TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: | |PLAN CODE: | |

| |1st six weeks | | |

|writer: | |Course/subject: | |

| |Deanna Henderson | |English I |

|Grade(s): | |Time allotted for instruction: | |

| |9 | |Three Hours |

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|Title: | |

| |Understanding the Mysteries of Literature/A Journey of One’s Self |

|Lesson TOPIC: |Reading a classic American short story in order to apply an understanding of the elements of |

| |literature. Specifically, the students will study plot, character, setting, point of view, theme,|

| |tone, figurative language and symbolism. |

| | |

|TAKS Objective: |Objective 2 |

| |The student will demonstrate an understanding of the effects of literary elements and techniques |

| |in culturally diverse written texts. |

|FoCUS TEKS and Student ExpectationS: |(11)Reading/literary concepts. The student analyzes literary elements for their contributions to |

| |meaning in literary texts. The student is expected to: |

| |(A) recognize the theme(general observation about life or human nature)within a text; |

| |(F) recognize and interpret important symbols. |

|Supporting TEKS and Student Expectations: |(11)Reading/literary concepts. The student analyzes literary elements for their contributions to |

| |meaning in literary texts. The student is expected to: |

| |(B) analyze the relevance of setting and time frame to text’s meaning; |

| |(C) analyze characters and identify time and point of view; |

| |(D) identify basic conflicts; |

| |(E) analyze the development of plot in narrative text. |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Reading |The Scarlet Ibis is a classic American short story in which a man reminisces about his younger brother.|

|Elements of Literature |The things that make up a work of literature, its component parts, are elements. |

|Elements of Literature |Elements of literature contain such things as plot, character, setting, theme, and point of view. |

|Figurative Language |Figurative language is a general category of language meant to be taken symbolically or metaphorically,|

| |including metaphor, simile, personification, etc. |

|Symbolism |A symbol is a person, place, thing or idea that stands for something else. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

Day 1

1. Ask students (and teacher) the following questions:

Can you imagine what it would be like to be embarrassed by or ashamed of someone you care about? How might it feel to know that a close friend or family member felt embarrassed about you?

2. Write a journal entry exploring your thoughts about the questions above.

3. Read to learn how a young boy deals with his embarrassment about his father.

Day 2

1. Ask students (and teacher) to respond to and/or explain the following quotation in their journals:

“Pride is a wonderful, terrible thing, a seed that bears two vines, life and death.”

2. Ask students to define and give examples of “pride”.

3. Volunteers will share journal entries with class.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

1. Objectives: Teacher will explain that authors have an uncanny way of presenting information to the reader that is often hidden behind rich language and literary devices. In discovering the “mysteries” of the literature, the reader gains insight into human experiences and develops a broader understanding of one’s self. James Hurst, author of “The Scarlet Ibis,” is one who provides “mystery and meaning through his short story.

2. Procedures: The teacher will explain the lab procedure and instruct the class to use the web to find information that will help the students complete the assignment. What mysteries will you uncover and how will those mysteries find meaning in your life?

The teacher will instruct the students to read “The Scarlet Ibis” by James Hurst before the next class period. The short story is on page 257 of Glencoe Literature: The Reader’s Choice.

C. Guided activity or strategy

The teacher will distribute Handout 1 to the class. Students will read the activity and have the opportunity to ask questions. Students will proceed to the computer lab to complete Activities 1, 2, and 3. (See Mystery and Meaning Handout)

D. Accommodations/modifications

The teacher will allow extended time for students who might need it. Students may be paired with another student if needed.

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Before the class session, the teacher should schedule the lab periods with the lab supervisor. The students will proceed to the lab and, each student will complete the first three activities of the Mystery and Meaning handout.

B. Accommodations/modifications

Students requiring modifications may be paired with a peer to complete assignment and/or given extra time.

C. Enrichment

This story is rich in imagery and symbols. James Hurst also uses characters to enhance the meaning of the story. One of his characters has many obstacles to overcome. The following sites have real-life stories of people who have been successful in overcoming difficulties.

special/readforlife/archive/i--1271325283.asp

msoe.edu/ingenium/9605/articles/overcoming.html

iii. Assessment of Activities

A. Description

Students will complete the Mystery and Meaning handout worksheet #2 as an assessment of their knowledge of symbolism. Following the completion of the Mystery and Meaning worksheet handout, students will read “The Scarlet Ibis.”

After reading and discussing “The Scarlet Ibis”, students will complete the Literary Analysis: Analyzing a Symbol on Day 2 of the lesson plan.

B. Rubrics/grading criteria The Mystery and Meaning handout worksheet #2 will be graded on a basis of 100 points. The student should answer questions 1, 3, 4, 5, 6, and 7 in complete sentences.

The grading criteria for the Literary Analysis: Analyzing a Symbol will be based on 100 points (Five points each for listings 1-8 for a total of 80 points). Essay questions will be worth 10 points each.

C. Accommodations/modifications

If necessary, modifications will be made for students who need extra time or content mastery accommodations.

D. Enrichment

F. Sample discussion questions

Discussion of the questions on handout #2 will occur before students complete the form.

IV. TAKS Preparation

A. Transition to TAKS context

During a following class period, the teacher will provide the students with a copy of “Mama and Her Bank Account” by Kathryn Forbes. This short story and TAKS objective questions are available in the January 2002 Texas Assessment of Knowledge and Skills Information Booklet.

B. Sample TAKS question –

What does Mama’s bank account symbolize to Katrin?

A. Security

B. Poverty

C. Fear

D. Excitement

V. Key Vocabulary- theme, figurative language, symbol, symbolism, theme, plot, characters, setting, point of view

VI. Resources

A. Textbook – Glencoe Literature, The Reader’s Choice, Course 4, “The Scarlet Ibis, page 257.

B. Supplementary materials

Handout 1: Mystery and Meaning

Handout 2: Mystery and Meaning worksheet

Handout 3: “Mama and Her Bank Account” by Kathryn Forbes

Handout 4: Questions to accompany “Mama and Her Bank Account”

C. Technology

Handouts 1 and 2 will be completed in the Computer Lab Room 34.

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) The teacher should be prepared to continue with “The Scarlet Ibis” discussion of plot, characters, setting, theme, point of view, etc. during the next class session.

VIII. Teacher Notes –

The Mystery and Meaning handouts were developed from the following:



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