1. Bell ringer No comp. books needed today.
Take a post-it note and write down 5 character traits that describe you.
When finished, hold onto your post-it and be prepared to share out.
Find your solemates…and share.
After both have shared, one partner collects the post-its and posts them on the board.
Everyone may be seated.
Teacher has students get up and find their sole mates…(people who are wearing the same kind of shoes as them.)
Students share their character traits with one another, then one partner posts both post-its to the poster on the board and partners return to their seats.

2. Housekeeping ANNOUNCEMENTS:
FSA Reading Session 1 & Session 2 test dates are April 24 & 25
HOMEWORK:
Weekly A3Ks resume the week of 3/27.

3. The Fine Print UNIT STANDARDS:
RL Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot.)
RL Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
ESSENTIAL QUESTION:
What characteristics describe the protagonist of “Rikki-Tikki-Tavi”?

4. Pronunciation CHARACTER NAME PRONUNCIATION Rikki-tikki-tavi
Rick-E tick-E tah-vee
Nagaina
nah – GUY – ee -nuh
CHARACTER NAME
PRONUNCIATION
Rikki-tikki-tavi
Rick-E tick-E tah-vee
Nagaina
CHARACTER NAME
PRONUNCIATION
Rikki-tikki-tavi
Rick-E tick-E tah-vee
CHARACTER NAME
PRONUNCIATION
Rikki-tikki-tavi
Teacher breaks down each character’s name and has them repeat after them.
Once class has reviewed names, teacher cuts out and points to each character and whole class should proficiently be saying the character’s names. Point back and forth and repeat for a few. Afterwards, teacher distributes the Rikki-tikki-tavi characterization chart.

5. Direct Characterization vs. Indirect Characterization
DIRECTIONS:
Add the following notes to your Characterization Chart.
Direct Characterization
Indirect Characterization
The author clearly describes the character
The author does not make statements about the character, but rather the reader decides based on character dialogue, character actions, or what others say about the character.

6. Background
The setting of this story is in India during the late 1800s. At that time the British ruled India. British families lived in airy one-story homes called bungalows. It was not uncommon to find snakes, insects, or wild animals near or even inside a bungalow. Two wild creatures that are found in India are the mongoose, a small mammal that grows about 16 inches, and the cobra, a venomous snake that can grow to 18 feet in length. The cobra and the mongoose are natural enemies.
Teacher calls on student volunteer to read the slide. Teacher distributes the packets of the Rikki-tikki-tavi text.

7. We DO: Read Rikki-tikki-tavi
Teacher calls on student volunteer to read the slide. Teacher distributes the packets of the Rikki-tikki-tavi text. Teacher reads the poem aloud before the class listens to the audio recording of the Rikki-tikki-tavi text. Mention that the poem gives insight into the events that will transpire in the text.

8. Work Period
Fill out your Characterization Chart and answer the corresponding question.
Teacher calls on student volunteer to read the slide. Teacher distributes the packets of the Rikki-tikki-tavi text.

9. Packing-up Checklist HOMEWORK: Weekly A3Ks resume 3/27.
DO THE FOLLOWING:
Hold onto classwork. It will be collected next class.
Return teacher’s supplies you borrowed where they belong.
Throw away trash.
Pack-up personal belongings.
Sit silently and wait for teacher to dismiss you.

10. Closing: Verbal Share out
Think about your answer to the following question and be prepared to share out. ESSENTIAL QUESTION: What characteristics describe the protagonist of “Rikki-Tikki-Tavi”?