Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48597
The Secret Life Continues: An Analytical Extension of the
Secret Life of Walter Mitty
Students read James Thurber's short story "The Secret Life of Walter Mitty." They will read closely to analyze text structure. The lesson will
culminate with them creating their own daydreams for Walter Mitty.
Subject(s): English Language Arts
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Freely Available: Yes
Keywords: The Secret Life of Walter Mitty, James Thurber, narrative, short story, narrative writing, text structure,
short story
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Independent Practice Graphic Organizer_v2.rtf
KEY Guided Practice Graphic Organizer.rtf
Teaching Phase prompt and vocab_v_2.doc
Sample Student work.doc
Summative Assessment rubric.doc
Guided Practice Graphic Organizer.rtf
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will be able to describe the sequence of events in the story and describe how Walter Mitty is affected by the events.
2. Students will be able to articulate the meaning of new words as well as how they derived meaning from the text.
3. Students will be able to write an original narrative following the plot sequence of the text.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know different methods of deriving definitions from words in context using: synonyms, antonyms, context clues, descriptions, punctuation, given
definitions.
Students will know the elements of a narrative.
Students will be able to identify cause and effect in a fictional text.
Guiding Questions: What are the guiding questions for this lesson?
What causes us to daydream?
Are some people more susceptible to having their mind wander?
Is daydreaming more dependent on the person or the circumstance?
page 1 of 3 How do characters' responses affect the plot of a story?
What strategies can we use to determine the meaning of unknown words?
Teaching Phase: How will the teacher present the concept or skill to students?
1. As students come in pretend you are daydreaming. Recount what you were fantasizing about.
2. Ask students if they ever daydream and to share when it occurs most.
3. Pass out short response prompt.
4. Students will record their daydream on the handout.
5. Ask students to share their daydream with a partner and see if there are any similarities to when they daydream or common themes of the daydream. (By the end
of the lesson students should realize that people who are bored are more likely to daydream and the dreams will be of something more exciting.)
6. Tell students the text they are about to read is based on the life of a man who daydreams a lot.
7. Review learning objectives with students.
8. Have students preview the vocabulary and fill in the predicted meaning section. Explain that they will encounter made-up words as they read. This is called
neologism.
9. Distribute the short story, The Secret Life of Walter Mitty, and Guided Practice Graphic Organizer. (The short story can be accessed from many American Literature
anthologies or from the following link: http://www.all-story.com/issues.cgi?action=show_story&story_id=100.)
10. Read the text aloud until Mrs. Mitty interrupts his daydream.
11. Think aloud - explain to students how you knew this was when Mitty returned to reality from the text.
Example: Start reading the story aloud, pause as the action builds and the captain is shouting directions. Say, "Wow, this is really suspenseful. I wonder if he is
day dreaming or really on a ship?" When you reach the end of the paragraph note, "It's interesting the paragraph ends with an ellipsis which signifies that
something is to follow or left out. I wonder what?" Read to where Mrs. Mitty yells at Walter. "Ok this makes sense now. Mr. Mitty was speeding and began to
day dream that he was on a Navy Ship. All the excitement caused him to drive faster which is why Mrs. Mitty yelled at him and interrupted his day dream. She
seems like a nag to me. How do you think his day dreams and his real life will compare to each other?"
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Have students work with a partner to continue reading and complete the Guided Practice Graphic Organizer and vocabulary activity.
Monitor students' progress and check their answers. Redirect students to the text, noting that daydreams follow the ellipses if they are having trouble.
Text dependent questions to help guide students in a close reading of the text:
1. What is the mood in his day dream? What in the text made you think that?
2. How does Walter feel in real life? Can you show me one line that leads you to that conclusion?
3. What do all the day dreams have in common?
4. Find a quote in the text that you think best summarizes the theme of the story? Why?
5. Based on the text, contrast the characteristics of Mr. and Mrs. Mitty.
6. Is Mr. Mitty a danger to society? Why or why not?
7. Based on the text, what is the cause of his day dreams? Cite specific details to support your answer.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Instruct students that they will be writing their own daydream episode as a sequel to the story following the same format.
2. Students will need to complete the Independent Practice Graphic Organizer before writing.
3. Allow students to share their idea with a partner when they have completed the independent practice graphic organizer. Tell them to look for a logical progression
in their partner's outline.
4. At this point students may need to revise or clarify their sequence before writing. Give students the narrative writing rubric.
5. Instruct students to write a sequel to "The Secret Life of Walter Mitty" and include 2 separate day dream sequences. The story (narrative) should follow the same
format: scenario/cause, day dream, back to reality. The story should include details about what is happening in Mitty's real life before he daydreams, the type of
daydream he has, and what brings him back to reality. Students should have a balance of real life and daydream in their narratives.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students may share their stories in groups.
The teacher will redirect students to the Guiding Questions, asking them what was happening when Walter Mitty's daydream occurred. Was it something exciting or
boring? What was the daydream about? Ask students if they think certain people daydream more or if it just happens when people are bored and why.
Ask students why they think the author chose the format of the story.
Ask students: At the end of the story, Mrs. Mitty says he needs to go to the doctor. What advice do you think the doctor would give Mr. Mitty? Do you think there may be
a cure for his day dreams?
Summative Assessment
The students will write a narrative that introduces another sequence of: reality that drifts into daydream, action-packed daydream, daydream interrupted by reality, and
an alternate conclusion for the story. Students will complete the Independent Practice Graphic Organizer prior to the writing assignment. The rubric assesses the
students' ability to write narratives and strengthen writing.
* For struggling students- provide a scenario for them. Example: Scenario: The Mittys have just received an invitation to visit Ms. Mitty's sister in Alabama. Mr. Mitty has
little say in the matter so they embark on the 3 day drive the following morning.
Formative Assessment
The teacher will serve as a facilitator guiding students through the first 2 sections of the Guided Practice graphic organizer. Students will work in collaborative groups to
finish the graphic organizer. While student are working the teacher should provide feedback, guiding students and providing additional support. Check student progress
against the KEY.
The words in context vocabulary activity allows the teacher to assess the students' ability to determine words and meaning as they arise in text.
Feedback to Students
page 2 of 3 Teacher will provide feedback to students while they are working in small groups to complete the chart.
The teacher will help clue students to the author's transitions in the text.
Ellipses are used to signify entrance to daydreams. This may be shared with students who are struggling. The text can be difficult for students to comprehend if
they are unsure when Walter Mitty enters a daydream.
During the teaching phase emphasize how you recognize his dream from reality using think aloud.
Writing: Provide students feedback on the Independent Practice graphic organizer before they begin writing. This can be done in a quick conference or with peers.
Instruct students to refer to the writing rubric to self-evaluate.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Give struggling students additional assistance completing the graphic organizer. You can also provide students with a copy of the prompt and
vocabulary with some or all of the vocabulary completed.
Extensions: Distribute student stories to groups. Have the group select the best conclusion to act out for the class. Give students an additional copy of the blank
outline for cause and effect in the story. While the groups act out the story conclusion have the audience identify the cause and effect in the presenters continuation of
the story. Assess students on both their presentation and their completion of the graphic for the other groups.
Suggested Technology: Computer for Presenter, Microsoft Office
Special Materials Needed:
The Secret Life of Walter Mitty: Story Text
SOURCE AND ACCESS INFORMATION
Contributed by: Courtney Lee
Name of Author/Source: Courtney Lee
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.6.L.3.4:
LAFS.6.RL.1.1:
LAFS.6.RL.1.3:
LAFS.6.W.1.3:
Description
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as
a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond
or change as the plot moves toward a resolution.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or
characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame
or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and
events.
e. Provide a conclusion that follows from the narrated experiences or events.
page 3 of 3