The DREADED Common Core Module 10.1

Readcloselyfortextualdetailsannotatetex tstosupportcomprehensionandanalysise ngageinproductiveevidencebaseddiscus sionscollectandorganizeevidencefromte xttosupportanalysisinwritingmakeclaim saboutandacrosstextsdevelopandincorp oratedomainspecificvocabularyinwritte nandverbalresponses.

Content Specific Vocabulary: Words needed to understand a story or topic. For example: melodious Domain-Specific Vocabulary: Words that are characteristic of a particular topic or genre. For example: couplet New words for old tasks….NO NEED TO WORRY

Quick Write Assessment: Quick Write Assessments will be short writing pieces that are graded and used to determine your level of comprehension regarding our main focus each day. Score 0-2.

? I don’t understand this section Write in margins reactions/questions/comments ! Striking in some way or reminds you of something else * important ideas Circle individual words/phrases that are confusing Continue with annotations (see? Nothing new yet!)

WRITTEN IN 1599 The Passionate Shepherd to His Love Expect to see words like “pleasures”, “love”, “thee”, “birds”, “flowers” blah blah blah Don’t expect to see words like “twerk”, “baby”, “trippin”, “in luv wit chu”

Christopher Marlowe Christopher Marlowe was an English poet and dramatist who lived in England ( ) during the Elizabethan era. During his time he was a contemporary of William Shakespeare. He was an educated man, attending college in Cambridge. He was nearly denied a Master of Arts degree in 1587 because there were rumors that he planned to convert to Catholicism and that he might be a spy. Very little is known about Marlowe personally. There is a great deal of mystery surrounding his life as well as his untimely death by stabbing.

First read: Just listen closely. Second read: annotate as I read it aloud. Then answer the following with a partner. 1.What is the speaker inviting the listener to do? Underline the key words in the text that tell you so. 2.What does the speaker promise the listener in return? Underline one or two words in the text that tell you. 3.How can the title of this poem develop your understanding of the central ideas of Marlowe’s first stanza?

Line (n.) – a single row of words in a poem. Stanza (n.) – a group of lines in a poem, separated by spaces from other stanzas, much like a paragraph in prose. Couplet (n.) – two lines of poetry, one after the other, that rhyme and are the same length and rhythm. Rhyme (n.) – having the same sound at the end of two or more words. End Rhyme (n.) – rhyming words at the ends of the lines of a poem. Rhyme Scheme (n.) – the pattern of rhymes in a poem. Alliteration (n.) – repeating the consonant sounds at the beginning of and within nearby words. Domain Specific Vocabulary reviewed…

Now please answer the following questions: 1.According to the shepherd, if his love agrees, what pleasures will await them? Write two or three examples. 2.Where will all the pleasures come from? 3.What do all of these pleasures have in common? 4.What relationship is Marlowe developing between love and nature?

What effect does this repetition have on the tone of the speaker’s invitation?

What gift is MISSING???

"Pastoral" (from pastor, Latin for "shepherd") refers to a literary work dealing with shepherds and rustic life. Pastoral poetry presents an idealized rather than realistic view of rustic life. Common topics of pastoral poetry include love and seduction. A common pastoral poetic genre is the eclogue (a dialogue between two shepherds). This conversation may be between a shepherd and the shepherdess he loves (generally his attempt to seduce her). Pastoral poetry

Quick Write: (Copy) “How does Raleigh develop a central idea of his poem?” “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh

Annotate for structural elements: including repetition, key ideas, rhymes, sentence structure, repetitive images. Remember to search for similarities to “The Passionate Shepherd” as well. Before you listen to the poem, review the content vocabulary at the bottom of the page.

1. What assertion (statement) does the speaker make in stanza 2? How does the language compare or contrast to the language from the first stanza? Include evidence. 2. What details, words or phrases repeat in stanzas 4 and 5? What pattern do you notice? What is the cumulative effect of the repetition and patterns that emerge in stanzas 4 and 5?

3. Consider the first and last stanzas of “The Nymph’s Reply to the Shepherd.” What repeating words or phrases do you notice? How do the repetitions compare or contrast? 4. How does the speaker’s use of “might” in the last stanza compare to the use in the first? Consider your understanding of “if” in the first stanza, as compared to the speaker’s use of “then” in the last stanza.

1.What argument is the speaker making about the relationship between youth and love? 2.What words/phrases in the poem indicate the presence of “time”? 3.What relationship does the speaker establish between “youth” and “time”? And finally….