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: 31

Topic/Process: Patrick Henry “Speech to the Virginia Convention” I

Textbook: Glencoe Literature: The Reader’s Choice, Texas Edition, pages 146-150

Texas Essential Knowledge and Skills (TEKS):

(6)  Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(A)  expand vocabulary through wide reading, listening, and discussing;

(B)  rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, idioms, and technical vocabulary;

(C)  apply meanings of prefixes, roots, and suffixes in order to comprehend;

(D)  research word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language;

(E)  use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage;

(F)  discriminate between connotative and denotative meanings and interpret the connotative power of words; and

(G)  read and understand analogies.

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; and

(D)  interpret the possible influences of the historical context on literary works.

(10)  Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:

(A)  respond to informational and aesthetic elements in texts such as discussions, journal entries, oral interpretations, enactments, and graphic displays;

(B)  use elements of text to defend, clarify, and negotiate responses and interpretations; and

(C)  analyze written reviews of literature, film, and performance to compare with his/her own responses.

TAKS: 1, 2, 3, 4

Concepts: Enduring Understandings/Generalizations/Principles

The student will understand:

Rhetorical question Rhetorical questions are used to emphasize the obvious answer to

what is asked. Henry uses them to influence his listeners’

thinking.

Sequence of Activities (Instructional Strategies):

1. Journal focus: Discuss some liberties that you enjoy. Which of these (if any) would you risk your life to preserve?

2. Activity: Share Henry’s bio information and background for this selection.

Read the first paragraph aloud to your students. Ask them to find words which identify the tone: more highly, patriotism, very worthy gentlemen, without reserve, not time for ceremony. Look at the last line of the paragraph and see that it switches to an outspoken tone to continue for the rest of the speech.

Let students read the speech silently or listen to an audio.

3. Discussion: Point out Henry’s use of rhetorical questions and ask students to find them. Discuss his use of allusion, connotation and hyperbole as well.

4. Writing/Reading check: Allow students to use the text. They are write an example of each of the literary elements (from those listed) above found in the speech. Each example must be explained.

Assessment of Activities:

1. Class participation

2. Journal response

3. Writing/reading check

Prerequisite Skills:

1.

Key Vocabulary:

1. arduous

2. insidious

3. subjugation

4. remonstrate

5. spurn

Materials/Resources Needed:

1. Textbooks

Modifications:

1. Allow students extended time to complete the writing activity.

Differentiated Instruction:

1. See Plan 32.

Sample Test Questions:

1. Patrick Henry’s speech makes use of

a. irony.

b. rhetorical questions.

c. personification.

d. satire.

1. The main idea of Henry’s argument for war with England is

a. there is not a choice.

b. kill or be killed.

c. kings are afraid of independent people.

d. surprise is the best plan.

Teacher Notes:

1.

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

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