Developing EBC on Poems by Emily Dickinson and Frost

MAKING EBCs ABOUT LITERARY TECHNIQUE

  • “Because I could not stop for Death” by Emily Dickinson
  • “Home Burial” by Robert Frost
  • Resource

PART 1: UNDERSTANDING EVIDENCE-BASED CLAIMS
· Students follow along as they listen to the poem being read aloud and discuss a series of text-dependent questions.

PART 2: MAKING
EVIDENCE-BASED CLAIMS
· Students independently read the rest of thepoem and look for evidence to support a claim made by the teacher.
· Students follow along as they listen to the poem being read aloud and discuss a series of text-dependent questions.
· In pairs, students look for evidence to support claims made by the teacher.
· The class discusses evidence in support of claims found by student pairs.
· In pairs, students make an EBC of their own and present it to the class.
PART 3: ORGANIZING EVIDENCE-BASED CLAIMS
· Students independently read part of another poem and make an EBC.
· Students follow along as they listen to the poem being read aloud and discuss a series of text-dependent questions.
· The teacher models organizing evidence to develop and explain claims using student EBCs.
· In pairs, students develop a claim with multiple points and organize supporting evidence.
· The class discusses the EBCs developed by student pairs.

PART 4: WRITING EVIDENCE-BASED CLAIMS
· Students independently read the rest of the poem and develop an EBC.
· The teacher introduces and models writing EBCs using a claim from

Part 3.
· In pairs, students write EBCs using one of their claims from Part 3.
· The class discusses the written EBCs of volunteer student pairs.
· The class discusses their new EBCs and students read aloud portions of the text.
· Students independently write EBCs.

PART 5: DEVELOPING EVIDENCE-BASED WRITING
· Students review the two poems and make a new EBC.
· The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs.
· Students discuss their new claims in pairs and then with the class.
· Students independently write a nal evidence-based writing piece.
· The class discusses nal evidence-based writing pieces of student volunteers.