Reflection: Student Feedback Analyzing Poetry About Beliefs: Using CEE to Save FACE (Day 2 of 2) - Section 5: Revision Work Period

 

Trying to salvage the outcome of Lesson #4 (Cornerstone Lesson:Analyzing Poetry About Beliefs) has had an uneven outcome so far. I don't have two well-developed paragraphs showing a belief-based analysis of the text from every student.

Still, focusing on providing the appropriate content (analysis of poetic language) and skill (writing a C.E.E. paragraph) were sage decisions. So, I won't necessarily have two well-written paragraphs about whether people should wear masks. Nevertheless, I have paragraphs that clearly show my students have a deeper contextual understanding of how literary language, when interpreted, has the power to affect their judgments about mundane things like wearing a mask. This is clearly illustrated in Student Response #7 and Student Response #8.

 

 

  Student Feedback: Did CEE save FACE?
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Analyzing Poetry About Beliefs: Using CEE to Save FACE (Day 2 of 2)

Unit 2: Poetry Analysis
Lesson 6 of 9

Objective: SWBAT write an analysis paragraph using components C.E.E.

Big Idea: What does C.E.E. look like on paper? Let me show you.

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