Do Now: Respond to the following in 2-3 complete sentences: What is the purpose of doing check list after the writing? (10 min) Aim: How do we effectively do the check list of our text analysis response to the poem, “The Man He Killed” by Thomas Hardy?

2. Have you remembered to list the title and author of the passage selected and write correctly by using proper punctuations (10 pts)? Student’s example: In the poem entitled"The man he killed"by Thomas Hardy, the author uses setting to develop the central idea that ….

Checkpoint # 1 : Do you understand today’s vocabulary words? Raise your right hand if you clearly understand how to write the title and author’s name? Raise your left hand if you do not clearly understand how to write the title and author’s name?

Aim: How do we effectively do the check list of our text analysis response to the poem, “The Man He Killed” by Thomas Hardy? Have you 5. remembered to give two or three specific examples of the writing strategy within the text? Student’s sample: In the text with quotations "had he and I but met by some old ancient inn"(ll. 1-2 )… The second stanza of the poem says the speaker killed the other man face to face. That tell us that they both were facing each other when he shoots him. Questions to think: 1.What is meant by “specific examples”? 2.What is the writing strategy we are discussing in this writing. 3.Does this student’s writing meet the requirements? Why or why not?

Aim: How do we effectively do the check list of our text analysis response to the poem, “The Man He Killed” by Thomas Hardy? Have you 6. remembered to explain how the example provided highlights the central idea? Student’s sample: the second stanza of the poem says the speaker killed the other man face to face. That tell us that they both were facing each other when he shoots him. This relates to the central idea that he killed him because he was his enemy in the war. Does the student explain how the example highlights the central idea? Why or why not?

Aim: How do we effectively do the check list of our text analysis response to the poem, “The Man He Killed” by Thomas Hardy? Have you 7 remembered to analyze how the examples help to develop the central idea? Student’s sample: The author depicts and contrasts the two different settings to mean that one of the setting was the speaker imagination and the other was his real setting. The reason the author includes two settings in one poem is because author wants to show his two different looks in the poem. Do you think the student does the analysis to show how the examples help develop the central idea? Why or why not?

Checkpoint # 2 : Do you understand that you have to relate, highlight, and analyze how the setting helps develop the central idea ? Raise your right hand if you clearly understand today’s task. Raise your left hand if you do not clearly understand today’s task.

Aim: How do we effectively do the check list of our text analysis response to the poem, “The Man He Killed” by Thomas Hardy? Have you 8. remembered to proof read your paper so that it is free of grammatical, spelling, and other errors? a. In the first stanza of the text, the author introduces at the central idea that … b.The reason the author includes two settings in one poem is he wants trying to let us know how the war has negative affect to people.

Common Core Learning Standards: CCSS.ELA-Literacy.RI CCSS.ELA-Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI CCSS.ELA-Literacy.RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone CCSS.ELA-LITERACY.SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.