Robin A. Welsh Teacher: Robin Welsh Grade: Grade 11 English III Enriched Lesson Plan TEKS Lesson Plan Texarkana Independent School District T.I.S.D Subject/Course: English III Enriched Time Frame: 45 minutes Lesson Plan Number: 56 Topic/Process: Eudora Welty “A Worn Path” II Textbook: Glencoe Literature: The Reader’s Choice, Texas Edition, pages 832-841 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. (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. TAKS: 1, 2, 3, 4, 5 Concepts: Enduring Understandings/Generalizations/Principles The student will understand: Episodic structure The characters reveal their personality in a series of loosely related encounters that involve moving from place to place. Regionalism The characters are ordinary people whose local dialect is presented realistically, their everyday activities are detailed, and the natural environment is emphasized. Sequence of Activities (Instructional Strategies): 1. Focus: Discuss the episodic structure of this story. Ask students to make a list of Phoenix’s episodes and how they are related. Ask students to provide details about the natural environment (regionalism). 2. Activity: With a partner, compare and contrast Phoenix to the hunter. Use these points of comparison: age, appearance, activities, attitude, and dialect. Write a paragraph using the chart results. 3. Creative product: Provide students an example of a found poem. Direct them to compose a found poem entitled “Phoenix’s Life Advice” of at least 8 lines using text, phrases and words from the selection. Draw a picture of Phoenix based on Welty’s description of her to illustrate the poem. Assessment of Activities: 1. 2. 3. 4. 5. Class participation Group work Paragraph Poem Illustration Prerequisite Skills: 1. Key Vocabulary: 1. found poem 2. episodic structure 3. regionalism Materials/Resources Needed: 1. Directions for writing a Found Poem – Internet Modifications: 1. Make a list of Phoenix’s words that are considered dialect. In a second column, work with a partner to “translate” them into standard English. Differentiated Instruction: 1. Eudora Welty was famous for her photography and her writing. Search the internet and locate examples of her photographs to share with the class. 2. Present a “reader’s theater” version of either Phoenix’s encounter with the hunter or the nurse. Sample Test Questions: 1. The thorn bush and the scarecrow indicate that Phoenix is a. unable to see well. b. easily amused. c. afraid of nothing. d. easily mislead. Teacher Notes: 1. Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.