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.

Google Online Preview   Download