Robin A. Welsh
English III Enriched Lesson Plan
TEKS Lesson Plan
Texarkana Independent School District
Teacher: Robin Welsh
Grade: Grade 11
T.I.S.D
Subject/Course: English III Enriched
Time Frame: 45 minutes
Lesson Plan Number: 101
Topic/Process: Poetry of Edgar Lee Masters I
Textbook: Glencoe Literature: The Reader’s Choice, Texas Edition, pages 546-549
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;
(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.
(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.
(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;
(B) analyze relevance of setting and time frame to text's meaning;
(C) describe the development of plot and identify conflicts and how they are addressed and
resolved;
(D) analyze the melodies of literary language, including its use of evocative words and rhythms;
(E) connect literature to historical contexts, current events, and his/her own experiences; and
(F) understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue,
tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy,
dialect, and comic relief as appropriate to the selections being read.
(12) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources.
The student is expected to:
(A) analyze the characteristics of clearly written texts, including the patterns of organization,
syntax, and word choice;
(B) evaluate the credibility of information sources, including how the writer's motivation may affect
that credibility; and
(C) recognize logical, deceptive, and/or faulty modes of persuasion in texts.
TAKS:
Concepts:
Enduring Understandings/Generalizations/Principles
The student will understand:
Dramatic Monologue
Dramatic monologue is a form of poetry where
one speaker addresses a silent listener.
Enjambment
Poets may write in this way to add meter and rhyme of
a line of poetry often carries over to another line.
Free Verse
Free verse is very suited to dramatic monologue
because it sounds so much like natural speech.
Sequence of Activities (Instructional Strategies):
1.
Journal focus: Like older people sometimes share life experiences, list 5 experiences you might share if you
were to sum up your life. (Share and discuss)
2.
Discussion: Masters’ biography and Spoon River Anthology. Be sure to add that Masters gave up a career
in law after the success of the Anthology, but never reached the same kind of success.
3.
Activity: Students volunteer to read or listen to audio of “Lucinda Matlock” and “Fiddler Jones”. Talk to them
about dramatic monologue, alliteration, and the use of enjambment. Have them identify examples of these
in the poems.
4.
With a partner, let students use a Venn diagram to compare and contrast the speakers of these poems.
Assessment of Activities:
1.
2.
3.
Class discussion
Venn diagram
Journal focus
Prerequisite Skills:
1.
Key Vocabulary:
1. snap out
3. degenerate
5. drouth
2. repose
4. beeves
Materials/Resources Needed:
1. Textbook
2. Unlined paper for Venn diagram
Modifications:
1. Pair students to work together on Activity 3 and Activity 4.
Differentiated Instruction:
1. Write two paragraphs where these two characters are compared and contrasted. Use these points of comparison:
philosophy of life, how they spent their lives, what was most important to each, and how each would say their lives
turned out.
Sample Test Questions:
1. “Lucinda Matlock” is all of the following except a (n)
a. lengthy biography.
b. “voice from the grave”.
c. condemning young people.
d. praise of life and love.
2. “Fiddler Jones” makes the point that
a. lazy people never succeed.
b. a lot of money isn’t required for happiness.
c. being a musician is a hard life.
d. drinking and partying can lead to success.
Teacher Notes:
1. Make copies of different monologues from Spoon River Anthology and give one to each student who is them to
read, analyze and present to the class.
Project developed and delivered through a Collaborative Research Grant between Texarkana
Independent School District and TAMU-T Regents’ Initiative.