Contents
  1. Rikki-Tikki-Tavi
  2. The Jungle Book, by Rudyard Kipling : “Rikki-Tikki-Tavi”
  3. The Jungle Book, by Rudyard Kipling
  4. The Jungle Book, by Rudyard Kipling

This is the story of the great war that Rikki- tikki-tavi fought single-handed, through the bath-rooms of the big bungalow in Segowlee cantonment. Darzee, the. tavi question. mongoose. - AAA. Rudyard Kipling:v. **** his is the story of the great war that Rikki-tikki-tavi fought single-handed, through the bathrooms of the . This is the story of a great war. Rikki-tikki-tavi fought this war in an English family's home in India. He had some help, but he did the real fighting. Rikki-tikki was a.

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Rikki Tikki Tavi Pdf

Checking for Comprehension: On page 28, paragraph 3, we learn that mother is a little wary. (nervous)about R-t-t sleeping with Teddy. What is dad's reaction to. This is the story of the great war that Rikki-tikki-tavi fought single-handed, through the bath-rooms of the big bungalow in Segowlee cantonment. Darzee, the. The Garden of Rikki Tikki Tavi. The Muckleshoot Charity Fund. The Norcliffe Foundation. Plum Creek Foundation. The Snoqualmie Tribe. Tulalip Tribes.

Working in cooperative groups will allow students to discuss and evaluate their learning in a non-threatening environment. At the conclusion of the lesson, students will write an original narrative using what they learned in this lesson to create their own story. Before the lesson begins, teachers might want to create a formative assessment that assesses students' prior understanding of how to determine a theme or central idea. Teachers could provide students with a short passage and have them write down the theme s , or central idea s , and require them to use evidence from the passage to support their determination of theme. Teachers can use the data from this assessment to determine if a mini-lesson on determining theme should be provided prior to continuing the lesson. Teachers can distribute the "Rikki-Tikki-Tavi" Pre-Assessment to students an answer key is included at the end of the document for teacher use and use the results to inform instruction. Teachers can distribute the "Rikki-Tikki-Tavi" Formative Vocabulary Assessment to students an answer key is included at the end of the document for teacher use and use the results to inform instruction. The teacher will use students' answers about cats and dogs on the handout to assess if the students are able to understand the concept of conflict and help students make a connection between the conflict represented in the bell work assignment and the conflict between the mongoose and the cobra in the short story, "Rikki-Tikki- Tavi. Teachers will circulate during the class period and observe students as they fill out their T-chart and the last page of the handout. The teacher will circulate as students are brainstorming for their story and as they write their drafts, looking to be sure that students seem to have enough detail and are using interesting vocabulary. Feedback to Students The teacher will provide verbal feedback to students as they are working with a partner to identify words used to describe cats and words used to describe dogs. The teacher will grade the pre-assessment and provide additional instruction if necessary. The teacher will provide verbal feedback to students during and after cooperative reading. The teacher will encourage groups to exhibit on-task behavior and meet their learning goals.

All students including those in the model group are to write down each prediction or a certain number of predictions on their paper.

The teacher will introduce the guiding questions for students to consider.

Rikki-Tikki-Tavi

These can be presented orally, projected, or provided on a handout. Students should keep these questions in mind as they keep reading. Questions are: What conflict is revealed in the beginning of the story?

The teacher will instruct students to take turns reading the rest of the story in their groups, starting where the model group left off. Students will be divided into groups of three or four for cooperative learning.

Each student will be assigned one of the following jobs: leader, material collector, coach, and timekeeper. Students will take turns reading the story with their groups. Job responsibilities are as follows: Leader: 1. Read all directions to your group. Make sure everyone completes their answer sheets. Help with clean-up. Material collector: 1. Collect and return all materials and supplies to appropriate place s.

You are the only one who can retrieve materials and supplies. Make sure everyone has equal access to materials and supplies. Coach: 1. Monitor all team members to ensure they do their own jobs. Take responsibility for praising and affirming jobs well done. Record comments and actions that show positive interpersonal communication.

Timekeeper: 1. Hold team stopwatch or watch the clock. Keep group on task and remind them about time. You are responsible for getting the group to finish on time. Students are encouraged to self-monitor their reading in groups and maintain an appropriate level of volume.

The teacher may want to give students the choice of reading between one and three paragraphs each so that struggling readers may read less and more proficient readers may read more with the goal of everyone reading. NOTE: Alternate suggestions rather than all groups reading aloud are included in the "Further Recommendations" section. The teacher will instruct all students to write down what really happened in the story next to each prediction as they are reading in their groups.

Once all students have read the story, students complete the Rikki-Tikki Tavi Handout the last page and answer the guiding questions on their own or in groups.

The Jungle Book, by Rudyard Kipling : “Rikki-Tikki-Tavi”

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson? For the independent practice, students will create their own short story about two animals who have some sort of internal or external conflict or both, following this procedure: 1.

Show students a graphic organizer for writing a narrative. Here are some links or you can use a story frame that you already have : The first two organizers come from Houghton Mifflin Harcourt's Education Place www.

Ask students to brainstorm a conflict between two animals. If they are having difficulty, you may remind them to think of the children's story Charlotte's Web. Use an ELMO or Overhead Projector to show students your example and encourage them to write down their own topic on their organizer. Model brainstorming details about your story using the organizer - characters, events, etc. Prompt student answers by asking what they want their readers to see, hear, taste, touch, and smell. Continue to prompt students to brainstorm ideas by asking the questions:who, what, when, where, why and how the conflict is resolved?

Model this first with your own organizer. If you run out of space on the graphic organizer, use the back and encourage students to do the same. Students should be provided with a copy of the rubric see summative assessment section to use as they draft and edit their narrative. The teacher will instruct students to draft their narrative writing independently. Then, students will be organized in small groups for peer review.

Each student will review another student's narrative essay. First, the peer can ask questions or request clarification if there is anything confusing, illogical or unfinished about their partner's story. Then, each partner should read through their peer's story for descriptive details. Using a highlighter or colored pen, students will mark overused, common, or dull words such as amazing, awesome, bad, beautiful, big, fine, good, great, happy, interesting, look, nice, quite, really, said, so, very and well students could also brainstorm more words to add to the list.

Students can also use another color to highlight vivid words, providing positive feedback to those who are using advanced vocabulary. After revising and editing their work, students will complete a final copy of their narrative to be scored using the rubric. Closure: How will the teacher assist students in organizing the knowledge gained in the lesson? Review and assess student understanding of the story by returning to the guiding questions which will give you another chance to give the students feedback.

Step Two: Individual students will share their stories with classmates. Rikki-tikki was rather amused at all the fuss, which, of course, he did not understand. Rikki was thoroughly enjoying himself. That night at dinner, walking to and fro among the wine-glasses on the table, he might have stuffed himself three times over with nice things. Rikki-tikki was too well bred to bite or scratch, but as soon as Teddy was asleep he went off for his nightly walk round the house, and in the dark he ran up against Chuchundra, the musk-rat, creeping around by the wall.

Chuchundra is a broken-hearted little beast. He whimpers and cheeps all the night, trying to make up his mind to run into the middle of the room.

The Jungle Book, by Rudyard Kipling

But he never gets there. Nag is everywhere, Rikki-tikki. You should have talked to Chua in the garden. At the bottom of the smooth plaster wall there was a brick pulled out to make a sluice for the bath water, and as Rikki-tikki stole in by the masonry curb where the bath is put, he heard Nag and Nagaina whispering together outside in the moonlight.

Go in quietly, and remember that the big man who killed Karait is the first one to bite. Then come out and tell me, and we will hunt for Rikki-tikki together.

When there were no people in the bungalow, did we have any mongoose in the garden? So long as the bungalow is empty, we are king and queen of the garden; and remember that as soon as our eggs in the melon bed hatch as they may tomorrow , our children will need room and quiet. I will kill the big man and his wife, and the child if I can, and come away quietly. Then the bungalow will be empty, and Rikki-tikki will go. Angry as he was, Rikki-tikki was very frightened as he saw the size of the big cobra.

Nag coiled himself up, raised his head, and looked into the bathroom in the dark, and Rikki could see his eyes glitter. What am I to do? Nag waved to and fro, and then Rikki-tikki heard him drinking from the biggest water-jar that was used to fill the bath.

He may have that stick still, but when he comes in to bathe in the morning he will not have a stick. I shall wait here till he comes.

Nagaina — do you hear me? Nag coiled himself down, coil by coil, round the bulge at the bottom of the water jar, and Rikki-tikki stayed still as death.

The Jungle Book, by Rudyard Kipling

After an hour he began to move, muscle by muscle, toward the jar. Nag was asleep, and Rikki-tikki looked at his big back, wondering which would be the best place for a good hold. And if he fights — O Rikki!

And, when I am once there, I must not let go. The head was lying a little clear of the water jar, under the curve of it; and, as his teeth met, Rikki braced his back against the bulge of the red earthenware to hold down the head. Then he was battered to and fro as a rat is shaken by a dog — to and fro on the floor, up and down, and around in great circles, but his eyes were red and he held on as the body cart-whipped over the floor, upsetting the tin dipper and the soap dish and the flesh brush, and banged against the tin side of the bath.

As he held he closed his jaws tighter and tighter, for he made sure he would be banged to death, and, for the honor of his family, he preferred to be found with his teeth locked. He was dizzy, aching, and felt shaken to pieces when something went off like a thunderclap just behind him. A hot wind knocked him senseless and red fire singed his fur. The big man had been wakened by the noise, and had fired both barrels of a shotgun into Nag just behind the hood.

The little chap has saved our lives now. When morning came he was very stiff, but well pleased with his doings. Without waiting for breakfast, Rikki-tikki ran to the thornbush where Darzee was singing a song of triumph at the top of his voice.

The big man brought the bang-stick, and Nag fell in two pieces! He will never eat my babies again. Let us sing about the great, the red-eyed Rikki-tikki! Stop singing a minute, Darzee. Great is Rikki-tikki with the white teeth. Have you ever heard where she keeps her eggs?

She hid them there weeks ago. The end nearest the wall, you said? Darzee, if you have a grain of sense you will fly off to the stables and pretend that your wing is broken, and let Nagaina chase you away to this bush. So she flew off from the nest, and left Darzee to keep the babies warm, and continue his song about the death of Nag.

Darzee was very like a man in some ways. The boy in the house threw a stone at me and broke it. My husband lies on the rubbish heap this morning, but before night the boy in the house will lie very still. What is the use of running away? How did Rikki Tikki likely get his name?

His name is an example of onomatopoeia; it comes from his war cry the sound he makes to warn others that he is angry. How, when and where did Rikkitikki meet Teddy s family? A summer flood washed Rikki away from the burrow he lived in with his family. Teddy and his family found Rikki laying in the hot sun on the middle of a garden path. They thought Rikki was dead at first. Why wasn t Teddy s father concerned about Rikk-tikki sleeping so close to Teddy at night?

Because Teddy s dad knew that a mongoose would be a great protector and could kill any harmful snakes that were common for the area they lived in. Why were Darzee and his wife so upset when we the readers first meet them? Because one of their babies fell out of the nest yesterday and Nag ate him. What is a grown mongoose s business in life, according to how Rikki-tikki had been brought-up? He knew that all a grown mongoose s business in life was to fight and eat snakes p 15 7 7. Use context clues to predict and identify the meaning of the word fledglings as it s used on the bottom of page marks or no marks, do you think it is right for you to eat fledglings out of a nest?

Or, somebody inexperienced. What did Darzee do that helped Rikki-tikki but angered Nag so greatly? Darzee screamed Behind you! Look behind you! When a snake misses its stroke, it never says anything or gives any sign of what it means to do next p Up to this point in the story, assess Nag and Nagaina s hunting skills.

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