TEKS Based Lesson Plan
Subject: English II
Weeks: 3rd Nine Weeks Group 3
Unit of Study: Sacrifice and Friendship
Essential Questions:
• How do your readers connect their personal experiences in writing?
TEKS/Essence Statements:
• (1) Students understand new vocabulary and use it when reading and writing.
• (3) Students understand, make inferences and draw conclusions about the structure and elements
of poetry and provide evidence from text to support their understanding.
• (8) Students analyze, make inferences and draw conclusions about the author's purpose in
cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding.
Critical Skills/Postsecondary Goals:
The section needs to be completed based the students in your class.
Instructions/Classroom Activities: The Civil Rights Movement: Accomplishments
Small Group Instruction:
• Ask students to think about the rights they have. What rights do they have as students? What rights
do they have in their home? What rights do they have in public? Have a class discussion and write
students’ ideas on the board.
• Define civil rights as a set of principles or rules about how people should live according to our
government. Review the Bill of Rights with the class, emphasizing the rights of all citizens.
• Read to the class or show a video of MLK’s famous “I Have a Dream” speech." Instruct students to
make a list of important and powerful words used in the speech as they are listening. You may want
to play the speech a second time to help students take notes effectively. The video can be found at
www.Teachertube.com/viewVideo.php?video_id=94828
www.youtube.com/watch?v=B3P6N9g-dQg
or check your campus library for a video
• Review the video information. Ask students to share the powerful words from the speech. Make a
word list on the board. A sample list of words is attached to this lesson and can be used to add to
your list or projected on the board.
• Find the opposite pairs of words used by MLK. Some possible suggestions: black/white,
freedom/slavery, discrimination/equality. Define the words “synonym” as same and “antonym” as
opposite. Make a list of antonyms on the board from the words in the speech.
Small Group Activity:
• Students will create a diamante poem using the antonym pairs of words. An explanation of a
diamante poem can be found at www.readwritethink.org/files/resources/interactives/diamante/
• Here is a guideline for a diamante poem:
Line 1: a noun, opposite of line 7
Line 2: 2 adjectives, description of line 1
Line 3: 3 particples, words describing line 1 ending in –ing or –ed
Line 4: 4 words or a four-word phrase describing the relationship between line 1 and 7
Line 5: 3 particples ending in –ing or –ed describing line 7
Line 6: 2 adjectives, description of line 7
Line 7: a noun, opposite of line 1
North East Independent School District
•
Students will create a diamante antonym poem by choosing a word pair from the list of opposites
from MLK’s speech. The example on the www.readwritethink.org website is
Day
Bright, sunny
Laughing, playing, doing
Up in the east, down in the west
Talking, resting, sleeping
Quiet, dark
Night
•
•
Students will create their own poems and can use a word processing program to type the poem or
write it themselves on plain paper. Be sure the lines of the poem form a diamond shape. A template
is attached to this lesson. Instruct students to decorate the paper with images that convey the
poem’s idea.
Poems should be displayed in the classroom.
Stations/Centers:
• Word Wall Vocabulary Words: freedom, justice, equality, justice, rights, discrimination,
segregation, citizenship
• Comprehension Activities: Select five to ten words from MLK’s speech and find the definitions
in the dictionary. Write the definitions on word wall cards.
• Writing Activities: Create a poem from the list of words in the speech using the synonyms and
follow the diamante form.
• Visual Arts Station: Create a poster about Martin Luther King, Jr. and his ideas for progress.
Individualized Communication Planning: This section needs to be completed based on the
individualized communication needs of the students in your class.
Differentiated Tasks:
Level 3
The student will compare words
in a speech or alternate verbal
communication and match
antonym pairs of words.
Level 2
The student will review a list of
words that are antonym pairs.
Level 1
The student will participate in a
class activity involving selecting
key terms in a speech or
composition.
Materials/Resources:
• Paper
• Art supplies
• Computer with internet access
• www.Teachertube.com/viewVideo.php?video_id=94828
• www.youtube.com/watch?v=B3P6N9g-dQg
• www.readwritethink.org
• www.readwritethink.org/files/resources/interactives/diamante/
Assessment Strategies: The section needs to be completed based on the strategies appropriate for the
students in your class.
IEP Connections: This section needs to be completed based on the IEPs documented in the students’
ARDs in your class.
North East Independent School District
Words from MLK’s “I Have a Dream” speech
freedom
happy
hope
negro
injustice
captivity
segregation
discrimination
poverty
prosperity
exile
corners
constitution
declaration
promissory note
promise
rights
default
citizens of color
obligation
opportunity
justice
security
luxury
tranquilize
democracy
racial
time
moment
discontent
equality
end
beginning
rest
tranquility
citizenship
bitterness
hatred
discipline
community
distrust
white people
destiny
walk alone
march ahead
satisfied
victim
brutality
ghetto
dignity
whites only
vote
righteousness
rough
plain
despair
together
trials
tribulations
persecution
veterans
suffering
honor
change
difficulties
dream
truths
equal
slaves
slave owners
brotherhood
judge
skin
character
racist
crooked
straight
North East Independent School District
North East Independent School District
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