Grade Six – A Boy and a Mountain (Suspense) Plan

Check it out on Google Docs

Subject/Grade:  6 ELA Lesson Title:  A Boy and a Mountain Teacher: Kali Day

Stage 1: Identify Desired Results


Outcome: Select and use appropriate strategies to construct meaning before (e.g., considering what they know and need to know about topic), during (e.g., making connections to prior knowledge and experiences), and after (e.g., drawing conclusions) viewing, listening, and reading.


    • predict what text will be about (e.g., consider the accompanying visuals and headings)
    • connect and construct meaning (e.g., make connections to own lives and contemporary issues and problems; make connections to self, text, and world)
  • ask questions (e.g., ask questions to check understanding and evaluate text’s message)
  • respond personally (giving support from text) (e.g., support thinking beyond the text with specific evidence based on personal experience)
Key Understandings: (‘I Can’ statements)

-I can make predictions about the story based on the title and pictures

-I can make self, text and world connections about the story

-I can ask questions when I am not understanding what the story is telling me

-I can think about why this story is suspenseful, and reflect on suspenseful situations in my own life

Essential Questions:


What do you think this story will be about?

What makes this story suspenseful?

What are some key elements of a suspenseful story?

A Boy

Prerequisite Learning: Need to be able to read, write and understand suspense.

Instructional Strategy: Read aloud, written reflection

Stage 2: Determine Evidence for Assessing Learning

Non-Formative: brainstorming, noting those students who ask questions when they don’t understand

Formative: Written reflection

Stage 3: Build Learning Plan

Set (Engagement):                               Length of Time: 5 minutes

Ask the students what they have learned this far about suspense (they began the unit last week)  and respond to those who raise hands. We will write these answers on the board for reference

Development:                              Time: 60 Minutes

  • Before the story is read, we will pass out a handout that asks the following questions:
  • From looking at the pictures and title, what predictions can you make about the story?
  • Write down one text to text, text to world and text to self connection you found in the story.
  • Was there anything in the story you didn’t understand or want to know more about?
  • What made this story suspenseful?
  • Do you remember a suspenseful time from your own life?
  • We will ask students only to answer the first question before reading
  • The story is read aloud by the class. We will ask for volunteers to read, and if no one volunteers we will choose. Students will read 2 lines each until the end of the story. If someone wants to volunteer to read the next line, they will raise their hand.
  • After the story is complete, we will ask the students to fill out the handout


      Learning Closure:  We will ask for volunteers to share one of                      their connections. Ideally this would be about ten students but can be adjusted according to time.

                                       Time: 15 minutes


  • Nelson Literacy books for each student (32)
  • Handout for each student (32)
  • Whiteboard
  • Dry erase markers

Possible Adaptations:

Differentiation: If the development goes quicker than 60 minutes, the closure will include more student examples to compensate time.

Management Strategies:

-Ask students before hand to raise their hand if they have questions or would like to volunteer

-Use our presence as a management strategy, moving around the room and placing a hand on shoulders of students who need to refocus

-Raise hand and hold it up to refocus students if they are discussing and at beginning of class

Safety Considerations:

-Students might relate to what the story is about and might be emotionally affected by this discussion

Stage 4: Reflection

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