This exemplar uses the essay “Living Like Weasels” to take a deep look at figurative language & through journaling to guide students towards a narrative essay about author's intent. With specific daily instructions and frequent 'checks for comprehension' this outlines where & how to help students find answers in the text. Aligned with Common Core State Standards: RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11.-12.5, RI.11-12.6, W.11-12.2, W.11-12.4, W.11-12.5, SL.11-12.1, SL.11-12.4, L.11-12.1, L.11-12.2, L.11-12.4, L.11-12.5, L.11-12.6
“Living Like Weasels” (Annie Dillard)
Grade Level
Grades 9-12
Resource Type
Lesson Plan
Standards Alignment
Common Core State Standards
License
About
Resources
Standards
Reviews
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.
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
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.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Thank you for sharing the exemplar example from "HarperCollins Publishers" and Achievethecore.
schmidtsue1
May 29, 2013
