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Making EBC About Literary Technique Grade 10: Emily Dickinson, Robert Frost

Odell Education

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Note that this resource was reviewed during the Spring 2014 review period. The resource may or may not have been updated since the review. Check with the content creator to see if there is a more recent version available.

Review

This resource was reviewed by OSPI in Spring 2014. Learn more about the review process and the data analysis approach.

Background from OER Project Review Team
Odell Education is an organization of educational specialists focusing their efforts on the implementation of the Common Core State Standards. This unit adapts the Making EBC Framework for teaching claim-making about the effects of authorial choice and craft on the meaning of literary texts. The units are built on literary texts from the NYSED 9-12 text list.

EQuIP (Learn more)

Exemplar if improved (10.8)
Chart with scale of 'meets criteria' from 0 (None) to 3 (All). Alignment: 3.0, Key Shifts in the CCSS: 2.75, Instructional Supports: 2.5, Assessment: 2.5.

Achieve OER (Learn more)

Chart with scale from 0 (Weak) to 3 (Superior). Explanation: 3.0, Interactivity: 0.0, Exercises: 2.75, Deeper Learning: 3.0.

See standard error chart for the review scoring

Reviewer Comments (Learn more)

None (0.3)

Comments/Ideal Use:

This is a well-constructed unit and would be fun and rewarding for both teacher and student to participate in. Certainly the two poems would be thoroughly investigated and appreciated, while learning skills noted by the Common Core standards in the areas of reading and writing. The standards are boldly set off in front of each unit to set the focus; purpose statements supplement the standards.

Self-learning is provided by the Tools section, in which checklists, rubrics, are instructional notes, and models of assignments to be access at any time and used by the student. The trajectory of the instruction of the EBC unit is heavily on the teacher in the beginning and moves to the student towards the end.

This unit could be used effectively by a beginning teacher, and enriched by an experienced teacher. It might even be well conducted by an experienced teacher to do the modeling in the beginning and a beginning teacher to oversee the activities towards the end of the unit when the students are self-learners.

Challenges:

  • There is no prevision for providing suitable instruction to those students who are either not up to grade level or are advanced.

Suggestions:

  • Provide some alternative reading until the student can catch up. But means should not excuse the student from achieving the goals of EBC unit - perhaps through pairing.

Comments/Ideal Use:

Anyone could teach this unit after going through all of the materials. This is a compact unit designed to teach skills in making evidence based claims and in writing about those claims. Students do close reading, are given tools to locate evidence and make citations, have several opportunities for practice, and are instructed using modeling, pairing, and final movement to independence.

Challenges:

  • More texts could have been used. Only two poems are used in the unit of instruction.

Suggestions:

  • I would like this as a part of a larger unit, but it does exactly what it says it is setting out to do. So not much criticism.

Comments/Ideal Use:

This is a great lesson to use for close reading skills and evidence based claims, both of which are part of the Common Core State Standards. Text dependent questions guide the teacher and students through one poem by Emily Dickinson and one by Robert Frost. All questions are text based and the unit gives example answers to these questions.

This unit is ideal for teachers who want to use poetry to teach close reading, expository writing, and speaking and listening skills. Teachers of all ability levels should be able to use the materials with relative ease. If teachers work in a team they may want to use the Evidence Based Claim (EBC) tool as a formative assessment or they may want to plan together to have other types of formative assessments.

Strengths

  • There are model tools the unit provides that teachers can print out, or that students can complete electronically. Almost all the tools the unit provides for this lesson could easily be used with other texts and discussions. For example, the Text-Based Discussion checklist supports Speaking and Listening standard #1, which teachers use throughout the year in their classrooms. There are other great instructional supports (handouts) for in this unit too such as Evidence Based Claim sheet #2 and #3. These worksheets could also be used in other units.
  • The unit gives examples of writing instruction with ideas such as integrating quotes and reinforcing writing is a process that takes time and multiple drafts in order to complete a quality end product.

Challenges:

  • There are some suggestions for formative assessment but teachers may want to plan together to create more assessments.
  • Support for ELL or low readers. There are not a lot of ideas to provide scaffolding to ELL or low readers.

Suggestions:

  • Add more ideas for formative assessments.
  • Give ideas on ways to differentiate instruction for both low and high students.

Comments/Ideal Use:

This would be great for almost any classroom environment and with any level of teacher experience. The instruction to the teacher is very complete, explicit and full of suggestions to assist students in having successful experiences with the text. The templates and rubrics included are also of high quality and could be adapted to be used with a wide variety of text types.

Strengths

  • Excellent instruction to the teacher and connections between the standards.
  • Incorporates many different literary techniques in order that students may access the text effectively.
  • Takes students repeatedly back to text in various ways with many examples.
  • There are excellent documents for scaffolding instruction for all students and suggestions for using the unit with students who may have trouble accessing the text.
  • Great incorporation of a variety of questioning strategies to assist students in exploring the material deeper.
  • Use of rubrics and checklists to assist students in directly assessing their own writing and many suggestions for supporting students through explicit instruction, modeling and group work to create an atmosphere of success.
  • Excellent rubrics and checklists to assist students in achieving success with the material and the techniques.
  • Excellent unit of instruction on a sometimes difficult topic.

Creative Commons License
This work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License.