Assessed using the Text Analysis Rubric (L. 8, p14) Week 5 RL.9-10.2, Quick write for Begin study of 9.2.1.9→9.2.1.10 L.9-10.5, Lesson # 10: felt a “I W.9-10.9.a a central Funeral, in my “Determine idea in a “I felt Brain” Funeral, in my How does Brain.” this idea emerge and develop stanza by stanza over the course of the poem? Week 6 CCRA.R.9, Quick write for as 9.2.1.11→9.2.1.12 L.12’s HW) ( CCRA.R.6, Lesson #11: do it directly “How RL.9-10.2, structural prepares Dickinson’s W.9-10.9.a, choices contribute to students for L.9-10.1, the development of a the End-Unit SL.9-10.1.a central Assessment idea?” Lesson #12 also includes rubrics for Speaking and Listening activities that take place throughout the Unit.. These also may be used as assessments (peer/self/teacher).
Assessed using the Text Analysis Rubric (L. 8, p14) Week 5 9.2.1.9→9.2.1.10 RL.9-10.2, L.9-10.5, W.9-10.9.a Quick write for Lesson # 10: “Determine a central idea in “I felt a Funeral, in my Brain.” How does this idea emerge and develop stanza by stanza over the course of the poem? Begin study of “I felt a Funeral, in my Brain” Week 6 ( 9.2.1.11→9.2.1.12 CCRA.R.9, CCRA.R.6, RL.9-10.2, W.9-10.9.a, L.9-10.1, SL.9-10.1.a Quick write for Lesson #11: “How do Dickinson’s structural choices contribute to the development of a central idea?” Lesson #12 also includes rubrics for Speaking and Listening activities that take place throughout the Unit.. These also may be used as assessments (peer/self/teacher). L.12’s HW) as it directly prepares students for the End-Unit Assessment