TEKS Based Lesson Plan
Subject: Reading III
Weeks: 3rd Nine Weeks Group 2
Unit of Study: How Does Conflict Lead to Change?
Essential Questions
1. What role does the individual play in society?
2. How can the author’s choice of words impact the reader’s emotions?
3. How does the student identify with the personal qualities of the main character/s?
TEKS/Essence Statements:
3) Reading/Comprehension of Literary Text/Poetry. Students understand, make
inferences and draw conclusions about the structure and elements of poetry and provide
evidence from text to support their understanding. Students are expected to analyze the
effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in
American poetry.
Critical Skills/Postsecondary Goals:
This section needs to be completed based on the students in your class.
Instruction/Classroom Activities: “Anyone lived in a pretty how town” by E.E. Cummings
Small Group Instruction:
• Music Video interpretation: http://www.youtube.com/watch?v=HVFDVye9-QM of Pretty How
Town: Based on the poem, Anyone Lives in a Pretty Town by e.e. cummings. Music and videos
by Briareus
• Using picture representations (sun, moon, stars, rain, autumn, winter, spring, summer, sleep, wake
hope, dance, children, women, men, etc). for poem’s refrains.
• Have students comment on what they thought about the poem. Did they enjoy the music video of
the poem?
• How do we change as we grow up? How do we change with the seasons? How do we conform to
the seasons? With our peers? Do you ever feel peer pressure to do something you do not want to
do? How do you handle peer pressure? Who can you ask for help?
Vocabulary: refrains, inference, evidence, individuality, peer group pressure, conform, advice, change of
seasons,
Stations/Centers:
• Change of Seasons- What to wear for each season, employment, school, etc.
• Peer influence- How do peers influence us, positive and negative? Create solutions for making
good choices.
• Media Center- Create a collage of seasons about you.
Individualized Communication Planning: This section needs to be completed based on the
individualized communication needs of the students in your class.
North East Independent School District
TEKS Based Lesson Plan
Differentiated Tasks:
Level 3
The student will analyze
information from the poem to
explain how things change as
we grow up.
Level 2
The student will select the
season to match with the
description.
The student will generate a
season outline to create how
people change over the time.
The student will identify the
appropriate clothing for each
season.
The student will determine
appropriate choices when
feeling peer pressure.
The student will match a
solution to the scenario of peer
pressure.
Level 1
The student will explore the
representation of the seasons.
The student will acknowledge
the viewing of the music view of
the poem.
The student will acknowledge a
good choice when confronted
with peer pressure.
Materials/Resources:
• Music Video interpretation: http://www.youtube.com/watch?v=HVFDVye9-QM of Pretty How
Town: Based on the poem, Anyone Lives in a Pretty Town by e.e. cummings. Music and videos
by Briareus
• Pictures and objects for visual representations
• SLP, LSSP or STAN counselor to talk with students about peer pressure
Assessment Strategies: This 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