Robin A



Robin A. Welsh English III Enriched Lesson Plan T.I.S.D

TEKS Lesson Plan

Texarkana Independent School District

Teacher: Robin Welsh Subject/Course: English III Enriched

Grade: Grade 11 Time Frame: 45 minutes

Lesson Plan Number: 144

Topic/Process: Cross over questions and “The Celebrated Jumping Frog of Calaveras County”

Textbook: Textbook: Glencoe Literature: The Reader’s Choice, Texas Edition, pg. 462

Texas Essential Knowledge and Skills (TEKS):

(7)  Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

(A)  establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems;

(E)  analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;

(F)  produce summaries of texts by identifying main ideas and their supporting details;

(G)  draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;

(H)  use study strategies such as note taking, outlining, and using study-guide questions to better understand texts; and

(I)  read silently with comprehension for a sustained period of time.

(8)  Reading/variety of texts. The student reads extensively and intensively for different purposes and in varied sources, including American literature. The student is expected to:

(A)  read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(B)  read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(C)  read American and other world literature, including classic and contemporary works.

(11)  Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to:

(A)  compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts.

(13)  Reading/inquiry/research. The student reads in order to research self-selected and assigned topics. The student is expected to:

(B)  locate appropriate print and non-print information using text and technical resources, including databases and the Internet;

(D)  produce reports and research projects in varying forms for audiences; and

(E)  draw conclusions from information gathered.

TAKS: 1-7f, 1-8b, 2-11a, 2-11C

Concepts: Enduring Understandings/Generalizations/Principles

The student will understand that:

Main message

Text evidence

Sequence of Activities (Instructional Strategies):

1. Journal focus: Write about the frog from “Celebrated Jumping Frog” and his miraculous abilities. Student share and discuss their responses.

2. Activity: Have students access the internet to read the articles and cartoon or provide copies to them. Point out to them that the theme of frogs is common to the Twain story and these three selections as well.

3. Class discussion: Provide open ended questions for students to answer.

a. Why is the discovery of the red-legged from controversial in “Mark Twain’s famed red-legged frog found”? Explain and give evidence from the text.

b. According to the “Frog that hopped with dinosaurs found” how is the discovery of “living fossils” important? Explain and support your answer with evidence from the text.

c. Explain how the frog is central to the conflict in both “Celebrated Jumping Frog” and “Mark Twain’s famed red-legged frog found”? Explain and support your answer with evidence from both selections.

d. What is the purpose of the “Wizard of Id” cartoon?

e. What is the main message of the cartoon?

Students share and discuss their responses especially concentrating on text evidence.

4. Creative Activity: Draw a 5 cell cartoon summarizing “Celebrated Jumping Frog” and caption for each cell. Share and admire the results.

Assessment of Activities:

1. Journal response

2. Classroom observation

3. Class participation

Prerequisite Skills:

1. Basic internet research skills.

Key Vocabulary:

1. controversial

2. evidence

3. purpose

4. main message

Materials/Resources Needed:

1. Textbook

2. “Mark Twain’s famed red-legged frog found”

3. “Frog that hopped with dinosaurs found” by Kate Tobin CNN



4. Wizard of Id cartoon, March 14, 1998



Modifications:

1. Allow students extended time to complete exercises.

2. Paired reading.

Differentiated Instruction:

1. Research and discover ways that the frog is represented in literature. Share result s with classmates.

Sample Questions:

1. Attached

Teacher Notes:

1. This is an good way to bring in the idea of the triplet which the TAKS test utilizes.

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download