Daily Agenda 9/28/18 English II

Objective- I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Use precise language and domain-specific vocabulary to manage the complexity of the topic. M1, U1, L7 DO NOW: Hand in any of the assignments that are currently due. Place these items on my desk. Take out all three poems, the evidence collection tool, and all of your notes. Write down our new objective(above) and underline the skill(s) we are going to be working on. Continue the preparation of your Unit 1 Final Assessment graphic organizer.

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?