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Literary Technique Arguments Gr. 12 (2 of 3)
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Literary Technique Arguments Gr. 12 (2 of 3)

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Grade Level Grades 9-12
Resource Type Activity
Standards Alignment
Common Core State Standards
License

About This Lesson

Activities and Student Exemplars to accompany the unit plan.

Aligned with CCSS:
RL.11-12.1, RL.11-12.3, RL.11-12.5, RL.11-12.6
W.11-12.2, W.11-12.4, W.11-12.9b, SL.11-12.1

This resource is provided through EngageNY, using the Creative Commons license:
http://creativecommons.org/licenses/by-nc-sa/3.0/us/

Resources

Files

Forming_EBC.pdf

Activity
February 13, 2020
136.94 KB

Making_EBC.pdf

Activity
February 13, 2020
133.23 KB

Organizing_EBC_(2_Pts).pdf

Activity
February 13, 2020
134.26 KB

Organizing_EBC_(3_Pts).pdf

Activity
February 13, 2020
137.55 KB

Written_EBC.pdf

Activity
February 13, 2020
127.13 KB

Making_EBC_Model_-_Carver_(1).pdf

February 13, 2020
42.86 KB

Organizing_EBC_(2_Pts)_Model_-_Carver.pdf

February 13, 2020
49.88 KB

Making_EBC_Model_-_Carver_(2).pdf

February 13, 2020
45.04 KB

Forming_EBC_Model_-_Carver.pdf

February 13, 2020
46.4 KB

Written_EBC_Model_-_Carver.pdf

February 13, 2020
50.64 KB

Organizing_EBC_(3_Pts)_Model_-_Carver.pdf

February 13, 2020
49.56 KB
External resources

Standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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