature's own violence overwhelmed
them both. A fierce shriek of the storm had been answered by a splitting crash
over their heads, and ere they could leap aside, a mass of falling beech tree had
thundered down on them. Ulrich von Gradwitz found himself stretched on the
ground, one arm numb beneath him and the other held almost as helplessly in a
tight tangle of forked branches, while both legs were pinned beneath the fallen
mass. His heavy shooting-boots had saved his feet from being crushed to
pieces, but if his fractures were not as serious as they might have been, at least
it was evident that he could not move from his present position till someone
came to release him. The descending twig had slashed the skin of his face, and
he had to wink away some drops of blood from his eyelashes before he could take in a general
view of the disaster. At his side, so near that under ordinary circumstances he could almost have
touched him, lay Georg Znaeym, alive and struggling, but obviously as helplessly pinioned down
as himself. All round them lay a thick- strewn wreckage of splintered branches and broken twigs.
Relief at being alive and exasperation at his captive plight brought a strange medley of pious
thank-offerings and sharp curses to Ulrich's lips. Georg, who was early blinded with the blood
which trickled across his eyes, stopped his struggling for a moment to listen, and then gave a
short, snarling laugh.
"So you're not killed, as you ought to be, but you're caught, anyway," he cried; "caught fast. Ho,
what a jest, Ulrich von Gradwitz snared in his stolen forest. There's real justice for you!"
And he laughed again, mockingly and savagely.
7
8
9
10
"I'm caught in my own forest-land," retorted Ulrich. "When my men come to release us you will
wish, perhaps, that you were in a better plight than caught poaching on a neighbour's land, shame
on you."
Georg was silent for a moment; then he answered quietly:
"Are you sure that your men will find much to release? I have men, too, in the forest to-night,
close behind me, and THEY will be here first and do the releasing. When they drag me out from
under these damned branches it won't need much clumsiness on their part to roll this mass of
trunk right over on the top of you. Your men will find you dead under a fallen beech tree. For
form's sake I shall send my condolences to your family."
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11
12
13
14
15
"It is a useful hint," said Ulrich fiercely. "My men had orders to follow in ten minutes time,
seven of which must have gone by already, and when they get me out--I will remember the hint.
Only as you will have met your death poaching on my lands I don't think I can decently send any
message of condolence to your family."
"Good," snarled Georg, "good. We fight this quarrel out to the death, you and I and our foresters,
with no cursed interlopers to come between us. Death and damnation to you, Ulrich von
Gradwitz."
"The same to you, Georg Znaeym, forest-thief, game-snatcher."
Both men spoke with the bitterness of possible defeat before them, for each knew that it might be
long before his men would seek him out or find him; it was a bare matter of chance which party
would arrive first on the scene.
Both had now given up the useless struggle to free themselves from the mass of wood that held
them down; Ulrich limited his endeavours to an effort to bring his one partially free arm near
enough to his outer coat-pocket to draw out his wine-flask. Even when he had accomplished that
operation it was long before he could manage the unscrewing of the stopper or get any of the
liquid down his throat. But what a Heaven-sent draught it seemed! It was an open winter, and
little snow had fallen as yet, hence the captives suffered less from the cold than might have been
the case at that season of the year; nevertheless, the wine was warming and reviving to the
wounded man, and he looked across with something like a throb of pity to where his enemy lay,
just keeping the groans of pain and weariness from crossing his lips.
16
"Could you reach this flask if I threw it over to you?" asked Ulrich suddenly; "there is good wine
in it, and one may as well be as comfortable as one can. Let us drink, even if to-night one of us
dies."
17
"No, I can scarcely see anything; there is so much blood caked round my eyes," said Georg, "and
in any case I don't drink wine with an enemy."
18
19
Ulrich was silent for a few minutes, and lay listening to the weary screeching of the wind. An
idea was slowly forming and growing in his brain, an idea that gained strength every time that he
looked across at the man who was fighting so grimly against pain and exhaustion. In the pain and
languor that Ulrich himself was feeling the old fierce hatred seemed to be dying down.
"Neighbour," he said presently, "do as you please if your men come first. It was a fair compact.
But as for me, I've changed my mind. If my men are the first to come you shall be the first to be
helped, as though you were my guest. We have quarreled like devils all our lives over this stupid
strip of forest, where the trees can't even stand upright in a breath of wind. Lying here to-night
thinking I've come to think we've been rather fools; there are better things in life than getting the
better of a boundary dispute. Neighbour, if you will help me to bury the old quarrel I--I will ask
you to be my friend."
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20
21
21
cont.
22
23
Georg Znaeym was silent for so long that Ulrich thought, perhaps, he had fainted with the pain
of his injuries. Then he spoke slowly and in jerks.
"How the whole region would stare and gabble if we rode into the market-square together. No
one living can remember seeing a Znaeym and a von Gradwitz talking to one another in
friendship. And what peace there would be among the forester folk if we ended our feud to-night.
And if we choose to make peace among our people there is none other to interfere, no interlopers
from outside . . . You would come and keep the Sylvester night beneath my roof, and I would
come and feast on some high day at your castle . . . I would never fire a shot on your land, save
when you invited me as a guest; and you should come and shoot with me down in the marshes
where the wildfowl are. In all the countryside there are none that could hinder if we willed to
make peace. I never thought to have wanted to do other than hate you all my life, but I think I
have changed my mind about things too, this last half-hour. And you offered me your wineflask .
. . Ulrich von Gradwitz, I will be your friend."
For a space both men were silent, turning over in their minds the wonderful changes that this
dramatic reconciliation would bring about. In the cold, gloomy forest, with the wind tearing in
fitful gusts through the naked branches and whistling round the tree- trunks, they lay and waited
for the help that would now bring release and succour to both parties. And each prayed a private
prayer that his men might be the first to arrive, so that he might be the first to show honourable
attention to the enemy that had become a friend.
Presently, as the wind dropped for a moment, Ulrich broke silence.
24
"Let's shout for help," he said; he said; "in this lull our voices may carry a little way."
25
"They won't carry far through the trees and undergrowth," said Georg, "but we can try. Together,
then."
26
The two raised their voices in a prolonged hunting call.
27
"Together again," said Ulrich a few minutes later, after listening in vain for an answering halloo.
"I heard nothing but the pestilential wind," said Georg hoarsely.
28
29
There was silence again for some minutes, and then Ulrich gave a joyful cry.
30
"I can see figures coming through the wood. They are following in the way I came down the
hillside."
31
Both men raised their voices in as loud a shout as they could muster.
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32
"They hear us! They've stopped. Now they see us. They're running down the hill towards us,"
cried Ulrich.
33
"How many of them are there?" asked Georg.
34
"I can't see distinctly," said Ulrich; "nine or ten,"
35
"Then they are yours," said Georg; "I had only seven out with me."
36
"They are making all the speed they can, brave lads," said Ulrich gladly.
37
"Are they your men?" asked Georg. "Are they your men?" he repeated impatiently as Ulrich did
not answer.
38
"No," said Ulrich with a laugh, the idiotic chattering laugh of a man unstrung with hideous fear.
39
"Who are they?" asked Georg quickly, straining his eyes to see what the other would gladly not
have seen.
40
"Wolves."
C
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PREDICTIVE QUESTION – Prior to reading passage and discussion:
How much control we have over conflicts we encounter in life?
no control
much/complete control
REVISED RESPONSE (after reading and coding passage)
According to the text, how much control do characters have over conflicts they encounter?
EXTENDED WRITING:
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What word would you use to describe why the men’s mental state when the final word of
the story is spoken? Justify your reasoning using information from the text.
______________________________________________________________________________
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Directions: Record notes containing the most important information relevant to the guiding question.
The Interlopers
by Saki
Before taking notes,
fold under this section
along this line as
students do not need to
do any work with
these 4 columns until
after taking notes.
Guiding Question: What conflicts do characters encounter, and how
do characters respond to those conflicts?
Character’s
Reaction –
1
Man in rugged mtns. in winter, alone
arrogant
1
1
Was hunting another man
Predatory
Vicious
1
2
Ulrich had inherited land which was won in a lawsuit
1
2
Georg Znaeym was current enemy neighbor & he was
poaching on this land
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Nature
1
Society
EMOTION
or
ACTION
Ulrich von
Gradwitz
NOTES
Gerog
Znaeym
Page/Paragraph #
Check relevant
categories below
x
x
x
x
x
x
x
x
16
x
Character’s
Reaction –
17
Nature
LA CISM
Society
EMOTION
or
ACTION
Ulrich von
Gradwitz
The Interlopers by Saki
NOTES
Gerog
Znaeym
Page/Paragraph #
Check relevant
categories below
R.A.F.T. Writing Template
Name of Article/Story: The Interlopers
Role:
Audience:
Format: Letter
Topic:
Writing Assignment:
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