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This Grade 9 ELA Module 1, Unit 2, Lesson 3 lesson plan also includes:
- EngageNY Resources (.html)
- Grade 9 ELA Module 1, Unit 2, Lesson 3 (.docx)
- Grade 9 ELA Module 1 Unit 2 Overview (.pdf)
- Grade 9 ELA Module 1 Unit 2 Overview (.docx)
- Grade 9 ELA Module 1 Overview (.pdf)
- Grade 9 ELA Module 1 Overview (.docx)
- Grade 9 ELA Module 1 Performance Assessment (.pdf)
- Grade 9 ELA Module 1 Performance Assessment (.docx)
- Grade 9 ELA Module 1 Performance Assessment Text Analysis Rubric (.pdf)
- Grade 9 ELA Module 1 Performance Assessment Text Analysis Rubric (.docx)
- Grade 9 ELA Module 1 Performance Assessment Synthesis Tool (.pdf)
- Grade 9 ELA Module 1 Performance Assessment Synthesis Tool (.docx)
- Grade 9 ELA Curriculum Map (.pdf)
- Grade 9 ELA Curriculum Map (.docx)
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How do writers develop a central idea in a text? How can readers identify this central idea? These are the challenges class members tackle as they continue their analysis of "Letter One" from Rainer Maria Rilke's Letters to a Young Poet.
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CCSS:
Designed
Concepts
Additional Tags
Instructional Ideas
- Conclude the session with a whole-class discussion of the pair conversations
- Provide class members with the rubric and review the contents that will be used to assess the in-class essay scheduled for the next class session
Classroom Considerations
- The third in an 11-lesson unit that uses Rainer Maria Rilke's Letters to a Young Poet as an anchor text
- The unit, the second in a module of three, builds on the protocols and routines established in the first unit
Pros
- The eight-page packet includes the plan, discussion questions with model responses, worksheets, a quick-write prompt, a response checklist, and a rubric
- To prepare for the next day's in-class, timed, mid-unit assessment essay, individuals review and annotate "Letter One" and identify how Rilke's word choice impacts the meaning and tone of his letter
Cons
- A culminating, whole-class discussion in which pairs share their findings is not included