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Title: The Buccaneers; Chapter 13, Show No Quarter

Date: March 25, 2015 and March 26, 2015

Year Level: Grade 6
Overall Time Frame: 1 hour (25) plus 50 minutes (26)
Big Idea: Studying novels help us become better thinkers.
Meeting Diverse Learning
Low: Include photos or other
ways to describe the events
which are outlined in the story.
Medium: Discuss the content of
the book and the events as a
class. Have the students make
connections to the events of the
story. Go over the questions
together as a class as part of
the discussion.
Anticipated Challenges:
High: Give the students a
- There is a large section that choice with how they will
will be read to them,
present the summary of the
students may become bored
chapter. Be sure to include an
and unfocused.
artistic approach to the chapter
- Have breaks were
summary as well as a written
movement can take place. approach. There should be
Break up the reading by
literacy included in each of the
having discussions.
options available to the
- Students may have trouble
with comprehension of the
- include photos or other
descriptions of details
which are talked about in
the novel.
Materials and Supports:
- The Buccaneers, by Iain
- Chapter 13 chapter summary
planning sheet
- Powerpoint/Notebook
outlining aspects of chapter.
- Archie/Hulk Comic to
showcase how comics are
- Memory box example

Behaviour Modifications:
Low: Look at student and stop
talking until they are refocused
on you. Move towards them and
stand behind them as you are
Medium: Say their name in
class and tell them to focus on
you. Ask them if they are able
to repeat what you just said to
the class. Ask them a question
pertaining to what you are
teaching about. If talking to
neighbour is a problem, ask one
or both students to relocate to
another area until after the
teaching in complete.
High: Have them stay after
class and speak to them about
their behaviour in class. Ask
them about the decisions they
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.

Specific Learning Outcomes:

- Use talk, notes, personal writing and representing, together with texts and the ideas of others,
to clarify and shape understanding
- identify, and explain in own words, the interrelationship of the main ideas and supporting details
- use definitions provided in context to identify the meanings of unfamiliar words
- integrate and apply knowledge of phonics, sight vocabulary, language and context clues, and
structural analysis to read unfamiliar words in texts of increasing length and complexity
- Identify or infer reasons for a characters actions or feelings
- make judgements and inferences related to events, characters, setting and main ideas of oral,
print and other media texts
- summarize oral, print or other media texts, indicating the connections among events, characters
and settings

Key Learning Goal(s) / Criteria:

- Students will learn how to use contextual clues to understand the evens of a novel. They will
make inferences and predictions about what they think will happen next.
- Students will be assessed based on whether they incorporated all of the required details into
their project. Listed the main character of the chapter, included at least 5 events (arrival at
island, seeing the second ship, John leaving the ship and the shark attack, noticing the men
were dead, the Dragon leaving John), the location the chapter took place and a prediction
about what happened.
- The Buccaneers, by Iain Lawrence
Relevant Background Knowledge to Teach Lesson:
- Read the chapter of the book prior to class. Outline the vocabulary words and concepts within
the selected text that students may not know or understand.
Time Frame: 50 minutes
Prior to Lesson:
- Read the chapter and mark down the places in the text where you think the students may not
understand the content being explained or a specific vocabulary word. Use these marks to guide
your planning powerpoint/notebook.
March 25
- Introduce the next chapter of the book. Look at the title and have the students made predictions
about what they think the chapter will be about. Explain what Show no Quarter means and
that quarters were living areas; retreated to her quarters, head quarters.
Teacher Modelling:
- Begin reading the chapter out loud to the class. Stop whenever you reach a marked word and
explain the concept or the word you marked down. Have the students see if they are able to
determine what they think the word or passage is talking about. If it is a word, see if they are
able to use contextual clues to help them.
- After reading through the chapter, lead the students in a discussion about what happened in the
- Explain the chapter assignment for chapter 13. Go over each option that the students have to
summarize the chapter. Provide examples of the comic/film strip (an Archie comic, point out
how the illustrators show the location of the scene, how they show character thoughts and how
they show what future events would be) and the memory box.
- Work together as a class to determine the key parts of each option; the characters, main events
and setting. Have the students copy this information onto their planning sheets.
Student Work:
- Have students begin to plan their summary project. Tell them that they will have the rest of the
class to plan their project and that they will be working on it the next day. Inform students that
if they do not have their planning page completed by the end of class time, they will stay in at
recess to complete it.
March 26
- Students work on summary project. Go around the room and offer assistance to any student who
needs it. Encourage students to seek each others help if the teacher is unavailable to help them.

March 25:
- Have students volunteer to share what they have chosen to do for their chapter summary and
share some of the ideas that they have.
March 26:
- Have students share what they worked on with the class and explain aspects of their summary
Reflection and Next Steps:

Reflection and Next Steps:

Reflection and Next Steps: