Grade: 6

Duration: 90 minutes

Class size: 25

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Learning Objective (LO)

I can analyze how Dian Fossey uses sensory details and personal anecdotes in Gorillas in the Mist to create vivid mental images, connect emotionally with readers, and fulfill her authorial purpose.

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Success Criteria

• Identify at least three sensory details in the text.
• Explain how these details help me visualize scenes and connect emotionally.
• State Dian Fossey’s purpose (inform, persuade, entertain, connect) and support it with examples from the text.

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TEKS & Common Core Alignment

• TEKS: 6.2A (infer meaning from text), 6.2B (summarize and paraphrase), 6.5D (analyze context clues for vocabulary), 6.9A (analyze author’s purpose and tone), 6.9F (analyze sensory details)
• CCSS.ELA-LITERACY.RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
• CCSS.ELA-LITERACY.RL.6.3: 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.
• CCSS.ELA-LITERACY.RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed.

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Materials Needed

• Gorillas in the Mist excerpt (pre-selected passage) — dyslexia-friendly version available
• Graphic organizer: Sensory Detail & Author’s Purpose Chart
• Whiteboard and markers
• Sticky notes
• Projected vocabulary list with visuals
• Sentence stem chart for discussion
• Headphones with audio recording of passage (for audiobooks/dyslexic learners)
• Colored pencils for annotation

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Mirrors & Windows Text:

Gorillas in the Mist excerpt (3 pages)
Day __ of __
Date: __

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Lesson Activities

1. Do Now (5 minutes)

• Prompt: “Think of a time when you really remember a place or person because of what you saw, heard, smelled, felt, or tasted. Write 2-3 sentences describing it using your senses.”
• Students share quickly with a partner to activate sensory imagery connection to the text.

Purpose: Activate prior knowledge of sensory details and personal connection to text.

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2. I Do: Direct Model (12 minutes)

Building Background Knowledge (3 minutes):

• Introduce Dian Fossey and Gorillas in the Mist. Contextualize the genre (memoir/biography), purpose (to inform and build empathy), and that we will look for sensory details and anecdotes. Make connection to previously read memoirs or informational texts about animals/environment.

Modeling (9 minutes):

• Project & read aloud a 1-paragraph passage from the text slowly.
• Think aloud identifying:
  • Sensory words (sight, sound, smell, touch) and anecdotes.
  • How these words help visualize the scene.
  • How the author’s tone (caring, serious) and word choice show her purpose.
• Annotate the passage using colored pencils:
  • Highlight sensory details in blue.
  • Circle personal anecdotes in green.
  • Label tone words with a star.

Check for Understanding:

• Ask students: “What sensory detail stood out? How did it make you feel the author cared about gorillas?”

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3. We Do: Guided Practice (15 minutes)

• Provide students in pairs a second short passage.
• Each pair uses sensory detail chart to:
  • List sensory words/anecdotes.
  • Discuss: How do these details help the author’s purpose?
• Sentence stems provided:
  • “I think the author uses ____ to help me imagine ___.”
  • “This makes me feel ___ because ____.”
  • “The author’s purpose is ___ because she uses words like ___.”
• Circulate and support groups with prompts or clarifying questions.

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4. You Do: Independent Practice (20 minutes)

• Students independently read a third passage from Gorillas in the Mist (dyslexia-friendly version and audio option available).
• Complete graphic organizer identifying:
  • At least three sensory details.
  • One personal anecdote.
  • Author’s purpose with supporting evidence.
• Use sticky notes to annotate details in the text (optional).

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5. Debrief & Share (10 minutes)

• Volunteers share one sensory detail and how it helped them imagine the scene.
• Discuss: How did the anecdotes help you connect emotionally?
• Highlight exemplar student responses with clear text evidence.
• Reinforce author’s purpose and tone through student discussion using sentence stems.

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6. Exit Ticket (5 minutes)

• Write a brief response:
  “Explain one sensory detail Dian Fossey uses and how it helps you connect to the story and understand her purpose.”
• Collect to assess understanding and provide feedback.

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Differentiation Strategies

• For Struggling Readers/Dyslexic Learners:

  • Audio versions of text.
  • Dyslexia-friendly font and spacing.
  • Pre-highlight sensory words in the text.
  • One-on-one or small group support during independent practice.

• For English Language Learners (ELLs):

  • Visual vocabulary cards with images and definitions.
  • Sentence stems and word banks.
  • Pair with fluent English speaker for practice.

• For Advanced Learners:

  • Extension task: Compare Fossey’s tone and sensory details in Gorillas in the Mist with another nonfiction animal passage.
  • Write a short paragraph analyzing how tone differs and why the author might choose different details.

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Implementation Tips

• Prepare annotated exemplar text in advance.
• Use clear, explicit modeling with think-alouds.
• Encourage use of color coding in annotations for visual learners.
• Create purposeful groups mixing ability levels for peer support.
• Use frequent checks for understanding to scaffold as needed.

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This lesson plan will empower students to deeply understand the power of sensory details and author’s tone in nonfiction texts by actively engaging them with a compelling real-world reading.