"Rikki-tikki-tavi" by ECSDM
- Students will take notes during a listening activity.
- Students will be able to use provided background information about the author, the animals in the story, and the setting to enrich their understanding of the story.
- Students will comprehend “Rikki-tikki’tavi.”
- Students will use graphic organizers.
- Students will use relevant information and disregard irrelevant information.
- Students will be able to make statements about the types of conflict in “Rikki-tikki-tavi” and be able to defend that position with information from the text.
- Students will be able to apply information about plot and the types of conflict to “Rikki-tikki-tavi” and use this information in an essay.
Two and a half weeks
Timeless Voices, Timeless Themes, pen, paper, SMART Board, several websites:
Dwarf Mongoose Characteristics
Common Tailorbird Description
Segowlee Cantonment Definition
Wikipedia Entry of India
- The teacher will ask students to observe animals for the next few days and take notes on their behavior. The teacher will ask students to describe examples of when animals cooperated with each other and examples of when animals had conflicts with other animals, people, and/or their environment. Use the following sites as references:
- The teacher will read the biography in the text about Rudyard Kipling while students will take notes.
- The teacher will show the students a bio of Rudyard Kipling (either shown using a SMART Board or projector)
- The teacher will introduce the following vocabulary words (using the sites found under materials): tailorbird, muskrat Segowlee cantonment, cobra, and India.
- The teacher will ask students to make an inference about what the story will be about based on the vocabulary.
- The teacher will read the short story "Rikki-tikki-tavi" by Rudyard Kipling.
- The teacher will ask the students to check their predictions about the story made from the vocabulary instruction.
- The teacher will provide the students with the elements of plot: exposition, rising action, climax, falling action, and conclusion in a graphic organizer (either shown using a SMART Board/projector/or handouts).
Opportunity for Review, Practice, and Application
- Students will write three paragraphs describing how the animals they were asked to observe took care of their needs and reacted to people and their environment. Students will pay special attention to any conflicts the animals had with other animals, people, and/or their environment.
- Students will take notes on the mongoose (either shown using a SMART Board or projector).
- Students will practice listening skills by taking notes on Rudyard Kipling based on the information from the text that the teacher will read.
- Students will take notes on the vocabulary words defined through the above web pages.
- Students will make predictions about what they believe the story will be about based on the vocabulary provided.
- Students will read along with the teacher as the story is read.
- Students will check their predictions.
- Students will take notes on the elements of plot (refer to "Rikki-tikki-tavi" Lesson Plans).
- Students will break down “Rikki-tikki-tavi” into the elements of plot in their notes.
- Students will take notes on the types of conflict.
- Students will apply the types of conflict to “Rikki-tikki-tavi."
The SMART Board could be used to show students information found on websites about the animals and setting of the story. The SMART Board could also be used to model for students the elements of plot and how to fill in their graphic organizers. The SMART Board could also be used to model for students the types of conflict and how to fill in their graphic organizers.
Assessment and Evaluation
- notes on Kipling
- graphic organizer of the elements of plot
- graphic organizer on the types of conflict
- essay on the types of conflict.