Thursday - Friday, September 10th – 11th
Common Core Standards: CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RW.9-10.3 -Write narratives that: set out a problem/situation/observation; introduce a narrator, characters and multiple points of view; organize a sequence of events into a smooth progression; use dialogue, pacing, description, reflection, and multiple plot lines; use a variety of techniques so that events build on each other to create a coherent whole; use precise and telling details to convey experiences/events/action; provide a conclusion that includes reflection. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
[Vocab: Demean – To cause something or someone to lose dignity or respect]
Self Assessment Rubric: Category 4 3 2 1 Focus on Theme The entire poem is related to a theme. Most of the poem is related to the one theme. Some of the poem is related to the theme. No attempt has been made to focus on a theme. Use of Detail The poem uses effective details from the original prose passage that go beyond the obvious or predictable. The poem uses effective details from the original prose or passage. The poem uses obvious or predictable details from the original passage. The poem does not use details from the original prose passage. Logical Progression or Sequence The poem is presented in a logical sequence. The poem is presented in a logical sequence, but includes 1-2 items out of order. The poem is presented in a logical sequence, but includes 3-4 items out of order T The poem is presented out of sequence or with an unclear order. Clear, Consistent Tone The poem maintains a consistent tone that clearly and effectively communicates the writer’s attitude toward the subject. The poem maintains a consistent tone that usually communicates the writer’s attitude toward the subject. The poem maintains a consistent tone, but does not effectively communicate the writer’s attitude toward the subject. The poem does not maintain a consistent tone.
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