Daily Agenda 9/26/18 English II

Objective- I can analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). M1, U1, L6 DO NOW: Hand in any of the assignments that are currently due. Place these items on my desk. Take out all three poems and all of your notes. Write down our new objective(above) and underline the skill(s) we are going to be working on. Take out the exit ticket from yesterday’s class. Continue working on the writing assignment and hand it in when it is complete.

Exit Ticket How does Raleigh represent an element of Marlowe’s poem?

Text Vocabulary lance shaped (adj.) – narrow, and tapering toward the apex or sometimes at the base, as a leaf parched (adj.) – very dry, especially because of hot weather and no rain violets (n.) – plants that have small bluish-purple or white flowers sow (v.) – to plant seeds in an area of ground

Exit Ticket How does Williams introduce and develop a central idea in “Raleigh Was Right”?

Homework Reread Williams’s “Raleigh Was Right,” Marlowe’s “The Passionate Shepherd to His Love,” and Raleigh’s “The Nymph’s Reply to the Shepherd,” and respond briefly in writing to the following prompts: Compare Williams’s description of flowers in stanza 1 with Marlowe’s description of flowers in stanza 9. How does each poet’s description develop a shared central idea? How do the differences in the nymphs’ responses in “The Nymph’s Reply to the Shepherd” and “Raleigh Was Right” relate to a central idea in Williams’s poem?