Behavioral Expectations• Arrive on time• Sit in assigned seat• Do assigned work and hand in on time• No cell phone or other electronic devices are allowed in this class. Individuals who are not able to follow this expectation will be sent to the summer school office. Do not wear your cell phones around your neck• Be respectful—it’s the only way we can make it through the six weeks together.
Reading Standards for Literature Common Core StandardsKey Ideas and Details1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and isshaped and refined by specific details; provide an objective summary of the text.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with othercharacters, and advance the plot or develop the theme.Craft and Structure4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulativeimpact 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).5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,flashbacks) create such effects as mystery, tension, or surprise.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide readingof world literature.Writing StandardsText Types and Purposes2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effectiveselection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information andexamples appropriate to the audience’s knowledge of the topic.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured eventsequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing anarrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/orcharacters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/orCharactersSpeaking and Listening StandardsComprehension and Collaboration1. Initiate and participate effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grades9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared; having read and researched material under study; explicitly draw on that preparation by referring to evidenceLanguage StandardConventions of Standard English1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Use parallel structure.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun,relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Spell correctly.
Content• Essential Question – Do you set your own course?• Anchor Selection – The Seven Ages of Man (poetry) – The Road Not Taken (poetry) – From The Choices for the High School Graduate (book excerpt)• Key Literary Vocabulary – The language of poetry • Rhythm • Rhyme • Rhyme scheme • Meter
Key Skills• Understand and use vocabulary (bi-level= literacy terms and academic vocabulary)• Indentify rhythm, rhyme, and meter in poetry• Use active reading strategies to comprehend text• Analyze a writing prompt, plan, and write a personal essay
Evidence• Journals• Skills• Multiple choice• Short response• Discussion• Observation• Personal essay
Resources• Unit 7B• The Language of Poetry• Pages 182-195• MPS High School Writing Guides – Descriptive – Narrative – Expository – Persuasive• MPS GRASPS book• Common Rubrics• Other portal resources
MondayThe Seven Ages of Man Dramatic Monologue by William ShakespeareThe Road Not Taken Poem by Robert FrostObjectives• explore the key idea of a journey• recognize characteristics of a dramatic monologue• analyze rhythm (meter)• read poems• analyze ideas in poetry
Monday’s Activity1. Silent reading- 20 minutes a. Write today’s date b. The page you started on c. The page you ended on d. A summary of what you read2. Read The Seven Ages of Man and The Road Not Taken3. Complete all margin work
Monday• Review the terms you know- – What are the components of • Imagery • Figurative language – Provide an example of imagery and figurative language from the poems we read• Preview assessment goals: By the end of this lesson, you will be able to… – identify rhythm, rhyme, and meter in poetry – use active reading strategies to comprehend text – evaluate the content of a nonfiction text – analyze a writing prompt and plan a personal essay
Monday• Open your books to page 183 – Read and complete the graphic organizer• Turn to page 184 – What do you know about… • Rhythm • Rhyme (rhyme scheme) • Meter – Read page 184 • Review closely the “Meter and Rhyme in Poetry” section on page 184 (the Rossetti poem) – Practice reading and noting the meter – You know rhyme scheme, but review it anyways
Monday/Tuesday• Review all of the terms – Imagery – Figurative language – Meter – Rhythm – Rhyme• Collaboration- Group Activity – Each student will have a collaboration/review sheet – You work as a group, but you will hand in your own sheet – Analyze your own lines – Discuss your section from the start of the monologue to the end/section by section—student by student – Hand in at the end of group work• Complete practice worksheets and turn in (10 points each)• Take Unit test• Grade and turn in
Ideas for extensionBRAINSTORMING: OTHER METAPHORS FOR LIFERemind students that the words that begin “The Seven Ages of Man,” “All the world’s astage,/And all the men and women merely players” is a metaphor. The speaker compares theworld to a stage and people to actors on that stage.Another example of a metaphor for the world and its people would be: The world is a huge snowstorm, and each man or woman just a single snowflake.Have students brainstorm additional metaphors for the world and its people. List themetaphors on the board. Have students decide which metaphors would form the basis forgood poems.Pre-AP Challenge: Invite students to choose one of the metaphors from the board anddevelop it into a complete poem. Encourage them to extend the metaphor as they describedifferent stages in people’s lives. Suggest that they use a regular meter in their poems.
Ideas for extensionDEBATE: HOW MUCH CHOICE DO PEOPLE HAVE?The poems “The Seven Ages of Man” and “The Road Not Taken” take diametrically oppositepositions on the question of free choice.The first poem suggests that people have little control over their destinies while the second indicates that people have choices about where there lives will go.Create two teams of debaters, with about five students on each team.Have the remaining students act as judges.The teams will debate this question: How much control do people have over their futures? How much predetermination must we accept in our lives?Have students volunteer to be on the different sides.One side will support the idea that people have a lot of control over their own lives.The other side will support the idea that almost everything in people’s lives is predetermined.Have members of each team take turns presenting their arguments.Ask the judges to name the winner.Discuss the voting results, focusing on the arguments that led to them.
Ideas for extensionMAIN IDEA: MAKING CHOICES• Remind students that the speaker in “The Road Not Taken” weighed his choices before deciding to go down one of the roads. Ask students how they go about making choices between two alternatives.• Encourage students to recognize that, when making important decisions, they should weigh the positives and negatives of their choices.• Lead students through a model decision process by offering these choices: go to a party where there will be new people OR go the movies with some old friends. List the two choices on the board with the words “positives” and “negatives” below each. Invite students to list all the positives and negatives involved in both choices and then come to a decision.
Tuesday’s Activity• Review/Preview• Silent Reading- 20 min• Reading comprehension test on page 188 – Complete and grade• Read and complete- What’s the Connection on page 190• Read from Choices for the High School Graduate – Complete all margin work – Discuss• Complete Reading Comprehension on page 194 – Complete and grade• Timed Writing piece on page 195 – This will be a part of your writing portfolio (that you will type up on Thursday and Friday) – Complete page 195 – Write a 4 paragraph personal essay
Wednesday’s Activity• Timed Writing piece on page 195 – This will be a part of your writing portfolio (that you will type up on Thursday and Friday) – Complete page 195 – Analyze prompt – Plan your response- Create an OUTLINE (15 POINTS) – Write a 4 paragraph personal essay (DRAFT-15 POINTS) – Create a final draft—ready to type up (15 points) • Peer edit
Thursday• Computer lab – Students will type all of the items in their Writing Portfolio – You must edit them and create a final draft
Friday• Computer lab – Students will type all of the items in their Writing Portfolio – You must edit them and create a final draft