ࡱ> vxu5@ (bjbj22 2pXX tNNNNNNNb8lNbO<:@@@@;;;;;;;$U=R?;N  ;NN@@ <f(f(f( dN@N@;f( ;f(*f((j7|NN8@ g#i(!L79<0O<7_At!<_A$8bbNNNN_AN8|f(Id;;bbFd"bbFFocus Plan Texarkana Independent School District GRADING PERIOD: 1st six weeksPLAN CODE:writer:  Deanna HendersonCourse/subject: English IGrade(s): 9Time allotted for instruction: Three Hours  Title:  Understanding the Mysteries of Literature/A Journey of Ones SelfLesson TOPIC: Reading a classic American short story in order to apply an understanding of the elements of literature. Specifically, the students will study plot, character, setting, point of view, theme, tone, figurative language and symbolism.TAKS Objective: Objective 2 The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts.FoCUS TEKS and Student ExpectationS: (11)Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme(general observation about life or human nature)within a text; (F) recognize and interpret important symbols.Supporting TEKS and Student Expectations: (11)Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to: (B) analyze the relevance of setting and time frame to texts meaning; (C) analyze characters and identify time and point of view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text.  ConceptsEnduring Understandings/Generalizations/Principles The student will understand thatReading The Scarlet Ibis is a classic American short story in which a man reminisces about his younger brother.Elements of Literature The things that make up a work of literature, its component parts, are elements.Elements of Literature Elements of literature contain such things as plot, character, setting, theme, and point of view.Figurative Language Figurative language is a general category of language meant to be taken symbolically or metaphorically, including metaphor, simile, personification, etc.Symbolism A symbol is a person, place, thing or idea that stands for something else.  I. Sequence of Activities (Instructional Strategies) A. Focus/connections/anticipatory set Day 1 1. Ask students (and teacher) the following questions: Can you imagine what it would be like to be embarrassed by or ashamed of someone you care about? How might it feel to know that a close friend or family member felt embarrassed about you? 2. Write a journal entry exploring your thoughts about the questions above. 3. Read to learn how a young boy deals with his embarrassment about his father. Day 2 1. Ask students (and teacher) to respond to and/or explain the following quotation in their journals: Pride is a wonderful, terrible thing, a seed that bears two vines, life and death. 2. Ask students to define and give examples of pride. 3. Volunteers will share journal entries with class. B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) 1. Objectives: Teacher will explain that authors have an uncanny way of presenting information to the reader that is often hidden behind rich language and literary devices. In discovering the mysteries of the literature, the reader gains insight into human experiences and develops a broader understanding of ones self. James Hurst, author of The Scarlet Ibis, is one who provides mystery and meaning through his short story. Procedures: The teacher will explain the lab procedure and instruct the class to use the web to find information that will help the students complete the assignment. What mysteries will you uncover and how will those mysteries find meaning in your life? The teacher will instruct the students to read The Scarlet Ibis by James Hurst before the next class period. The short story is on page 257 of Glencoe Literature: The Readers Choice. Guided activity or strategy The teacher will distribute Handout 1 to the class. Students will read the activity and have the opportunity to ask questions. Students will proceed to the computer lab to complete Activities 1, 2, and 3. (See Mystery and Meaning Handout) Accommodations/modifications The teacher will allow extended time for students who might need it. Students may be paired with another student if needed. Enrichment II. STUDENT PERFORMANCE A. Description Before the class session, the teacher should schedule the lab periods with the lab supervisor. The students will proceed to the lab and, each student will complete the first three activities of the Mystery and Meaning handout. B. Accommodations/modifications Students requiring modifications may be paired with a peer to complete assignment and/or given extra time. C. Enrichment This story is rich in imagery and symbols. James Hurst also uses characters to enhance the meaning of the story. One of his characters has many obstacles to overcome. The following sites have real-life stories of people who have been successful in overcoming difficulties.  HYPERLINK "http://www.bakersfield.com/special/readforlife/archive/i--1271325283.asp" www.bakersfield.com/special/readforlife/archive/i--1271325283.asp  HYPERLINK "http://www.msoe.edu/ingenium/9605/articles/overcoming.html" www.msoe.edu/ingenium/9605/articles/overcoming.html iii. Assessment of Activities A. Description Students will complete the Mystery and Meaning handout worksheet #2 as an assessment of their knowledge of symbolism. Following the completion of the Mystery and Meaning worksheet handout, students will read The Scarlet Ibis. After reading and discussing The Scarlet Ibis, students will complete the Literary Analysis: Analyzing a Symbol on Day 2 of the lesson plan. B. Rubrics/grading criteria The Mystery and Meaning handout worksheet #2 will be graded on a basis of 100 points. The student should answer questions 1, 3, 4, 5, 6, and 7 in complete sentences. The grading criteria for the Literary Analysis: Analyzing a Symbol will be based on 100 points (Five points each for listings 1-8 for a total of 80 points). Essay questions will be worth 10 points each. Accommodations/modifications If necessary, modifications will be made for students who need extra time or content mastery accommodations. D. Enrichment Sample discussion questions Discussion of the questions on handout #2 will occur before students complete the form. IV. TAKS Preparation A. Transition to TAKS context During a following class period, the teacher will provide the students with a copy of Mama and Her Bank Account by Kathryn Forbes. This short story and TAKS objective questions are available in the January 2002 Texas Assessment of Knowledge and Skills Information Booklet. B. Sample TAKS question What does Mamas bank account symbolize to Katrin? Security Poverty Fear Excitement V. Key Vocabulary- theme, figurative language, symbol, symbolism, theme, plot, characters, setting, point of view VI. Resources A. Textbook Glencoe Literature, The Readers Choice, Course 4, The Scarlet Ibis, page 257. B. Supplementary materials Handout 1: Mystery and Meaning Handout 2: Mystery and Meaning worksheet Handout 3: Mama and Her Bank Account by Kathryn Forbes Handout 4: Questions to accompany Mama and Her Bank Account C. Technology Handouts 1 and 2 will be completed in the Computer Lab Room 34. VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) The teacher should be prepared to continue with The Scarlet Ibis discussion of plot, characters, setting, theme, point of view, etc. during the next class session. Teacher Notes The Mystery and Meaning handouts were developed from the following:  HYPERLINK "http://www.aacps.org/aacps/boe/INSTR/CURR/comed/HSwebquest/ScarletIbis/index.htm" http://www.aacps.org/aacps/boe/INSTR/CURR/comed/HSwebquest/ScarletIbis/index.htm ( Division of Curriculum and Instruction ( School Improvement Department ( Texarkana Independent School District  012ABCDFPQ[\^dfghxyørd^UGr^^rhtNhA#5CJOJQJh0h0CJ hwbCJhtNh*5CJOJQJhtNhwb5CJOJQJh5CJOJQJhv `h0CJh0h0CJH* h0CJ h"5lCJhtNh"5l5CJOJQJh"5l5CJOJQJh?h?CJOJQJaJhwbh?CJOJQJaJhwbh?5CJOJQJaJh`f5CJOJQJaJ 12BCQ\] $Ifgdwbgdwb$a$gd?((]^fghy^UUUUUUU $Ifgdwbkd$$Ifl\$X $  t0644 la^UUUUUU $Ifgdwbkd$$Ifl\$X $  t0644 la ' , 0 4   , / 0 1 < = Žuooi hu>CJ hCJh 55CJOJQJhtNh?CJOJQJh"5l5CJOJQJ h*CJhtNh*CJOJQJhtNh*5CJOJQJh*jh*Uh? haCJhtNhA#5CJOJQJhtNhwb5CJOJQJh0h0CJ h0CJ hwbCJ) ^\\\SSSS $Ifgdwbkd$$Ifl\$X $  t0644 la 0 1 2 3 4  {{{{{r $Ifgdwb $Ifgd*zkd$$Ifl0@ $  t0644 la  / 0 1 = {{rrr $Ifgdwb $Ifgd*zkd<$$Ifl0@ $  t0644 la  {rrrr $Ifgdwb $Ifgd*zkd$$Ifl0@ $  t0644 la    ? @ A E 0189:Jm   #$%ļĪąypjjpp hzCJhNh9CJ hd}CJ hNCJhNhN6CJhNhfCJhNhNCJhf56CJhtNhf5CJOJQJhfjh?Uh?htNh*CJOJQJhl25CJOJQJhtNh*5CJOJQJ h*CJ hu>CJ hCJ)  D E + m {rrrrrr $Ifgdwb $Ifgd*zkd$$Ifl0@ $  t0644 la 0|||$IfzkdY$$Ifl0@ $  t0644 la019:$Ifqkd$$Ifl0 $D $04 la $Ifqkd$$Ifl0 $D $04 la  $%$Ifqkd $$Ifl0 $D $04 la7$Ifqkd $$Ifl0 $D $04 la678ABC鸭vmd[Ph m h m CJ^Jh m 5CJ^Jh?5CJ^Jh5CJ^Jh"5l5CJ^JhC 5CJ^Jh?h?5CJ^Jhf5CJOJQJh?hf5CJOJQJh?5CJOJQJj h?Uj` h?Uhd}h9CJhd}hfCJ hd}CJhNh9CJh?hNhfCJ hNCJhf78BC$Ifqkd< $$Ifl0 $D $04 la4@ytttgd m p^pgd m `gd?qkd $$Ifl0 $D $04 la   ]_4R^ghug\gNChC 56CJ^JhC hC 56CJ^Jh~B~56CJ^JhC hr56CJ^JhC h"5l56CJ^Jh"5l5CJ^JhC 5CJ^JhpHh"5l56CJ^JhpHhi6CJ^Jh=CJ^Jh=6CJ^JhpHhpH6CJ^Jh#CJ^JhpHCJ^Jh m 5CJ^Jh m h m CJ^JhiYCJ^Jh m CJ^J^LMMN '4 & Fgd[^gd[^gd[ & FgdJgdC p^pgdgd & Fgd^gdC 0^`0gdC `gd?^gd#GwLM  'CL&'3¶ʀxlcZQEh?h?5CJ^Jh\45CJ^Jh[5CJ^JhJ5CJ^JhJhJ5CJ^Jh[CJ^JhJhJ6CJ^JhC 5CJ^JhJhC CJ^JhJ56CJ^JhhCJ^Jhh6CJ^JhCJ^JhJCJ^JhW$CJ^Jh.CJ^Jh"5lCJ^Jh m CJ^JhC hC 56CJ^J34xKtv6[\^¾}umueume}ZueOhqhqCJ^Jh[hqCJ^JhiYCJ^JhaCJ^JhqCJ^Jh[CJ^JhC 5CJ^JhC hC 5CJ^JhC 5CJOJQJh?5CJOJQJh?h?5CJOJQJhC hfh?h?5CJ^Jh[5CJ^JhhCJ^JhACJ^JhCJ^Jh?5CJ^J4\]_`n^gdJ `gdJ ^gdiY`gdq^gd[^gda`gdC  & Fgd[gd[^gd^`mn !ijkٳŦٔŦٌvk`RNh?h?h?5CJOJQJhf5CJOJQJh?5CJOJQJhC 5CJOJQJhqhC CJ^JhqCJ^J#jchVhJ CJU^JhVhJ 0JCJ^J#jhVhJ CJU^JjhJ CJU^JhW$CJ^JhJ CJ^JhC 5CJ^JhC hC 5CJ^JhJ 5CJ^J GH d!f!t!u!`gdv^gdv & Fgdv`gdz11gdfr <^`<gdz11gd?^gdJ FGHKcd  c!d!e!f!i!j!!!!!Ļڪښꑈul`lWWuh?5CJ^Jhvhv5CJ^Jhv5CJ^JhvhvCJ^Jh?CJ^JhC 5CJ^Jh\45CJ^Jhe CJ^JhW$CJ^JhvCJ^Jh!:5CJ^Jhfr5CJ^Jhz11h!:CJ^Jhz11hfrCJ^JhfrCJ^Jhz11CJ^Jhz115CJ^Jh?h?5CJ^J!u!!!!!!""""5#6#f#######>$?$O$ 0^`0gdA & Fgd- & Fgdg`gdggdg^gdggd?^gdv & Fgdv!!!"!""""""# ##4#5#6#E#N#c#e#f#s######=$>$?$ǿǗwi^VwhW$CJ^JhW$5CJOJQJh?hW$5CJOJQJhgh-CJ^Jhgha5CJ^JhA5CJ^Jhg5CJ^JhghgCJ^Jhghg6CJ^JhACJ^JhgCJ^Jha5CJ^Jhaha5CJ^Jha5CJOJQJh?h?5CJ^Jh?hv5CJ^J?$@$A$D$E$N$O$P$[$^$$$$$$$$$n%%%%%%%%%%%%%%&ĻēĊwĊncXh~B~5CJOJQJh]Oh]OCJ^Jh]O5CJ^Jh^/h^/CJ^Jh]OCJ^Jh?5CJ^Jh)i5CJ^Jh^/h?CJ^Jh^/CJ^Jh^/h^/6CJ^Jh^/5CJ^Jh?h?5CJ^Jhf5CJOJQJh?5CJOJQJha5CJOJQJh?h?5CJOJQJ O$P$$$$$%V%%%%%%%& ' ''`'((((8^8gd]O^gd- & Fgd]O^gd]O 0^`0gd^/&c& ' ' ' ''''`'a''''((((((((uj`SE8 jhW$B*CJphh?h]O5CJOJQJh]Oh]OCJOJQJh]OCJOJQJh-h-CJ^JhhIh-0JCJ^J#jhhIh-CJU^Jjh-CJU^Jh-CJ^Jh]Ohf5CJOJQJh]O5CJOJQJh?5CJOJQJh?h?5CJOJQJh~B~5CJOJQJh~B~CJ^Jh]OCJ^Jh~B~56CJ^J(@(A(`(a(((((h?h]O5CJOJQJh8hW$ jhW$B*CJphhW$B*CJph((((((8^8gd]O$a$gd?0 00:ptN/ =!"#$%$$If!vh5X5 5$ 5 #vX#v #v$ #v :Vl t65X5 5$ 5 $$If!vh5X5 5$ 5 #vX#v #v$ #v :Vl t65X5 5$ 5 $$If!vh5X5 5$ 5 #vX#v #v$ #v :Vl t65X5 5$ 5 <Dd    S 0ABD21328_c"$`x-bhzwBZy2.XəDn<zwBZy2.XəPNG  IHDR Þ`PLTEֱ|||wwwDtRNS@f cmPPJCmp0712HsaIDATXG։ DD`wCGG`3)I*B*ph p 12BCQ\]^fghy 01234/01=DE+m019:  $%78BC4 @  ^ LMMN '4\]_`n GHdftu"56f>?OPV  `    0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0000 000 000 00000000000000000000000000000000 00000 000000000000 0M 0M 0M 0M00000000000000000000 000000@0@0@00X Oy00tp@ 0Rsssv 3^!?$&((&)+,.02356]   0 74u!O$(( !"#$%'(*-/147( j` XXX8@0(  B S  ? t* "Lo< TR  ۾  !4 4 B I U b l x     00? 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L^`LhH.m.~Df&+_/J;R:|s_8[܉h0      Op2        (                RŦ         2V        @?NN*?y]OW$0e m C iYf[8ISE>;-^/z11l2\4 5!:>G;=u>fMv `"5ld}~B~jD=DwbqX=rEa`fJ VfrA)i#i9A#-JgpHa.zvtN2BQ\]^gy 41E01:  %78C H %0@  P@UnknownGz Times New Roman5Symbol3& z ArialO,Perpetua Titling MT"1h/lF/lFd+&M:M:!4d  3QH ?jC:\Documents and Settings\All Users\Documents\AOL Downloads\Lesson&nbsp;Plan&nbsp;-&nbsp;FoCUS&nbsp;revised\Lesson&nbsp;Plan&nbsp;-&nbsp;FoCUS&nbsp;revised.dotTEKS Lesson Plan/Unit Plan HendersonTISD $      Oh+'04 DP l x  TEKS Lesson Plan/Unit PlanEKS Hendersonn endend0Lesson Plan - FoCUS revisedTISD &n2SDMicrosoft Word 10.0@@ b@ "i@ "iM՜.+,D՜.+,L hp  TISDw: A TEKS Lesson Plan/Unit Plan Title 8@ _PID_HLINKSAPJJQhttp://www.aacps.org/aacps/boe/INSTR/CURR/comed/HSwebquest/ScarletIbis/index.htm3=;http://www.msoe.edu/ingenium/9605/articles/overcoming.htmlQJIhttp://www.bakersfield.com/special/readforlife/archive/i--1271325283.asp  !"#$%&'()*+,-./012345678:;<=>?@ABCEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdfghijklnopqrstwRoot Entry Fz)#iyData 9o1TableDAWordDocument2pSummaryInformation(eDocumentSummaryInformation8mCompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q