ALEX Lesson Plan

     

Analyzing the Poetry of Emily Dickinson

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  This lesson provided by:  
Author:Christie Colvin
System: Covington County
School: Covington County Board Of Education
  General Lesson Information  
Lesson Plan ID: 16693

Title:

Analyzing the Poetry of Emily Dickinson

Overview/Annotation:

Students examine ways in which life events of a poet influence the poetry written. After researching Emily Dickinson's biography, students analyze her poetry and present a collage depicting one poem. The lesson can be easily adapted to the study of many other poets.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
4 ) Utilize advanced features of word processing software, including outlining, tracking changes, hyperlinking, and mail merging.

Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
6 ) Utilize advanced features of multimedia software, including image, video, and audio editing.

Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
9 ) Practice ethical and legal use of technology systems and digital content.

•  Explaining consequences of illegal and unethical use of technology systems and digital content
Examples: cyberbullying, plagiarism

•  Interpreting copyright laws and policies with regard to ownership and use of digital content
•  Citing sources of digital content using a style manual
Examples: Modern Language Association (MLA), American Psychological Association (APA)

Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
11 ) Critique digital content for validity, accuracy, bias, currency, and relevance.

English Language Arts
ELA2015 (2015)
Grade: 9
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • determine the meaning of words and phrases based on how they are used in a text
  • understand figurative and connotative meanings
  • analyze the overall impact of word choices on meaning and tone
  • notice and understand how language can set formal or informal tone
  • notice how language can evoke a sense of time
Teacher Vocabulary:
  • determine the meaning
  • words and phrases
  • text
  • figurative meaning
  • connotative meaning
  • analyze
  • overall impact
  • word choice
  • meaning
  • tone
  • formal and informal tone
  • evoke
Knowledge:
Students know:
  • context must be considered when determining the meaning of a word or phrase
  • words and phrases can be used in multiple ways including figuratively or connotatively
  • an author's use of words impacts the meaning and tone of a text
  • how words can evoke a sense of time an place
  • how words can determine informal or formal tone
  • vocabulary: meaning, formal and informal tone
Skills:
Students are able to:
  • determine meaning of unfamiliar words and phrases based on how they are used in a text
  • identify and explain figurative language with textual support
  • identify and explain connotative language with textual support
  • analyze an author's use of word choice to create meaning
  • determine formal or informal tone based upon the author's word choice
  • Determine relative time and place based upon author's word choice
Understanding:
Students understand that an author's word choice shapes the meaning and tone of a text.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 9.4.1: Define figurative/connotative meanings, genre, context clues, and tone (including formal and informal).
ELA 9.4.2: Use figurative language in writings for a variety of genres.
ELA 9.4.3: Establish the author's tone in the text.
ELA 9.4.4: Explain the author's use of a particular figure of speech.
♦ ELA 9.4.5: Identify figures of speech in the text.
♦ ELA 9.4.6: Identify context clues for unfamiliar words.
English Language Arts
ELA2015 (2015)
Grade: 9
5 ) Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students:
  • analyze how an author structures events in a text, orders events, and manipulates time to create various effects such as mystery, tension or surprise
Teacher Vocabulary:
  • analyze
  • structure
  • texts
  • order of events
  • manipulating time
  • creates such effects as mystery, tension and surprise
  • parallel plots
  • pacing
  • flashback
Knowledge:
Students know:
  • form and structure of a variety of types of literature
  • techniques ordering events in texts
  • techniques for manipulating time in text
  • how authors use structural techniques to create effect
  • vocabulary: flashback, tension, parallel plots
Skills:
Students are able to:
use writing or speaking to:
  • analyze the form or structure of literature
  • analyze how mystery, tension and surprise were created through the structure, order of events, and manipulation of time
  • support thinking with textual evidence
Understanding:
Students understand that each element of a text's structure works together to create a cohesive whole and contribute to the overall meaning.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 9.5.1: Define manipulation, parallel plots, pacing, flashbacks, tension, and suspense.
ELA 9.5.2: Distinguish between plots.
ELA 9.5.3: Determine when/how time has been manipulated by an author.
♦ ELA 9.5.4: Identify organizational structures of nonfiction texts.
Examples: chapter titles, headings, boldfaced words, glossary/texts
♦ ELA 9.5.5: Identify the structural elements of essays.
Examples: introduction, body, supporting details, conclusion
English Language Arts
ELA2015 (2015)
Grade: 9
6 ) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. [RL.9-10.6]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • analyze a particular point of view or cultural experience reflected in a wide range of world literature
Teacher Vocabulary:
  • analyze
  • particular
  • points of view
  • cultural experience
  • reflected
  • world literature
Knowledge:
Students know:
  • points of view are reflected differently from different cultures
  • world literature is influenced by the culture it was written in, for, and about
Skills:
Students are able to:
  • analyze a specific point of view
  • understand differences in points of view from a variety of world literature
Understanding:
Students understand that point of view can vary based upon cultural experience in relation to world literature.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 9.6.1: Define point of view, literature, and culture.
ELA 9.6.2: Investigate the cultural background reflected within the text.
♦ ELA 9.6.3: Apply prior knowledge and personal experience to make connections to the text.
ELA 9.6.4: Label different points of view of different characters or narrators found in the text.
English Language Arts
ELA2015 (2015)
Grade: 9
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]

Insight Unpacked Content
Column Definitions

Strand: Reading: Informational Text
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students:
  • determine the meaning of words and phrases based on how they are used in a text
  • understand figurative and connotative meanings
  • analyze the overall impact of word choices on meaning and tone
  • notice how language of a court document can differ from that of a newspaper
Teacher Vocabulary:
  • determine the meaning
  • words and phrases
  • text
  • figurative meaning
  • connotative meaning
  • analyze
  • overall impact
  • word choice
  • meaning
  • tone
  • differ
  • language of a court opinion
  • language of a newspaper
Knowledge:
Students know:
  • context must be considered when determining the meaning of a word or phrase
  • words and phrases can be used in multiple ways including figuratively or connotatively
  • an author's use of words impacts the meaning and tone of a text
  • difference in language between court opinions and newspaper opinions
  • difference in linguistic impact of court-related words as opposed to newspaper-related words
Skills:
Students are able to:
  • determine meaning of unfamiliar words and phrases based on how they are used in a text
  • identify and explain figurative language with textual support
  • identify and explain connotative language with textual support
  • analyze an author's use of word choice to create meaning
  • determine tone based upon the author's word choice
  • decipher the impact of language in court documents as opposed to newspaper
Understanding:
Students understand that an author's word choice shapes the meaning and tone of a text.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 9.13.1: Define etymology, connotation, denotation, figurative, prefixes, suffixes, and root words.
ELA 9.13.2: Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
♦ ELA 9.13.3: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
English Language Arts
ELA2015 (2015)
Grade: 9
14 ) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.9-10.5]

Insight Unpacked Content
Column Definitions

Strand: Reading: Informational Text
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students use writing and/or speaking to analyze:
  • how an author's ideas or claims are developed
  • how ideas are refined through particular sentences, paragraphs or large portions of text
Teacher Vocabulary:
  • analyze in detail
  • ideas
  • text
  • claims
  • developed and refined
  • sentences
  • paragraphs
  • sections of a chapter
Knowledge:
Students know:
  • common qualities of sentences and paragraphs
  • ideas and claims are developed in an author's text
  • individual sentences as well as larger parts of a paragraph work together to develop or refine a concept
Skills:
Students are able to:
use writing or speaking to:
  • analyze a text to determine ideas and claims presented by the author
  • analyze the role of particular sentences, paragraphs or larger pieces of text to develop or refine ideas or claims
Understanding:
Students understand that each element of a text's structure works together to create a cohesive whole and develop ideas.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 9.14.1: Define claims/argument and sentence structure.
ELA 9.14.2: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
ELA 9.14.3: Identify sentence structure within paragraphs of a text (e.g., simple, compound/complex).
English Language Arts
ELA2015 (2015)
Grade: 9
15 ) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6]

Insight Unpacked Content
Column Definitions

Strand: Reading: Informational Text
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students:
  • determine an author's point of view or purpose
  • analyze how the author uses rhetoric to show the point of view
Teacher Vocabulary:
  • determine
  • author's point of view
  • author's purpose
  • analyze
  • rhetoric
  • advance
Knowledge:
Students know:
  • rhetorical devices an author uses to develop point of view or purpose
  • the differing types of point of view an author can take
  • vocabulary: rhetoric
Skills:
Students are able to:
  • determine an author's point of view or purpose
  • recognize differing rhetorical devices in text
  • analyze how an author uses rhetoric to further an purpose
Understanding:
Students understand that an author deliberately selects and shapes a point of view or purpose.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 9.15.1: Define point of view, purpose, and rhetoric.
ELA 9.15.2: Analyze how a particular sentence, paragraph, chapter or section fits into the overall structure of a text and contributes to the author's point of view and rhetoric.
ELA 9.15.3: Analyze how the author acknowledges and responds to conflicting evidence or viewpoints within a text.
♦ ELA 9.15.4: Determine an author's purpose within a text.
♦ ELA 9.15.5: Label rhetorical devices found within a text.
♦ ELA 9.15.6: Identify the author's point of view.
English Language Arts
ELA2015 (2015)
Grade: 10
2 ) Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • objectively summarize a text including
  • analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • analyze in detail
  • development over the course of the text
  • emerges
  • shaped and refined
  • specific details
  • objective summary
Knowledge:
Students know:
  • qualities of an objective summary
  • themes or central ideas are developed over the course of a text
  • texts use particular details including to develop, shape, and refine meaning
Skills:
Students are able to:
  • objectively summarize a text objectively
  • analyze the development of a theme or central idea over the course of a text including its initial emergence and how details further the them
Understanding:
Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.2.1: Define theme/central idea, summary, and sequence of events.
♦ ELA 10.2.2: Summarize passages to identify the main idea and supporting details of the text.
♦ ELA 10.2.3: Outline the sequence of events in the text.
♦ ELA 10.2.4: Locate stated information to answer literal questions.
English Language Arts
ELA2015 (2015)
Grade: 10
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • determine the meaning of words and phrases based on how they are used in a text
  • understand figurative and connotative meanings
  • analyze the overall impact of word choices on meaning and tone
  • notice and understand how language can set formal or informal tone
  • notice how language can evoke a sense of time
Teacher Vocabulary:
  • determine the meaning
  • words and phrases
  • text
  • figurative meaning
  • connotative meaning
  • analyze
  • overall impact
  • word choice
  • meaning
  • tone
  • formal and informal tone
  • evoke
Knowledge:
Students know:
  • context must be considered when determining the meaning of a word or phrase
  • words and phrases can be used in multiple ways including figuratively or connotatively
  • an author's use of words impacts the meaning and tone of a text
  • how words can evoke a sense of time an place
  • how words can determine informal or formal tone
  • vocabulary: meaning, formal and informal tone
Skills:
Students are able to:
  • determine meaning of unfamiliar words and phrases based on how they are used in a text
  • identify and explain figurative language with textual support
  • identify and explain connotative language with textual support
  • analyze an author's use of word choice to create meaning
  • determine formal or informal tone based upon the author's word choice
  • Determine relative time and place based upon author's word choice
Understanding:
Students understand that an author's word choice shapes the meaning and tone of a text.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.4.1: Define diction, jargon, and tone.
♦ ELA 10.4.2: Make connections between the author's word choice and tone of the text.
♦ ELA 10.4.3: Apply context clue strategies when determining meaning of words and phrases.
♦ ELA 10.4.4: List unfamiliar words, phrases, or expressions from the text.
English Language Arts
ELA2015 (2015)
Grade: 10
5 ) Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students:
  • analyze how an author structures events in a text, orders events, and manipulates time to create various effects such as mystery, tension or surprise
Teacher Vocabulary:
  • analyze
  • structure
  • texts
  • order of events
  • manipulating time
  • creates such effects as mystery, tension and surprise
  • parallel plots
  • pacing
  • flashback
Knowledge:
Students know:
  • form and structure of a variety of types of literature
  • techniques ordering events in texts
  • techniques for manipulating time in text
  • how authors use structural techniques to create effect
  • vocabulary: flashback, tension, parallel plots
Skills:
Students are able to:
use writing or speaking to:
  • analyze the form or structure of literature
  • analyze how mystery, tension and surprise were created through the structure, order of events, and manipulation of time
  • support thinking with textual evidence
Understanding:
Students understand that each element of a text's structure works together to create a cohesive whole and contribute to the overall meaning.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.5.1: Determine the organizational pattern used by the author.
Example: Match the organizational pattern of the text to a graphic organizer
♦ ELA 10.5.2: Locate information to answer inferential/literal questions about suspense and/or the element of surprise.
♦ ELA 10.5.3: Identify the components of plot structure in a text.
Examples: exposition, rising actions, climax, falling action, and resolution
English Language Arts
ELA2015 (2015)
Grade: 10
6 ) Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6] (Alabama)

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Craft and Structure (Standards 4, 5, 6)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • analyze a particular point of view or cultural experience reflected in a wide range of world literature
Teacher Vocabulary:
  • analyze
  • particular
  • points of view
  • cultural experience
  • reflected
  • world literature
Knowledge:
Students know:
  • points of view are reflected differently from different cultures
  • world literature is influenced by the culture it was written in, for, and about
Skills:
Students are able to:
  • analyze a specific point of view
  • understand differences in points of view from a variety of world literature
Understanding:
Students understand that point of view can vary based upon cultural experience in relation to world literature.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.6.1: Compare and contrast author's points of view about a common experience.
♦ ELA 10.6.2: Apply prior knowledge or personal experience to make connections to the text.
ELA 10.6.3: Investigate cultural background related to the text.
♦ ELA 10.6.4: Categorize different points of view of characters or authors within a text.
Example: use a graphic organizer
English Language Arts
ELA2015 (2015)
Grade: 10
19 ) Analyze seventeenth-, eighteenth-, and nineteenth-century foundational United States documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. [RI.11-12.9]

Insight Unpacked Content
Column Definitions

Strand: Reading: Informational Text
CCR Anchor:
Integration of Knowledge and Ideas (Standards 7, 8, 9)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • analyze theme, purpose, and rhetorical features of a variety of foundational U.S. documents of historical and literary significance

Students will apply these concepts to documents including:
  • Declaration of Independence
  • Preamble to the Constitution
  • Bill of Rights
  • Abraham Lincoln's Second Inaugural Address
Teacher Vocabulary:
  • analyze
  • foundational U.S. documents
  • historical significance
  • literary significance
  • Declaration of Independence
  • Preamble to the Constitution
  • Bill of Rights
  • Abraham Lincoln's Second Inaugural Address
  • themes
  • purposes
  • rhetorical features
Knowledge:
Students know:
  • the historical and literary significance of seminal U.S. documents
  • techniques for identifying theme, purpose, and rhetorical features in U.S. documents
  • techniques for identifying the use of various rhetorical strategies
Skills:
Students are able to:
use writing or speaking to analyze:
  • historical and literary significance of foundational U.S. documents
  • theme in foundational U.S. documents
  • purpose of foundational U.S. documents
  • rhetorical features in foundational U.S. documents
Understanding:
Students understand that analyzing several foundational U.S. documents about similar themes and concepts may provide multiple perspectives.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
♦ ELA 10.19.1: Define parallelism, rhetoric, repetition, allusion, allegory, and tone.
ELA 10.19.2: Examine the author's use of rhetoric and reasoning in a text.
♦ ELA 10.19.3: Distinguish the author's opinion from factual statements.
♦ ELA 10.19.4: Identify and interpret the author's use of figurative language.
♦ ELA 10.19.5: Identify the author's style in various literary texts.
Examples: sentence structure, parallel structure, diction, formal vs. informal language, and jargon

Local/National Standards:

 

Primary Learning Objective(s):

Students will identify the characteristics of Emily Dickinson's poetry. Students will use the Internet to research the life and poetry of Dickinson. Students will analyze a poem by Emily Dickinson. Students will create a digital (or handmade) collage representing the imagery and tone of a Dickinson poem.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Sample collage, copies of Dickinson poems

Technology Resources Needed:

Computers with Internet access, digital camera and scanner, graphics software, art supplies (optional)

Background/Preparation:

A class study of poetic form and literary devices should precede this lesson. The teacher will need to prepare a collage to represent a poem already studied by the class to use as an example.

  Procedures/Activities: 
1.)Present a picture collage of a poet and poem already studied by the class. (Most students have read a poem by Robert Frost by ninth grade and are familiar with his days as a farmer. A collage for this author might contain his picture, appropriate pictures of farm life, nature pictures, seasonal pictures, etc.) Ask the class if they recognize the person in the collage. Call for a discussion of the pictures used to represent the poem already studied. Ask students to give characteristics of that poet and poem. List them on the board. Be prepared to list characteristics if students can not give any.

2.)Make sure that students have an understanding of the characteristics, poetic form, and literary devices listed. Guide the students to understand that to truly understand a poet's poetry one has to understand her/his life. Instruct students that it is important to know that most poetry is reflective of a poet's life.

3.)Read a poem of Emily Dickinson's aloud to the class (from the text or other collection). Discuss what students might be able to tell about her life or personality just from hearing the poem. Explain that they will be able to understand the poem better if they know more about her life. (Just as knowing that Frost was a farmer helps to understand his observations about nature, etc.)

4.)Remind students that it is important to understand the life of Emily Dickinson in order to appreciate her poetry. Therefore, they will investigate her life and lifestyle through credible websites. (They may research in groups or on their own, whatever is best for the range of students in the class.) While researching, students may make notes of the different events in Dickinson's life and spectulate on their effects on her personality and poetry. The teacher should prepare a brief summary of Dickinson's autobiography to discuss with the class after they have completed their own research.
(Web English Teacher)
Links, lesson plans, access to Dickinson's poetry

5.)Read the poem "Pain--has an Element of Blank" aloud in class. Lead the students in a discussion of the first stanza of the poem. List literary devices and mood on the board. Encourage students to work on an analysis of the second stanza themselves.

6.)Pass out selected poems of Emily Dickinson. Print the poems leaving ample room around the poem for notes. Ask the students to read the poems to themselves and see if they can determine the relationship between her biography and the poems. Instruct students to brainstorm individually to analyze the poem, making notations in the margins of the page regarding poetic imagery, mood, tone, and relevance to the life of Dickinson.
Have a brief discussion with the class on their ideas. A graphic organizer like the Makes Sense one attached will also help students organize their ideas, especially if one is done together first using an overhead.

7.)Assign a picture collage depicting one of Dickinson's poems. (Have students access the poetry banks online, the Alabama Virtual Library , or visit the media center. Each student should choose a different poem.) Students can use art supplies or a digital format. Placing objects, pictures, a copy of the poem, etc. on a scanner then covering it loosely with a background cloth before scanning will create a unique digital collage. Text can be added over the image as well.
( Poet: Emily Dickinson - All poems of Emily Dickinson)
This site contains information about Emily Dickinson's biography, poems, and quotations. The site lists poems that the teacher and student could use in their investigation.

8.)Schedule class time for each student to present his/her collage to the group. Require a written explanation of the collage (analysis of the poem).


Attachments:
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  Assessment  

Assessment Strategies

Teacher observation will be used to assess completion of graphic organizers and notation sheets. A rubric should be devised to assess collage detail, appearance, and explanation. Assess paragraph explanations of project according to class composition expectations.

Acceleration:

Students could try their hands at writing a poem in the style of Dickinson.

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.