Lessons Assessed and in the Addressed Text Unit Literacy Skills and Habits CCSS Assessments Unit 1: then a Plank in Reason, broke, And I dropped down, and down “And –” Mid-Unit: Tell-Tale 13 Read closely for textual details CCRA.R.6 “The Heart” by Edgar Students write a multi-paragraph response to Annotate to support CCRA.R.9 Allan Poe the following prompt: Identify a central idea comprehension and analysis RL.9-10.2 in Tell-Tale Heart” and discuss how “The felt a Funeral, in Engage in productive evidence-based “I RL.9-10.4 point my Brain” by Emily discussions about text RL.9-10.5 of view and structural choices contribute to Dickinson Collect and organize evidence from W.9-10.2.a, b, the development of that central idea over the texts to support analysis in writing c, d, f course of the text. Make claims about and across texts W.9-10.9.a End-of-Unit: using specific textual evidence Students write a multi-paragraph response to SL.9-10.1.a, b, c Use vocabulary strategies to define the following prompt: L.9-10.1 unknown words Identify a central idea common to felt a “I L.9-10.2 Paraphrase and quote relevant Funeral, in my Brain,” and Tell-Tale “The L.9-10.4.a, b evidence from texts Heart” and make a claim about how L.9-10.5.a, b Independently preview in Dickinson and Poe develop and refine this preparation for supported analysis idea. informative texts to convey complex ideas
Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “And then a Plank in Reason, broke, And I dropped down, and down –” “The Tell-Tale Heart” by Edgar Allan Poe “I felt a Funeral, in my Brain” by Emily Dickinson 13 Read closely for textual details Annotate to support comprehension and analysis Engage in productive evidence-based discussions about text Collect and organize evidence from texts to support analysis in writing Make claims about and across texts using specific textual evidence Use vocabulary strategies to define unknown words Paraphrase and quote relevant evidence from texts Independently preview in preparation for supported analysis informative texts to convey complex ideas CCRA.R.6 CCRA.R.9 RL.9-10.2 RL.9-10.4 RL.9-10.5 W.9-10.2.a, b, c, d, f W.9-10.9.a SL.9-10.1.a, b, c L.9-10.1 L.9-10.2 L.9-10.4.a, b L.9-10.5.a, b Mid-Unit: Students write a multi-paragraph response to the following prompt: Identify a central idea in “The Tell-Tale Heart” and discuss how point of view and structural choices contribute to the development of that central idea over the course of the text. End-of-Unit: Students write a multi-paragraph response to the following prompt: Identify a central idea common to “I felt a Funeral, in my Brain,” and “The Tell-Tale Heart” and make a claim about how Dickinson and Poe develop and refine this idea.
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