Module One: Lesson Two (10.1.2)

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Module One: Lesson Two (10.1.2) Common Core Module One: Lesson Two (10.1.2)

Vocabulary kirtle (n.) – a woman’s dress or outer petticoat swains (n.) – country peasants, or male admirers myrtle (n.) – an evergreen shrub with fragrant white or red flowers and black berries

Today we will... Work in groups to consider the cumulative impact of specific word choices on the meaning and tone of Marlowe’s poem. Complete a tool to help 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.

But first... What context clues in line 8 can help you to determine what madrigals means? “melodious,” “birds,” and “sings” to show that “madrigals” is a type of song (line 8).

Quick Write Assessment (Where We’re Headed) How does the language of Marlowe’s poem evoke a sense of time and place? How does this time and place develop a central idea of the text?

Structural Choices... How are the lines of each stanza organized? Consider: How does the text look on the page? How does it sound when you read it aloud? Each stanza contains rhyming couplets. Each stanza is composed of four lines. Each line is of a similar length.

Word Choices (Diction) What is the cumulative impact of specific word choices on the meaning and tone of Marlowe’s poem. Reread Marlowe’s poem in its entirety. Underline all repeating words or phrases.

come live with me and be my love, (lines 1, 20, 28) [slight variation than live with me and be my love] we will (lines 2, 5,) [slight variation I will] (line 9) pleasures (lines 2, 19) sing (lines 8, 25) move (lines 19, 27) delight(s) (lines 26, 27)

What is the cumulative effect of this repetition on the tone of the speaker’s invitation? How does this repetition inform your understanding of the nature of the speaker’s invitation?

The Pleasure Tool Complete this tool in order to continue an analysis of the cumulative impact of specific word choices on Marlowe’s meaning and tone.

Quick Write Two (in book) How does the language of Marlowe’s poem evoke a sense of time and place? How does this time and place develop a central idea of the text?

Homework How might your understanding of the speaker’s intent change if the word will is replaced with might in lines 2, 5, and 9? If come is replaced with please in lines 1 and 20? Continue Independent Reading (Assignment Due 9/26)