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: 1
Topic/Process: Compare and contrast the writings of William Bradford, From Of
Plymouth Plantation and John Smith, From The General History.
Textbook: Glencoe Literature: The Reader’s Choice, Texas Edition, pg. 67-73 and
Harcourt Adventures in American Literature, pg. 15-22
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;
(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;
(G) draw inferences such as conclusions, generalizations, and predictions and support them with
text evidence and experience;
(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.
(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;
(E) connect literature to historical contexts, current events, and his/her own experiences.
(12) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources.
The student is expected to:
(B) evaluate the credibility of information sources, including how the writer's motivation may affect
that credibility.
TAKS: 1-8b-c, 2-11a, 3-12b,
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand:
Purpose
Cause/Effect
Point of View
Early settlers/explorers came to America for a variety
of reasons which influenced the credibility/purpose of
of their writings and their point of view
Sequence of Activities (Instructional Strategies):
1.
Journal focus : You and a friend plan a trip to the Florida beaches. The journey will take two days. What
items will you take? (After writing and sharing responses, tell them that the car broke down on the way and
that the trip took 5 days.) Also the weather is rainy and unseasonably cool when you arrive. What will you do
now?
2.
Students listen to or read the selections and discuss plots and concepts briefly.
3.
Give students copy of a Venn diagram and have them compare/contrast Bradford/ Smith. Use these points
of comparison: Reasons for travel, experiences along the way, interaction with Native Americans, religious
Assessment of Activities:
1.
2.
Class discussion
Venn diagram
Prerequisite Skills:
1.
2.
Basic knowledge of early explorers and those who fled from religious persecution
Grade level reading, comprehension, writing, and listening skills
Key Vocabulary:
1. Venn diagram
3. Providence
5. Diction
2. Denotation/connotation
4. Succor
6. Resolve
Materials/Resources Needed:
1.
2.
3.
4.
Textbook: Glencoe American Literature
Textbook: Harcourt Adventures in American Literature (or class set copies)
Copies of Venn diagrams
Glencoe Audio Library
Modifications:
1.
2.
Students may have extended time to complete assignments.
See teacher notes.
Differentiated Instruction:
1.
Students may search the Internet to find examples of John Smith’s other “adventures” and share the
differences and similarities with their classmates.
Sample Test Questions:
1.
William Bradford is most accurately characterized as
a. A religious fanatic
b. A dangerous political rebel
c. A dedicated leader
d. All of the above
2.
John Smith is most accurately described as
a. A devoted family man
b. An experienced self promoter
c. A Christian may who sought freedom of religion in the new world
d. A loyal follower of William Bradford.
3.
Do you think that the selection supports Bradford’s claim that the Native American were savage barbarians?
Support your answer with evidence from the selection.
Teacher Notes:
1.
Modified students may listen to selection in morning or afternoon tutorials prior to class meetings.
Project developed and delivered through a Collaborative Research Grant between Texarkana
Independent School District and TAMU-T Regents’ Initiative.