Lesson Plan Info:
Title:
Author & Email:
Subject:
Grade Level:
Duration:
Focus/Driving Question:
Lesson Overview:
Content Standards and
Objectives:
21 st
Century Learning Skills and Technology Tools:
Teacher Facilitation for
Student Acquisition of
Background Knowledge:
Anchor Texts & Questions for
Close Reading:
Vocabulary Development:
Managing the Lesson:
Lesson Plan- Lessons 1-5: “The Lady or the Tiger”
Lessons 1-5: “The Lady of the Tiger”
Amy Haderer ahaderer@access.k12.wv.us
Cheryl Belotte cbelotte@access.k12.wv.us
English Language Arts
Grade 9
4-5 Days (with periods of approximately 50 minutes)
What motivates a character’s actions?
This lesson covers the instruction of the short story, “The Lady or the Tiger” focusing on the skills of building vocabulary making inferences, and analyzing characters. As an extension, students may compose a poem related to the text.
ELA.9.R.C1.1: cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the literary text.
ELA.9.R.C1.3: analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters and advance the plot or develop the theme.
ELA.9.W.C.12.1: write routinely over extended time frames and shorter time frames for a range of tasks, purposes and audiences.
21C.S.9-12.1: The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format.
21C.S.9-12.3: The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact productively as a member of a group.
The teacher will serve as the facilitator of the lesson, modeling each concept, providing time with a partner or group for practice, and allowing students time to demonstrate mastery on an independent task.
“The Lady or the Tiger” (p.359-366 in Elements of Literature)
Lexile: 1290
Content Area Vocabulary: Inference, Characterization, Character Motivation,
Synonyms, Antonyms, Text Specific Vocabulary
Step1/Day 1
First, the teacher will introduce the vocabulary that accompanies the story.
Students will work in cooperative groups to create a poster for an assigned vocabulary word. The Vocabulary Analysis posters will be an adaptation of the Frayer model. Students will have approximately 15 minutes to complete their posters for use in the gallery walk. Once completed, the teacher will hang the posters around the room (in the same order that the words appear on the Gallery Walk Record Sheet). Students will use the gallery walk to gather information about each of the vocabulary words. They will rotate from word to word with their group recording the necessary information about each of the vocabulary words crucial to the story. They will have two minutes per poster to record their information.

Managing the Lesson: Accessibility Strategies
Flexible grouping is an option to make this task run more smoothly. The teacher may elect to prearrange the group assignments, placing stronger students with struggling students to foster collaboration. In addition, the teacher may elect to present some (or all) groups with information such as the definition and part of speech to save students from having to consult a dictionary.
Step 2/Day 2
At the beginning of the next period, the teacher will distribute the Vocabulary
Entrance Ticket. The entrance ticket will ask students to pick one of the vocabulary words from the story, identify three synonyms, two antonyms, and one scenario where a person might use the word in context. Students will have five minutes to complete the entrance ticket. Next, the teacher will distribute the Making Inferences graphic organizer. The teacher will model the thinkaloud process to demonstrate how to complete the handout. Students will use the inference questions to guide their reading. They will stop at the designated page in the story, as indicated on the handout.
Accessibility Strategies
Depending on the reading level of the class (or a select group of students), it may be useful to utilize the recordings of the text or the online textbook which provides students with a listening option. The teacher may find it necessary to review the concept of making inferences. Additionally, it may be useful to scaffold the students’ use of the graphic organizer. The teacher may provide the text example and ask students for the inference or provide the inference and ask for text support.
Step 3/Day 3
Students will begin the period by participating in a RIVET strategy for vocabulary reinforcement. RIVET is similar to the concept of Hangman, except that students are given definitions, synonyms, or antonyms for the words they are asked to guess. In this case, they will receive a RIVET handout. One option is to use the synonyms/antonyms the students generated on their Entrance tickets the previous day for class. Then, the students will utilize their Making Inferences graphic organizer to complete reading the story. After reading, the students will work in cooperative groups to trace the development of the plot. The teacher will distribute an envelope to each group that contains the numbers 1-10 and 10 important events from the story. They will work together to put the events in the correct order while the teacher circulates around the room.
Accessibility Strategies
When reviewing the events from the plot, it might be useful to have struggling readers paired with stronger readers to facilitate discussion about the text.
Additionally, it might also help to have all readers (including those who struggle) make a list of five events they remember from the text with a partner of choice before moving to work with a cooperative group. This could promote idea sharing for students who might be a bit unsure about sharing their ideas with a larger group.

Managing the Lesson:
Active Literacy:
Post Literacy:
Product/Performance:
Reflection:
Materials & Resources:
Websites:
Career Connection:
Files Uploaded:
Date Created:
Date Modified:
Key Word Search Fields:
Step 4/Day 4
After reading, the teacher will model how to complete the Character Analysis.
Then, students will work in cooperative pairs to compete the Character
Analysis graphic organizer. Review the organizer to share possible answers and practice the inference-text support relationship. Close the period with a written response.
Accessibility Strategies
The teacher may find it necessary to review the concept of motivation when checking for understanding with students. It might also be of benefit to have a list of motivators (i.e. greed, jealousy, love) for students to use if they have trouble generating ideas.
Step 1: Vocabulary Posters (Frayer Model)
Steps 1 & 2: Making Inferences While Reading
Step 3: RIVET Vocabulary Review
Step 4: Character Analysis
Step 2: Vocabulary Entrance Ticket
Step 3: Tracing the Plot Cooperative Challenge
Step 4: Character Analysis (graphic organizer)
Step 4: Written Response
Step 1: Vocabulary Gallery Walk Record Sheet
Step 2: Entrance Ticket
Step 3: RIVET Vocabulary Review
Step 4: Character Analysis
Step 5: Written Response
Throughout the process the teacher will assess students both formally and informally to measure understanding and determine the need for re-teaching.
“The Lady or the Tiger” (p.359-366 in Elements of Literature)
Vocabulary Gallery Walk Posters
Vocabulary Gallery Walk Record Sheets
Making Inferences While Reading Graphic Organizer
RIVET Vocabulary Challenge
Tracing the Plot Numbers and Sentences from the Text (cut and placed into envelopes)
Character Analysis Graphic Organizer
Written Response
Textbook Website: http://my.hrw.com/
Review Game (Vocabulary or Story Elements)
Ihavewhohasgames.com
N/A
N/A
May 27, 2013
April 12, 2020
The Lady or the Tiger, Inference, Character, Motivation