1. The DREADED Common Core Module 10.1

2. Readcloselyfortextualdetailsannotatetextstosupportcomprehensionandanalysisengageinproductiveevidencebaseddiscussionscollectandorganizeevidencefromtexttosupportanalysisinwritingmakeclaimsaboutandacrosstextsdevelopandincorporatedomainspecificvocabularyinwrittenandverbalresponses.

3. New words for old tasks….NO NEED TO WORRY
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

4. 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.

5. Continue with annotations (see? Nothing new yet!)
? 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

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

7. 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.

8. Quick Write for Lesson 1 (Copy):
How does the structure of Marlowe’s poem develop a central idea of the text?

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

10. Domain Specific Vocabulary reviewed…
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.

11. Alliteration…it has a purpose
Alliteration…it has a purpose!! (often connects the most important words/phrases/ideas)
Read line 1 aloud with your partner. Annotate your texts with connecting arrows for examples of alliteration at the beginning of words. Continue on through line 8. *Stanzas one and two ONLY. * Alliteration can also be found INSIDE words – but it is less common and must be intentional. What do “all”, “hill”, “valley” have in common?

12. Look at the CONNECTIONS you made with alliteration:
What letter links many of the most important terms and key details?
Love
Live
valleys
hills

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

14. Line 8 – “melodious birds sing madrigals”
Context cues…
Line 8 – “melodious birds sing madrigals”
Guess:

15. Quick Write for Lesson 1 (Copy):
How does the structure of Marlowe’s poem develop a central idea of the text?

16. Listen to another reading of the poem
Listen to another reading of the poem. Annotate with the following question in mind…
How are the lines of each stanza organized? How does the text look on the page? How does it sound when you hear it read aloud?

17. Repetition: It matters!!
Underline or highlight all repeating words/phrases (ignore “and”, “of”, “the”)
What repeating words did you underline?

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

19. Where are these gifts from?
What pleasures is the speaker promising the listener? (his love)
Lines 9-10
Line 11
Line 12
Lines 13-14
Lines 15-16
Lines 17-18

20. Answer the following. Please. Pretty please. With sugar on top.
What do all of the pleasures have in common?
What do all of the materials have in common?
What time of year do the pleasures the speaker describes occur?
What sort of picture is Marlowe “painting” through the impact of these descriptions?
How do the details in stanza 4 connect to the details in stanza 2? What relationship between animals, humans and nature is the speaker (shepherd) suggesting?

21. What gift is MISSING???

22. Pastoral poetry
"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).

24. Remember: A paragraph is 7-10 SENTENCES (not lines)
Remember: A paragraph is 7-10 SENTENCES (not lines). Also, use your rubric and the checklist before turning in. Attach all notes/annotations/questions to written response.
How does the structure of Marlowe’s poem develop a central idea of the text?

25. AIR reading (Accountable Independent Reading)
Find, read and respond to material written at your level – high interest and easily decoded…

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

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

28. that emerge in stanzas 4 and 5?
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?

29. 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.

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

31. Quick Write: 7-10 sentences.
“How does Raleigh develop a central idea of his poem?”