<p> Robin A. Welsh English III Enriched Lesson Plan T.I.S.D TEKS Lesson Plan Texarkana Independent School District</p><p>Teacher: Robin Welsh Subject/Course: English III Enriched Grade: Grade 11 Time Frame: 45 </p><p>Lesson Plan Number: 7</p><p>Topic/Process: “Stay Alive, My Son” Pin Yatay </p><p>Textbook: Glencoe Literature: The Reader’s Choice, Texas Edition, pages 92-98</p><p>Texas Essential Knowledge and Skills (TEKS): </p><p>(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:</p><p>(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;</p><p>(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;</p><p>(C) read American and other world literature, including classic and contemporary works.</p><p>(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:</p><p>(A) recognize distinctive and shared characteristics of cultures through reading; and</p><p>(B) compare text events with his/her own and other readers' experiences.</p><p>(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to:</p><p>(B) analyze relevance of setting and time frame to text's meaning;</p><p>(C) describe the development of plot and identify conflicts and how they are addressed and resolved;</p><p>(E) connect literature to historical contexts, current events, and his/her own experiences; and</p><p>(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.</p><p>TAKS: 1-8b-c, 3-8d</p><p>Concepts: Enduring Understandings/Generalizations/Principles The student will understand: Analogy Analogies are used by authors to encourage understanding</p><p>Paraphrasing Paraphrasing helps one to read and understand literature</p><p>Analyze Analysis of a personal narrative helps a reader</p><p>Rhetorical Question Rhetorical questions are used to inspire critical thinking </p><p>Sequence of Activities (Instructional Strategies):</p><p>1. Journal focus: Write about a time when you had to make a difficult choice. What was it? What were the results?</p><p>2. Selection Focus Transparency #10 (Discuss what difficult choices families had to make after the Khmer Rouge seized control of Cambodia)</p><p>3. Students listen to selection.</p><p>4. Discuss concepts. Students write rhetorical questions that the speaker from “Stay Alive” might ask in situations from the story (Literary Elements Transparency 9)</p><p>Assessment of Activities: 1. Selection Quick Check 2. Class discussion 3. Classroom observation 4. Journal response</p><p>Prerequisite Skills:</p><p>Key Vocabulary: 1. enormity 3. irrevocable 2. inevitable 4. ensure</p><p>Materials/Resources Needed: 1. Textbooks 2. Glencoe Audio Library 3. Literature</p><p>Modifications: 1. Allow extended time for students to complete rhetorical question writing.</p><p>Differentiated Instruction: 1. Students research the Khmer Rouge and report their findings to the class.</p><p>Sample Test Questions: 1. Pin Yathay believes that if he remains in his house with his wife and son, he will a. be murdered. b. be rescued. c. die from the plague. d. go crazy and kill his family.</p><p>Teacher Notes:</p><p>Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.</p>