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Module 1 Unit 1 Lesson 2. Agenda O Introduction of Lesson Agenda O Homework Accountability O Masterful Reading and Annotation Practice O Evidence-Based.

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Presentation on theme: "Module 1 Unit 1 Lesson 2. Agenda O Introduction of Lesson Agenda O Homework Accountability O Masterful Reading and Annotation Practice O Evidence-Based."— Presentation transcript:

1 Module 1 Unit 1 Lesson 2

2 Agenda O Introduction of Lesson Agenda O Homework Accountability O Masterful Reading and Annotation Practice O Evidence-Based Discussion O Pleasures and Materials Tool Activity O Quick Write O Closing

3 Vocabulary O Kirtle (n.) – a woman’s dress or outer petticoat O Swains (n.) – country peasants, or male admirers O Myrtle (n.) – an evergreen shrub with fragrant white or red flowers and black berries

4 Materials O Student copies of the 10.1 Common Core Learning Tool (refer to Lesson 1) O Copies of the Pleasures and Materials Tool for each student O Student copies of the Short Response Rubric and Checklist (refer to Lesson 1)

5 Activity 1: Introduction of Module and Lesson Agenda O Today you will continue to build upon your close reading skills as you explore stanzas 3–6 of “The Passionate Shepherd to His Love” O You will work in groups to consider the cumulative impact of specific word choices on the meaning and tone of Marlowe’s poem O You will then complete a tool that prompts you to make connections between specific details in the text in order to shape and refine your developing understanding of the central ideas of Marlowe’s poem

6 Activity 1 Continued… O You are assessed on standard RL in this lesson: O 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)

7 Activity 1 Continued… O In this lesson you are working with three new standards: O RL : O Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text O L : O Demonstrate understanding of figurative language, word relationships, and nuances in word meanings O CCRA.R.5: O Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole)

8 Activity 1 Continued… O Return to the Common Core Learning Standards Tool. O Find RL , L , and CCRA.R.5 on your tool O Discuss each of the standards: O RL : O What do you notice about this standard? O What is it asking you to be able to do? O What questions does this standard raise for you? O RL asks you to draw inferences from evidence. O o RL asks you to cite quotes and textual details to support analysis

9 Activity 1 Continued… O L : O What do you notice about this standard? O What is it asking you to be able to do? O What questions does this standard raise for you? O L asks you to think about the multiple and complex meanings of words. O o L asks you to think about figurative connotations of certain word choices

10 Activity 1 Continued… O CCRA.R.5 : O What do you notice about this standard? O What is it asking you to be able to do? O What questions does this standard raise for you? O CCRA.R.5 asks you to consider how smaller parts of a text influence the whole. O o CCRA.R.5 asks you to connect structural choices with the effects that these choices produce.

11 Activity 2: Homework Accountability O Remember the Accountable Independent Reading (AIR) requirement O You should continue to find an appropriate text to read outside of class O Provide an update on your progress on finding an AIR text O Talk in pairs about your responses to the Lesson 1 homework question: O What context clues in line 8 can help you to determine what madrigals means? O Share your responses to the homework question. O Identify the context clues “melodious,” “birds,” and “sings” to understand that “madrigals” is a type of song (line 8).

12 Activity 3: Masterful Reading and Annotation Practice O Introduce the Quick Write assessment: O How does the language of Marlowe’s poem evoke a sense of time and place? O How does this time and place develop a central idea of the text? O This is the lesson assessment and the focus for today’s reading O Read the assessment prompt and listen

13 Activity 3 Continued… O Annotation is a multifaceted tool O Sometimes annotation is used to record general observations, as in the guided symbol annotation O Remember your work with annotation in the previous lesson O However, annotation can also be used as a strategy to identify and mark evidence to answer a specific question O This can either be a question given by a teacher or a question generated by a student

14 Activity 3 Continued… O Practicing various note taking strategies encourages you to understand that annotation is a multifaceted tool that can adapt to fit the needs of individual minds and circumstances. O In Lesson 1, you learned how to use annotation symbols to mark general observations on their text O In this lesson, you broaden you note taking skills as you select and mark key details in response to a focusing prompt

15 Activity 3 Continued… O You will listen to a masterful reading of the text and annotate for a focusing question O You can mark the evidence in your text by underlining or circling key words and phrases that help you to answer the focusing question O You may also jot specific thoughts in the margins. O Review the following question to focus your annotation: O How are the lines of each stanza organized? O How does the text look on the page? O How does it sound when you read it aloud?

16 Activity 3 Continued… O Incorporate domain specific language in your verbal and written analysis O Listen to a masterful reading of the text, and annotate to answer the focusing question. O Remember the definitions for the following vocabulary as they appear in the masterful reading: O Kirtle: O a woman’s dress or outer petticoat O Swains: O country peasants, or male admirers

17 Activity 3 Continued… O Share your individual observations with the class, clarifying as needed to solidify annotation skills and expectations O Remember your work with poetry specific language in the previous lesson and incorporate these terms in your responses O Share your annotations with the class. O Responses should address one or more of the following structural patterns, calling upon the domain specific language you reviewed in Lesson 1: O Each stanza contains rhyming couplets O Each stanza is composed of four lines O Each line is of a similar length

18 Activity 3 Continued… O The intention of this annotation exercise is to encourage you to practice domain specific vocabulary, as well as to continue to think deliberately about Marlowe’s structural choices as you further your analysis of the development of central ideas in the poem O You should make initial inferences about the effect created by this highly repetitive structure O For example, you might note that the poem seems very formal, while others might suggest that the consistent rhymes make it sound like a song O As you expand your comprehension of the poem’s content, you will deepen your understanding of these structural inferences.

19 Activity 4: Evidence-Based Discussion O Form groups of three O Remain in these discussion groups for the duration of the class O In the following activity you move from a consideration of Marlowe’s structural choices to an analysis of word choice O You analyze the cumulative impact of specific word choices on the meaning and tone of Marlowe’s poem O Complete in your groups: O Reread Marlowe’s poem in its entirety O Underline all repeating words or phrases

20 Activity 4 Continued… O What repeating words did you underline? O What is the cumulative effect of this repetition on the tone of the speaker’s invitation? O Pleasures O Move and sing O Delight(s) O You should infer that this repetition emphasizes the emotional and persuasive tone of the speaker’s invitation – he wants to move his love with the pleasures and delights he has been describing

21 Activity 4 Continued… O You may also underline the repeating function words “and” “of” and “a,” however the following questions about the cumulative impact of Marlowe’s repetition on meaning and tone will prompt you to focus your analysis on the more substantive repetitions in the text O What repeating phrases did you underline? O How does this repetition inform your understanding of the nature of the speaker’s invitation? O You should identify we will (alternately will I in line 9) O Come live with me and be my love (alternately then live with me and me by Love in line 28)

22 Activity 4 Continued… O You should identify that the repetition of we will and come live with me emphasizes the insistent nature of the speaker’s invitation O Additionally, you may note that live with me and be my love appears in both the first and last lines of Marlowe’s poem, further strengthening the speaker’s insistence O Remember that we repeat things that are important, things that we really want people to hear, or things that we want to emphasize O Try to connect your analysis of the cumulative impact of Marlowe’s repetition of language with the analysis of Marlowe’s structural patterns of repetition that you conducted at the start of this lesson.

23 Activity 5: Pleasures and Materials Tool Activity O Distribute copies of the Pleasures and Materials Tool O You will work with this tool in order to continue your analysis of the cumulative impact of specific word choices on Marlowe’s meaning and tone. O Review the following directions to guide your work with the Pleasures and Materials Tool: O Complete the first column of the tool by identifying and recording the gifts that the speaker promises the listener

24 Activity 5 Continued… O Complete the second column of the tool by identifying and recording the material(s) that each of these “delights” is made from. O Finally, respond to the questions on the bottom of your tool O These questions guide an analysis of the cumulative impact of Marlowe’s word choice on meaning and tone, and how the details identified in your tool shape and refine a central idea of Marlowe’s poem

25 Activity 5 Continued… O Complete the tool in your groups O All of you should be prepared to share your observations with the class. O Once you have completed the tool, have a full class discussion of your observations O The Pleasures and Materials Tool functions as a formative aid to comprehension, and when completed, serves as notes that will benefit you in your End-of-Unit assessment

26 Activity 6: Quick Write O Briefly respond in writing to the following Quick Write prompt: O How does the language of Marlowe’s poem evoke a sense of time and place? O How does this time and place develop a central idea of the text? O Remember to look at your text and notes to find evidence, and to use the Short Response Checklist and Rubric to guide your written responses O Independently answer the prompt, using evidence from the text.

27 Activity 7: Closing O Distribute the homework assignment O For homework, reread: “The Passionate Shepherd to His Love” in its entirety and briefly respond in writing to the following prompt: O How might your understanding of the speaker’s intent change if the word will is replaced with might in lines 2, 5, and 9? O If come is replaced with please in lines 1 and 20?

28 Homework O Reread “The Passionate Shepherd” in its entirety and briefly respond in writing to the following prompt: O How might your understanding of the speaker’s intent change if the word will is replaced with might in lines 2, 5, and 9? O If come is replaced with please in lines 1 and 20?


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