Purpose: Run a complete lesson using Chapter 6 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: friendship across differences, mercy, service, integrity, and new beginnings.
- Skills: Listening, reading, speaking (retelling + opinions), short factual writing.
- Outcome: Student can explain how Jake and Colt became friends during the Civil War, describe why Caldwell trusts Colt, and summarize how Colt becomes the new Range Boss.
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 6 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 made a friend who had a very different background or opinion than you?
- What does a good leader do when people are tired or worried?
- What helps people forgive and move on after a conflict?
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) |
|---|---|---|
| stretcher bearer | a person who carries injured people on a stretcher | “Why are stretcher bearers important in a war or disaster?” |
| wounded | hurt (injured), usually in a serious way | “What can happen when someone is wounded?” |
| battlefield | the place where a battle happens | “What words describe a battlefield?” |
| divided | separated; not united | “How can a family or country be divided?” |
| behind the lines | in the area controlled by the enemy side | “Why is it dangerous to go behind the lines?” |
| make peace | stop fighting and agree to end conflict | “What helps people make peace?” |
| courthouse | a building where legal cases are handled | “What happens in a courthouse?” |
| range boss | a ranch leader who supervises work on the range | “What responsibilities does a range boss have?” |
| rustler | a cattle thief | “Why would rustlers target a ranch?” |
| run straight | operate honestly and fairly | “What does it mean to run a business straight?” |
Pronunciation tip: Drill “stretcher bearer,” “wounded,” “battlefield,” “divided,” “behind the lines,” “courthouse,” “range boss,” and “rustler.” Model → student repeat → short sentence.
C) First Listening (Big Idea) (4–6 minutes)
- Open the Chapter 6 page.
- Student listens once without reading (or reads minimally).
- Ask: “In one sentence, what is this chapter mainly about?”
Expected big idea: Jake and Colt remember how they worked together as stretcher bearers during the Civil War, Caldwell realizes Colt is a trustworthy man, and Colt accepts a new start at Roaring Rapids Ranch as Range Boss.
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 Caldwell’s goal?” “What problem from the past do they remember?” “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.
- “A fellow learns a lot about a man by who he calls a friend.”
- “Blood’s the same color on everybody.”
- “We carried in men from both sides.”
- “Worth more than gold.”
- “We shook hands. War was over.”
- “I’ll promise this ranch will run straight.”
- “Sounds like we’re ridin’ together, pard.”
- “Give it to the new Range Boss.”
G) Speaking Output (10–15 minutes)
Choose 2–3 prompts depending on time. Aim for 1–2 minutes per answer.
- Jake and Colt were on different sides in the war. How can respect and friendship still happen?
- What does Colt do (in the past and in the present) that shows strong character?
- Why does Caldwell trust Colt quickly? What evidence does he have?
- What is the difference between a “boss” and a “leader”?
- How can people make peace after a long conflict? Give examples from your life or history.
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 6.
- Option B: Character Reflection – In 6–10 sentences, describe Colt’s character. Use examples from the story.
- Option C: Personal Reflection – Write about a time you worked with someone who was different from you, and what you learned.
4) Optional Expansions (for 60+ minutes)
⭐ Extra Credit (Optional History Note): In Chapter 6, Jake and Colt mention a few famous Civil War generals. If the student is curious, ask them to choose one or two names below, look them up, and write 1–2 simple sentences about who they were, in their own words. Keep it factual and neutral.
- Ulysses S. Grant
- Robert E. Lee
- Stonewall Jackson
- James Longstreet
Example: “Ulysses S. Grant was a Union general during the American Civil War.”
(Optional — for curious students only.)
A) Role-play (5–10 minutes)
- Scene 1: Caldwell asks Jake about Colt; Jake explains the past.
- Scene 2: Jake and Colt remember Bull Run; practice retelling with emotion but simple language.
- Scene 3: Caldwell offers Colt the Range Boss job; Colt accepts and promises to run the ranch straight.
- Goal: Use polite + firm language: “Are you alright?”, “Please step back,” “Leave her alone,” “Come with me,” “I can trust you.” Tutor Note (Functional English Example): These phrases are common in real-life situations when someone needs help or when you must speak firmly but politely. They are not necessarily events in this chapter, but useful English practice.
B) Retell Challenge (5–10 minutes)
Student retells using this structure:
- Setting (supper table; quiet night at the ranch)
- Caldwell’s question (how Jake and Colt became friends)
- Jake’s role (stretcher bearer; helping wounded men)
- Colt’s background (Kentucky; helping both sides)
- War memories (Bull Run; danger behind the lines)
- Peace memory (Appomattox; Grant and Lee)
- Present situation (Caldwell interviews Colt)
- Threat (rustlers; Haldeman’s gang)
- Decision (Caldwell hires Colt; new beginning)
C) Light Grammar Focus (Optional, 5 minutes)
- Past narrative verbs: “Jake joined…,” “Colt worked…,” “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 service and reconciliation. Jake and Colt help others during war, then rebuild trust and start a new life at the ranch.
Final question: “What does Colt do that makes Caldwell trust him, and what do you think makes a person truly trustworthy?”