By reading and re-reading the poem, closely combining paired and full classroom discussion about it, and writing about it, students come to an appreciation of the need to (a) re-read, paraphrase, and discuss ideas, (b) achieve an accurate basic understanding level of a text, (c) achieve an accurate interpretive understanding of a text, and (d) build a coherent piece of writing that both constructs and communicates solid understanding of text. Aligned to CCSS: RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.6, RH.6-8.1, RH.6-8.2, RH.6-8.6, RH.6-8.10, W.8.1,W.8.4, W.8.5, W.8.6, SL.8.1, L.8.1
Dulce et Decorum
Subject
English Language Arts — Language, Reading Standards for Fiction, Speaking and Listening, Writing
Grade Level
Grades 6-8
Resource Type
Lesson Plan
Standards Alignment
Common Core State Standards
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Standards
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Write arguments to support claims with clear reasons and relevant evidence.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
