Robin A - Texarkana Independent School District
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: 40
Topic/Process: Dialect in The Education of Little Tree (Chapter 7)
Textbook: The Education of Little Tree by Forrest Carter
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.
(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;
(B) draw upon his/her own background to provide connection to texts;
(C) monitor his/her own reading strategies and make modifications when understanding breaks down such as by rereading, using resources, and questioning;
(D) construct images such as graphic organizers based on text descriptions and text structures;
(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; and
(D) interpret the possible influences of the historical context on literary works.
(9) Reading/culture. The student reads widely, including American literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across cultures. The student is expected to:
(A) recognize distinctive and shared characteristics of cultures through reading; and
(B) compare text events with his/her own and other readers' experiences.
TAKS: 1, 2, 3
Concepts: Enduring Understandings/Generalizations/Principles
The student will understand:
Dialect Dialect is essential in creating a sense of character and place
Sequence of Activities (Instructional Strategies):
1. Focus: Share responses to reading check and study questions for Chapter 7.
2. Activity: Working with a partner or alone, students identify 10 examples of dialect from Chapter 7 and provide a definition for each.
3. Discussion: On the board, each group shares words and definitions.
Assessment of Activities:
1. Class participation
2. Dialect activity
Prerequisite Skills:
1.
Key Vocabulary:
1. dialect
Materials/Resources Needed:
1. Novel: The Education of Little Tree by Forrest Carter
2. Copies of dialect exercise worksheet
Modifications:
1. Pair students to work on the dialect exercise.
Differentiated Instruction:
1. See Plan 39.
Sample Test Questions:
1. See Plan 39.
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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