TEKS Lesson Plan/Unit Plan
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: | |PLAN CODE: | |
| |Second Six Weeks | | |
|writer: | |Course/subject: | |
| |Deanna Henderson | |English I |
|Grade(s): | |Time allotted for instruction: | |
| |9th | |One ninety minute class period. |
[pic]
|Title: | |
| |Knowing Ourselves and Others Through Poetry |
|Lesson TOPIC: |Developing a rapport and trust with students at risk of dropping out of school is often |
| |difficult. These students are often guarded in their openness with adults and peers. Providing |
| |an open atmosphere is fundamental to mending self-concepts and a prerequisite for skill |
| |development and the academic success necessary leading to graduation. |
|TAKS Objective: |Objective I |
| |The student will demonstrate a basic understanding of culturally diverse written texts. |
|FoCUS TEKS and Student Expectation: |(6)Reading/word identification/vocabulary development. The student uses a variety of strategies |
| |to read unfamiliar words and to build vocabulary. The student is expected to: |
| |(F)identify the relation of word meanings in analogies, homonyms, synonyms/antonyms |
|Supporting teks and |(1)Writing/purposes. The student writes in a variety of forms, including business, personal, |
|Student expectations: |literary, and persuasive texts, for various audiences and purposes. The student is expected to: |
| |(A) write in a variety of forms using effective word choice, structure, and sentence forms with |
| |emphasis on organizing logical arguments with clearly related definitions, theses, and evidence; |
| |write persuasively; write to report and describe; and write poems, plays and stories. |
| | |
[pic]
|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Word Usage |The way a word is used determines emotion. |
|Synonyms |It is possible to manipulate language through the use of synonyms. |
|Feelings and Emotion |It is possible to have more than one feeling/emotion at the same time, either similar or opposite. |
|Brainstorming |Brainstorming helps us examine emotions more closely. |
|Metaphoric |A metaphoric statement is figurative; not literal. |
[pic]
[pic]I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set
Begin a discussion of what feelings and emotions are. Then have each student write down a word which describes how he or she feels today. Use this sentence:
Today I feel (emotion) because (give reason).
Explain that it is possible to have more than one emotion or feeling at the same time, either similar or opposite. At this point, introduce the terms synonym, antonym, and homonym. Write the words on the board. Ask students to come to the board to define the words and give examples of each. Explain that synonyms, antonyms, and homonyms are valuable tools used by authors in their writing.
Examples: Today I feel worried because we are having a test. Also, I feel happy because today is Friday.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
Objective: Beyond the stated purpose, students become more familiar with word usage, synonyms, the degree(s) of emotion contained in words and the manipulation of language to impact meaning.
To help students examine emotions more closely, use this exercise: After brainstorming a list of emotions, ask students to choose one and assign it a color. “Hate is black,” or “Happiness is yellow.” Use the following to further explore:
(Emotion) is (Color). Fear is red.
It smells like______. It smells like fire.
It tastes like ______. It tastes like rotten peaches.
It sounds like _____. It sounds like car horns.
It feels like________. It feels like being scared of dark.
It looks like________. It looks like Freddy Krueger.
(Emotion) is _______. Fear is falling into a hole.
(give a metaphoric statement).
C. Guided activity or strategy
The teacher will distribute copies of Handout # 1 to students. Students will read the example poem. A student may volunteer to read the poem out loud, or students may read the poem silently. Students will then write a poem of their own following the guidelines on Handout # 1.
D. Accommodations/modifications
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
Before the class session, the teacher should write the example poem on the whiteboard.
The teacher should see that each student have a dictionary/thesaurus available.
B. Accommodations/modifications
Students requiring modifications may go to the Learning Lab. They may also have extended time to complete the assignment.
C. Enrichment
Students requiring enrichment may write additional poems. Historical events and characters work well, as do the characteristics of animals, plants, chemical elements, etc. with variations in lines 3-9 to suit the subject.
iii. Assessment of Activities
A. Description
Students will receive a daily grade for the poem written in Handout # 1.
B. Rubrics/grading criteria
Upon completion, poems will be graded using the criteria in Handout # 2.
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
What is a synonym? Give an example.
What is an antonym? Give an example.
What is a homonym? Give an example.
IV. TAKS Preparation
A. Transition to TAKS context
The teacher will identify the most common errors made on Handout # 1. Using students’ papers (with their permission), the teacher will make overhead copies and give students the opportunity to correct mistakes. The students will offer suggestions for improvement and recognize the use of synonyms, antonyms, and homonyms.
B. Sample TAKS questions
The students will read paragraph 3 of “Unforgettable Clarence Matthews” on pages 21-23 of TAKS Information Booklet, January 2002. They will then answer the following question:
Which of these is an antonym for the word improbable in paragraph 3?
A. Wild
B. Impossible
*C. Likely
D. Imaginative
V. Key Vocabulary
Synonym, antonym, homonym, emotion, metaphoric, traits, sibling
VI. Resources
A. Textbook
B. Supplementary materials
Dictionaries, Handout # 1, Handout # 2
C. Technology
Overhead Projector, transparencies
VII. follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
In content areas, students can synthesize key concepts or characters to extract meaning and gain understanding. The exercise can be used for analysis of literature characters or historical events.
VIII. Teacher Notes
This lesson was developed based on the following website:
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- ell toolbox english language learner toolbox
- missing may appalachian state university
- 4th grade figurative language henry county school district
- lesson plan for class v pearson education
- literacy task card
- weekly homework sheet mga grade tech home
- teks lesson plan unit plan
- dysart high school
- grade two standards based skills worksheet
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- thematic unit lesson plan ideas
- the outsiders unit plan pdf
- unit lesson plan template