Purpose: Run a complete lesson using Chapter 5 and the Student Self-Study page as the student material.
Recommended Level: A2–B1 | Lesson Length: 30–45 minutes (with options to expand to 60+)
1) Lesson Overview
- Theme: responsibility, protecting others, trust, friendship, and new beginnings.
- Skills: Listening, reading, speaking (storytelling + opinions), short writing.
- Outcome: Student can explain why Jake goes to town, describe the conflict outside Joslin’s store, and summarize how Colt Barnes joins the ranch.
Tutor tip: Keep the story page open (audio + text) in one tab and the Student Self-Study page open in another tab.
2) Materials
- Chapter 5 page (audio + story text)
- Student Self-Study lesson page (vocab + questions + prompts)
- Optional: student notebook / Google Doc for writing task
- Optional: Tutor Note on using the Student Writing Workbook
3) 30–45 Minute Lesson Flow
A) Warm-Up (3–5 minutes)
Ask 2–3 questions. Keep it conversational.
- Have you ever helped someone who was being bothered or treated unfairly?
- What makes you trust someone quickly? What makes you NOT trust someone?
- What supplies do you usually buy when preparing for a busy week?
Goal: Activate topic language (responsibility, shortage, teamwork, safety, leadership).
B) Pre-Teach Vocabulary (5–7 minutes)
Choose 6–8 items only. Quick definition + student sentence.
| Target Word/Phrase | Simple Meaning | Quick Prompt (Tutor Use) |
|---|---|---|
| errand | a task you go somewhere to do for someone | “What errands do you do in a normal week?” |
| supplies | things you need (food, tools, materials) | “What supplies are important at home? At work?” |
| foreman | the person in charge of workers | “What does a foreman do on a ranch?” |
| buckboard | a simple wagon used for travel/hauling | “Have you seen wagons in movies or history?” |
| hitch (hitched) | attach a horse to a wagon | “What do you hitch to a wagon?” |
| hitching rail | a rail outside a store to tie a horse | “Why do stores need one?” |
| blocked | stood in the way so someone couldn’t pass | “How can someone block your path?” |
| dragged | pulled across the ground | “What can be dragged (not only people)?” |
| crumpled | fell down weakly (like cloth) | “What does it look like when something crumples?” |
| tipped his hat | raised a hat slightly to greet/show respect | “What is a polite greeting in your culture?” |
| travel light | carry only a few things | “When do people travel light?” |
| saddlebags | bags attached to a saddle for carrying items | “What do travelers carry things in today?” |
Pronunciation tip: Drill “errand,” “supplies,” “foreman,” “buckboard,” “blocked,” “crumpled,” and “saddlebags.” Model → student repeat → short sentence.
C) First Listening (Big Idea) (4–6 minutes)
- Open the Chapter 4 page.
- Student listens once without reading (or reads minimally).
- Ask: “In one sentence, what is this chapter mainly about?”
Expected big idea: Jake goes to town for supplies, sees a woman being harassed outside the store, and Colt Barnes steps in to stop the trouble—then Colt is invited to join the ranch.
- Mary gives Jake the supply list (and the foreman note).
- Jake and Boone arrive at Caldwell Crossing / Joslin’s store.
- The rough man blocks the woman and says, “Ain’t no harm…”
- Colt arrives fast and knocks the thug down.
- Jake and Colt recognize each other (old “bluebelly” / “rebel”).
- Shopping scene: supplies piled up; Joslin notices Caldwell’s busy account.
- Boone accepts Colt (“Good dog.”).
- Jake offers Colt a job; Colt says he is looking for work.
- Caldwell’s reaction when they arrive back at the ranch.
Mini-checks while pausing: “What changed?” “Why is this a problem?” “What solution do they suggest?”
E) Comprehension Q&A (6–10 minutes)
Use the student page questions. Student answers aloud first.
- If the student struggles, ask smaller guiding questions.
- Encourage complete sentences, but don’t over-correct.
Helpful follow-ups: “What is Mary’s goal?” “What problem happens in town?” “What does Colt’s action show about his character?”
F) Key Phrase Practice (3–5 minutes)
Use 3–5 phrases. Repeat twice, then have the student use one in a new sentence.
- “Sounds like a worthwhile mission.”
- “Coffee strong enough to wake the dead.”
- “That was when trouble found him.”
- “No one should be bothered like that.”
- “Well, Colt Barnes!”
- “We’ve got some catching up to do.”
- “I’m looking for a job.”
- “I travel light.”
- “I’m looking for a man I can trust.”
G) Speaking Output (10–15 minutes)
Choose 2–3 prompts depending on time. Aim for 1–2 minutes per answer.
- Have you ever helped someone in public who needed support? What did you do?
- What makes someone trustworthy? Give two examples.
- Jake and Colt were on different sides in the war. Why can respect still happen?
- Why do towns need rules or law officers? What happens when people feel unsafe?
- If you moved to a new place, what job would you want and why?
Fluency trick: After the student answers, ask: “Tell me again, but simpler.” Then: “Tell me again with more details.”
H) Writing Task (Homework or In-Class) (5–10 minutes)
If there’s time, do it in class. If not, assign as homework.
- Option A: Summary – Write 6–10 sentences summarizing what happens in Chapter 5.
- Option B: Personal Reflection – Write about a time you met someone who became a friend or helper.
- Option C: Continue the Story – Write what happens the next day when Colt arrives at the ranch and meets the crew.
4) Optional Expansions (for 60+ minutes)
A) Role-play (5–10 minutes)
- Scene 1: Mary gives Jake the list; Jake repeats the plan (what to buy + why).
- Scene 2: Outside the store—Jake (or Colt) helps the woman and speaks firmly but calmly.
- Scene 3: Jake invites Colt to the ranch; Colt explains he is looking for work.
- Goal: Use polite + firm language: “Are you alright?”, “Please step back,” “Leave her alone,” “Come with me,” “I can trust you.”
B) Retell Challenge (5–10 minutes)
Student retells using this structure:
- Setting (early morning; Mary’s request)
- Mission (supply list + foreman note)
- Conflict (woman being blocked / threatened)
- Rescue (Colt steps in)
- Reunion (Jake and Colt recognize each other)
- Decision (job offer + “travel light”)
- Return (Caldwell meets Colt)
C) Light Grammar Focus (Optional, 5 minutes)
- Past narrative verbs: “Jake went…,” “Colt arrived…,” “He dragged…,” “The man crumpled…”.
- Polite requests / commands: “Please step back.” “Leave her alone.” “Come with me.”
- Cause & effect: “Because the store was busy, Jake had to load many supplies.” / “Because Colt helped, Jake trusted him.”
5) Simple Wrap-Up Script (1–2 minutes)
Wrap-up: “Today’s chapter shows responsibility and courage. Jake goes on a simple errand—but trouble appears, and Colt’s actions show trustworthiness.”
Final question: “What does Colt do that makes Jake trust him, and what would you do in the same situation?”