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The novel “Shiloh” by Phyllis Naylor is the topic of this lesson


Language Arts  



Title – Shiloh by Phyllis Reynolds Naylor
By – Joseph Hughes
Primary Subject – Language Arts
Grade Level – 6


      6.3: Listening/speaking appreciation. The student listens to enjoy and appreciate the spoken language. (Appreciation for West Virginian dialect, as well as for sections read aloud by the teacher, etc.)


      6.4: Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements or cultures. (Appreciation for rural life, West Virginian culture, attitudes toward pet-ownership among different classes and groups, etc.)


      6.7: Reading fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. (Students will read aloud as well as privately with the teacher.)


      6.10: Reading/comprehension. The student comprehends selections using a variety of strategies. (Students shall draw inferences from dialogue in the novel.)


      6.11: Reading/Literary Response. The student expresses and supports responses to various types of texts. (Students will have discussions and tasks regarding ethics of the novel’s moral situations.)


      6.15: Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. (Students shall write a paper on animal abuse or on reflections of the protagonist’s actions.)


      6.18: Writing/writing process. The student selects and uses prewriting strategies for self-initiated and assigned writing. (Students shall move from pre-writing techniques to draft stages and final editing.)

Lesson Objective: The learner will read the story, Shiloh by Phyllis Reynolds Naylor. This is a three-week lesson and shall encompass various skills. The students shall read the novel, discuss the novel on factual, then moral issues, etc. Students shall write about the book, and/or animal abuse, or a similar topic. At the end of the lesson, students shall compare results, read papers, etc.

Anticipatory Set:
Ask: How many of you have pets? If you could have a pet, what would it be and how would you treat it? Discuss types of dogs, etc.

Input Procedures:
Introduce the book. Read the first chapter, then pause to introduce vocabulary. Give a pre-test to assess existing vocabulary standing. After learning new words, ask the students to look for the new words in the text. The students will begin to read on their own. This may take several days to allow for self-pacing.

Checking for Understanding:
Pull students aside for private reading sessions. Begin to check for understanding by using probing questions.

Guided Practice:
Observe students individually reading in individualized instruction and hear class recite certain paragraphs, etc.

Independent Practice:
Students will eventually read on their own.

Students will have discussed the moral issues of the novel, but finally they shall have created a paper on their thoughts of animal abuse or the main ideas of the story.

Students shall rate the book on its qualities, etc. Students shall pass quizzes and demonstrate a grasp of the storyline. Their writings shall be graded.

Develop discussion further. Have students assume the role of some of the main characters of the novel. Allow students to team up to help each other.

Enrichment / Extension:
Alter some facts of the story to see how the moral dimension changes. Comment or write about the outcomes in these situations.

Modification(s): The child shall think about dogs — how to treat them respectfully, etc. The main points of the story are addressed only. The student may draw or write to express feelings.

Materials: Novels for the children: Shiloh , books or articles on dog training, Vocabulary pre-test, Vocabulary worksheets (using Shiloh words), Pro vs. Con: whether to keep the dog.

E-Mail Joseph Hughes !

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