1. Welcome to Paths to College and Career Welcome to Paths to College and Career Module 1 Lesson 1 Module 1 Lesson 1
Reading Closely and Writing to Analyze

2. Learning Target
The BIG IDEA of Unit 1 of this first Module is the College and Career Ready Anchor Standard
Analyze how 2 or more texts address similar themes in order to build knowledge or to compare approaches that authors take
The BIG idea of this unit is the Anchor Standard CCRA R.9
Analyze how 2 or more texts address similar themes in order to build knowledge of to compare approaches that author’s take
You can display this standard for the full 7 lesson unit
Let students know how the curriculum is structured with 3 modules for this year, each having 3 units.

3. Learning Target
In this first unit we will compare 3 different poems. In this first lesson we will develop close reading skills, explore a poem, and analyze its first 2 stanzas, using evidence in our writing and discussion. Today’s Assessed Standard : I can determine a central idea of a text and analyze in detail its development over the course of the text.
This is today’s assessed standard- You can tell students many standards will be taught during the lesson but his standards will be assessed at the end of the lesson

4. Christopher Marlowe: The Passionate Shepard to His Love
What will we do today?
Activity 1: Lesson AGENDA and Introduction
Lesson Introduction – Unlocking the Standards
Listen to a Masterful Read of the Poem “Passionate Shepherd to his Love” by Christopher Marlowe
Introduce Annotation
Read and Discuss the Poem (stanzas 1-2)
Complete a Quick Writes
Closing
Note: You will want to post this on the board

5. Your Student Journal Briefly look through your student journal
Your Student Journal Briefly look through your student journal. What does it contain?
This activity and slide are optional
Tell students they will have a separate journal of approximately ever quarter. Have them notice the focus of this first module
“Reading Closely and Writing to Analyze” on the cover. When they turn to the back have them notice the lined pages that they may use for any writing
in this program. NOTE: You may also want students to have a separate writing/vocabulary journal – when students write in sequence in
one place, they can easily see how their writing progresses.

6. Student Journal Page 19 This standard tells me I will:
Find the Reading Standard RL
Read and underline any key words.
Check your understanding of this standard on the rubric.
Turn to your partner and discuss what you think this standard means.
Matching our thinking: How does your thinking match up to mine?
This standard tells me I will:
Use quotes to explain the text
Identify things that are unclear
Determine what the text says directly and be able to read between the lines
First have students report out then ask Matching our thinking: how did your thinking match up to mine?
If students don’t know, tell them RL stands for Reading Literature
NOTE: You can add answers that are animated and ‘fly in’ afterwards to any question.

7. Student Journal Page 19 Find the READING Standard RL.9-10.2
Read the standard, underline any key words, and check your understanding.
Turn to your partner and discuss what you think this standard means.
Matching our thinking: How does your thinking match up to mine?
This standard tells me I will:
Identify a theme or central idea
Analyze how that idea develops over the course of the text
See how specific details contribute to the development of ideas
Summarize the text
First have students report out then REREAD the standard and ask Matching our thinking: how did your thinking match up to mine?
If students don’t know, tell them RL stands for Reading Literature

8. Student Journal Page 27 Find the LANGUAGE Standard L.9-10.4.a
Read the standard, underline any key words, and check your understanding.
Turn to your partner and discuss what you think this standard means.
Matching our thinking: how does your thinking match up to mine?
This standard tells me I will:
Determine the meaning of words in text
Focus on using context clues
First have students report out then REREAD the standard and then ask Matching our thinking: how did your thinking match up to mine?
If students don’t know, tell them L stands for Language skill

9. Student Journal Page 23
Find Standard the Writing Standard W and W.9-10.a
Read the standard, underline any key words, and check your understanding. .
Turn to your partner and discuss what you think this standard means.
Matching our thinking: how does your thinking match up to mine?
This standard tells me I will:
910.9Use evidence to support my ideas in writing
9-10.9a Use evidence to support my analysis of literature
First have students report out then then REREAD the standards and ask Matching our thinking: how did your thinking match up to mine?
If students don’t know, tell them W stands for Writing skills

10. “The Passionate Shepherd to His Love” by Christopher Marlowe
Briefly review some background about C. Marlowe – Note that he was a contemporary of Shakespeare, from humble beginnings, and well educated. He is known for his poetry and his plays. He was killed in a tavern brawl and set to sit trial as he was accused of being an atheist, a crime in England during this time period.
Students may know the term blank verse from Shakespeare as they both wrote their plays in this style.

11. Activity 2: Masterful Reading Student Journal page 1
As you listen to this poem, follow along. Notice the date this was written. Try to visualize what the poet is saying. Look for reoccurring ideas and words.
“The Passionate Shepherd to His Love”
NOTE: You can read this or use the masterfully read audio embedded in the slide hyperlinked in the title of the poem.
Or students can listen to this version and A masterful read is one that is fluent and expressive. It does not include a think aloud – it allows students to think for themselves.
Follow up reads may include discourse IF more is needed or you need to stop quickly and TELL a meaning of a word, but nor dwell on it.
Tell words for this poem may be: prove, steepy, yields, melodious- But as a teacher, you can make the best choice of words foyou can read it again.
r your students.
You may also point out that poems are noted by quotes and look for how the title is capitalized.

12. Vocabulary
1- Prove (v.) – to learn or find out by experience. 2- Steepy (adj.) – steep. 3- Yields (v.) – bears or brings forth as a natural product especially as a result of cultivation. 4- Madrigals (n.) – songs for several singers without instruments that were popular in the sixteenth and seventeenth centuries. 5- Melodious (adj.) – having or making a pleasant musical sound

13. Activity 3: Annotation Think about it: Why might a reader mark a text?
How might annotation affect the way you read and write?
BIG IDEA: Annotation helps students look closely at textual evidence and be able to use that evidence in their writing.
These questions can be done in a think-pair-share

14. Activity 3: Annotation Codes How will we annotate?
Box Unfamiliar words
Star * Important ideas
Question Mark ? Questions you may have or confusing parts
Exclamation Point ! For ideas that surprise you or connections you make – those AHA! moments
These should be displayed or students can copy them into the inside front cover of their journal or you can make a copy of this one slide for them to place in their Journals– they will be used throughout the program.
BOX Unfamiliar words
STAR * Important ideas
Question Mark ? Questions you may have or confusing parts and write them down
Exclamation Point ! For ideas that surprise you or connections you make – those AHA! Moments and provide a brief note

15. Activity 3: Annotation Student Journal page 1
Your turn
Read the entire poem silently
Use the annotation codes as you read
BOX Unfamiliar words
STAR * Important ideas
Question Mark ? Questions you may have or confusing parts
Exclamation Point ! For ideas that surprise you or connections you make – those AHA! moments
Ask students that finish early to read it again and check their annotation. You can have students compare annotations with a partner and then lead a discussion on what they annotated or just lead a discussion

16. Activity 4: Reading and Discussion
Now you will form groups of 3 or 4
In your groups, you will answer 3 questions. Find someone to record for your group and make sure to number your answers.
Consider the title of this poem. From whose point of view is it being told? Who is the intended audience or listener?
What does the speaker invite the listener to do? What does he promise in return?
What does the title and lines 1 to 4 suggest about the relationship between the shepherd and his love?
First students discuss the questions together, then provide a discussion around each question with the whole class. This should be done after groups discuss all 3 questions. You may also use a recorder for each group to record student responses
Use your Teacher Guide and review the provided answers

17. Activity 4: Reading and Discussion
Individually reread lines 5 - 8
Answer the following questions
4. According to the shepherd if his love agrees, what pleasures will await them?
5. Line 8 -What does the word madrigals mean? What context clues helped you to determine its meaning?
6. Line 2 – From where will all the ‘pleasures’ come?
7. Lines 1-8 What connections does the poet make between these many pleasures and the shepherds relationship with his love?
First students discuss the questions together, then provide a discuss around each question with the whole class.
Use your Teacher Guide and review the provided answers. Make certain students are starting to understand that Marlowe is creating a connection between
the natural world the shepherd lives in and his feelings towards his love.

18. Activity 5: Quick Write Turn to page 29 in your Student Journal.
Read through the Short Response Rubric and the attributes of a 2 point response
Check any areas in the 2 point response that you already can do well.
Circle any areas where you may need help or are not sure about.
Inference/Claim Analysis Evidence Conventions
Discuss any language or expectations of the rubric which may be confusing. Review the 4 assessed areas of the rubric
Inference/Claim Analysis Evidence Conventions

19. Activity 5: Quick Write Turn to page 30 in your Student Journal.
Now we will look at considerations that can guide your writing.
Read through the Checklist
Check any areas that you already can do well.
Circle any areas where you may need help or are not sure about.
We will use the rubric and checklist to help make certain you understand and can produce high quality response.
Discuss any language or expectations of the checklist which may be confusing

20. Activity 5: Quick Write Turn to page 30 in your student journal.
Now we will look at checklist that can guide your writing.
Read through the Checklist
Check any areas that you already can do well.
Circle any areas where you may need help or are not sure about.
We will use the rubric and checklist to help make certain you understand and can produce high quality response.
You will need to set up a routine for Quick Writes You may want students to have writing journal as Quick Writes will often be used. They may also record vocabulary words in this journal.
You can use the quick writes as a weekly grade randomly selecting one a week to grade.
Determine how you will process the writing atfer

21. Activity 5: Quick Write Remember today’s assessed standard:
I can determine a central idea of a text and analyze in detail its development over the course of the text.
Use the information in the Rubric and Checklist and respond to the following:
How does Marlowe introduce a central idea
in lines 1 – 8 of his poem?
AS students are writing, walk around and view their work OR differentiate instruction and take a group of struggling students and guide them through the writing with you. See page 22 of your Teacher Guide for a high performing response. Make certain students understand the prompt and are not answering just what is the central idea, but also how does the poet introduces it. In other words they are analyzing how Marlowe is introducing his central idea of nature and its connection to humans. Remind them to quote from the text. Determine how you will process the writing after students complete it.
You may want pairs or groups to discuss their writing and make certain they go back to the checklist and rubric or you may to briefly discuss their answers.

22. Activity 6: Closing
Accountable Independent Reading (AIR): AIR will be a part of your daily homework.. By Lesson 5, you will find, read, and respond to books and texts that you want to read. For tonight: 1. Think about 2 criteria you may have to determine a book you would like to read: a genre, an author you like, topic you like, fiction or nonfiction, etc. 2. Bring in the name of one or more books you have read that you would recommend to someone else.*
*And bring in the name of one or more books you have read that you would recommend to someone else. Help students find books they would like through peer recommendations. They can put these on post it notes and place them on a chart- they can be reviewed and peers can make a push for their books and why they liked them. They can also bring in the book to talk about it.
You can use reading logs, teacher conferencing, student blogs, and other accountable measures

23. Activity 6: Closing
Exit Ticket Respond in writing to the following: How are the lines of “The Passionate Shepherd to His Love” organized? Consider what you already may know about poetry and how the poem looks and sounds when read aloud.
NOTE: if you are teaching in a block schedule this will now be independent student work.
In single blocks, if there is time, you can have students use this as an exit ticket out the door OR have it as a “Do Now” when they come in the room tomorrow.
If as homework, students write down the assignment.