Day 1

Objectives: Students will be able to infer the speaker’s feelings by analyzing specific textual evidence from the sonnet.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.

• Differentiation: Students select details from the scene  based on their individual reading experience and understanding of the text. They are also given various options to respond to the poem depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the poem.
• Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer/facilitator, recorder,presenter, spelling/ grammar checker.

Do Now: What characterizes poetry? For what purposes do we compose poms? What’s your favorite poem? Who is your favorite poet?

Mini lesson

What is a sonnet?  Rhyme? Meter? rhythm?

Every sonnet has fourteen lines. In fact, if you read a poem that’s fourteen lines, the odds are that it’s a sonnet.

Meter:

1. Iambic (the noun is iamb or iambus): a lightly stressed syllable followed by a heavily stressed syllable u /
2.  Trochaic (the noun is trochee): a stressed followed by a light syllable / u
3.  Anapestic (the noun is anapest): two light syllables followed by a stressed syllable u u /
4. Dactylic (the noun is dactyl): a stressed syllable followed by two light syllables syllables: / uu

• If a line has four feet, it is tetrameter.
• If a line has five feet, it is pentameter.
• If it has six feet, it is hexameter, and so on.

Part 1: Form/Structure: Petrachan Sonnet: sonnets by the Italian poet Petrarch, the rhyming lines divide into a group of eight followed by a group of six. You get one idea for about half of the poem, followed by a twist (called a “volta”) and then another idea for the next six lines.

Part 2: Choosing to write an Italian-style sonnet means a few things: 1) there are fewer rhyming words, so the same sounds are repeated more often, giving the poem a very heavy, obvious rhythm; 2) the twist in the writing comes about halfway through instead of right before the end; 3) and there’s an exotic, Romantic sense of “foreignness” for an English poet in borrowing this form from Italy. That’s a lot of meaning for a few rhyming words!

Part 3:  Meter- iambic Pentameter: For poems written in English, the meter – the pattern and rhythm of the language – is always described using two words. The first word (here it’s “iambic”) tells you what kind of “foot,” or small unit of rhythm, is the main one in the poem. The second word (here it’s “pentameter”) tells you how many of those feet are put together to make one line. An “iamb” is a two-beat foot that goes “da-DUM” – one unstressed syllable followed by one stressed syllable. Because this is “pentameter,” there are five iambs per line. So each line goes “da-DUM da-DUM da-DUM da-DUM da-DUM” – “How do I love thee? Let me count the ways.”

Independent Practice:

Read the sonnet 43 by Elizabeth Browning ( page 114) and respond to the following questions:

1. How would the poem be different if the opening line was “Why do I love thee?”
2. How many ways of loving does the speaker identify? Do these ways of loving overlap, conflict, or complement one another? Explain.
3. Why do you think “How do I love thee?” is such a popular love poem? What features of the sonnet might make it more accessible or universal than other love poetry?
4. How would the poem affect readers differently if the beloved was referred to as “you” instead of as “thee”? What if the beloved was given a first name – Romeo, Robert, etc.?

Homework#1 : Read and annotate Elizabeth Bowing by Alice Kim ( page 110) and respond to the questions on page 111 in your note book.

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Day 2

Objectives: Students will be able to infer feelings implied in the letters between Victorian poets Elizabeth and Robert Browning and analyze how they impact her poetry by analyzing specific textual evidence from the sonnet.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.

• Differentiation: Students select details from the scene  based on their individual reading experience and understanding of the text. They are also given various options to respond to the poem depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the poem.
• Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer/facilitator, recorder,presenter, spelling/ grammar checker.

Do Now: In pairs, share your homework on how Elizabeth Browning’s life and experience provide a context for her work.

Acquisition:

1. How do we know what  feelings transpired between Elizabeth and Robert Browning?
2. Find one or two specific quotations from the passage and copy them down in your notebook.
3. What key words or phrases in the citation that gives your implications about their feelings?
4. How do you know?

“With that first meeting of their hearts ad minds, a love affair blossoms between them.”

Robert Browning not only loves Elizabeth’s poetry for the beauty in its verse by describing it as ” fresh strange music” that enlightens his mind and heart.  He also openly professes that ” I do, as I say, love these books with all my heart- and I love you too.”  The love flourishes like a flower, growing between the two hearts.

For Elizabeth, she writes,” …I have been feeling ashamed of thinking of you so much, of thinking of only you…”. In this line, she strangely feels ” ashamed” for thinking too much of Robert Browning . The feeling of  ” shame” may come of uncontrollable feelings she has for him; and the word ” only” conveys exclusivity of her feelings for him. Therefore, her love for him is exclusive and uncontrollable like oceans waves.

Independent Practice

1. Students will pick a quotation that reveals Robert’s feeling s for Elizabeth.
2. Students will pick a quotation that reveals Elizabeth’s feeling s for Robert.
3. Go back to source 1 and refine your analysis of the details you have selected to show context for Elizabeth’s work.

Homework: 2: Complete the “Independent Practice” at home.

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Day 3

Objectives: Students will be able to compare the intensity of live she feels for Robert Browning with the intensity of live she had experiences earlier in her life by citing specific textual evidence.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.

• Differentiation: Students select details from the scene  based on their individual reading experience and understanding of the text. They are also given various options to respond to the poem depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the poem.
• Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer/facilitator, recorder,presenter, spelling/ grammar checker.

Do Now: In pairs, share your homework on the Brownings reveal their feelings for each other in their letters.

Acquisition:

Form: The basic meter of all sonnets in English is iambic pentameter (basic information on iambic pentameter).

Rhyme: The Italian sonnet is divided into two sections by two different groups of rhyming sounds. The first 8 lines is called the octave and rhymes:

a b b a
a b b a

The remaining 6 lines is called the sestet and can have either two or three rhyming sounds, arranged in a variety of ways:

c d c d c d
c d d c d c
c d e c d e
c d e c e d
c d c e d c

Read the poem line by line ( 14 lines) and identify examples of figurative language that helps the speaker express her love-

1. imagery that depicts the scale and duration of her love
2. analogy
3. simile
4. Allusion
5. metaphor

Guided Practice

• How does a poet use poetic devices to convey a deeper message?
• How do we infer a central idea or theme of the poem?
• What’s TPCASTT?

TPCASTT:  Poem Analysis Method:  title, paraphrase, connotation(diction), attitude(tone), shift(s), title revisited and theme

Homework#3

Complete 1st draft TPCASTT worksheet based on Elizabeth Browning’s sonnet.

HW#4: Revise the TPCASTT worksheet.

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Day 4 Lesson

Objectives: Students will be able to write a textual analysis essay in which they analyze Elizabeth Browning’s poem and discuss how the poet uses poetic devices to develop a central idea.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.

• Differentiation: Students select details from the scene  based on their individual reading experience and understanding of the text. They are also given various options to respond to the poem depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the poem.
• Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer/facilitator, recorder,presenter, spelling/ grammar checker.

Do Now:

a. Share your response to the designated question.

1. How would the poem be different if the opening line was “Why do I love thee?”
2. How many ways of loving does the speaker identify? Do these ways of loving overlap, conflict, or complement one another? Explain.
3. Why do you think “How do I love thee?” is such a popular love poem? What features of the sonnet might make it more accessible or universal than other love poetry?
4. How would the poem affect readers differently if the beloved was referred to as “you” instead of as “thee”? What if the beloved was given a first name – Romeo, Robert, etc.?

b. Share the claim you have written about how the speaker expresses her love. Provide supporting evidence. Also share in pairs your favorite poetic devices used by the poet and explain why.

Acquisition: How to develop a central idea?  How to articulate your central idea?

A central idea –

• is essentially what you believe one of the most important  ideas the author conveys in the piece you have read.
• can vary from reader to reader
• can be backed up by evidence
• is complex and should be expressed in a complex or compound sentence ( sometimes there is a shift)-two parts
• contains a powerful verb or two.
• should be the “soul” or guide of your analysis
• each part of which needs to be developed into a claim and serve as a topic sentence of the body paragraph s of your textual analysis essay

Guided Practice

Develop a group central idea based on the poem. Use the checklist.  Share in class.

Independent Practice

Write an introductory paragraph incorporating the central idea and one strategy that you believe the author uses to develop the idea.

For groups that finish the intro, you can can move on to the first body paragraph for the essay developing your 1st claim.

Homework#7:

Complete the intro and the first body paragraph for the textual analysis essay.

_____________________________________________

A. Read the sonnet 43 by Elizabeth Browning ( page 114) and respond to the following questions:

1. How would the poem be different if the opening line was “Why do I love thee?”
2. How many ways of loving does the speaker identify? Do these ways of loving overlap, conflict, or complement one another? Explain.
3. Why do you think “How do I love thee?” is such a popular love poem? What features of the sonnet might make it more accessible or universal than other love poetry?
4. How would the poem affect readers differently if the beloved was referred to as “you” instead of as “thee”? What if the beloved was given a first name – Romeo, Robert, etc.?

B. Create two  EBCs ( Evidence-Based claim) with evidence.

C. Synthesize the claims into a central idea.

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Day 5 Lesson

Objectives: Students will be able to clearly and logically  structure a textual analysis essay in which they analyze Elizabeth Browning’s poem and discuss how the poet uses poetic devices to develop a central idea.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.

Differentiation:

• Students select details from the text  based on their individual reading experience and understanding of the text.
• They are also given various options to respond to the poem depending on their personal level of challenges or strengths.
• Students can raise their own questions to probe into the implied meaning of the poem.
• structure of the essay
• rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer/facilitator, recorder,presenter, spelling/ grammar checker.

Do Now: Share the central idea you have developed from your homework.

Mini Lesson:

What is the deeper meaning of the poem based on the details I have noticed and the analysis I did? What is the central idea of the poem?

The tone of so what can sound rude but the directness can be liberating.  It’ll press our students to think what the observations matter.

1. Repetition: List exact repetitions and number of words, details, i.e.  waltz x3
2. Repetition of the same or similar details ( strand): polite, courteous, decorous. Explain the strand’s connection logic with a label: manners
3. Details or words that form or suggest binary oppositions ( to create contrasting imagery or attitudes)
4. Choose one repetition or strand or binary as most or interesting and explain in one paragraph why you think it’s important ( this ranking may  prompt to an interpretive leap ).
5. Locate anomalies: things that seem not to fit. This is also part of a strand.

Identify verbs and nouns from the relevant standards for the textual analysis task:

Based on the verbs and nouns, what do you think we need to do to write an effective textual analysis?

Structure of Textual Analysis Essay

How to approaching an essay topic (task)?

1. Step 1: Understanding the task
2. Step 2: Underlying the key words and phrases that help you understand the task
3. Step 3: Turn the statement into a question
4. Step 4: Answer the question
5. Step 5: Describe what you’ll need to do to provide an effective answer to the question(s)
6. Step 6: Identify the evidence that will help you generate a thesis statement

How to write an effective thesis statement?

• Directly address the essay question
• there is a shift ( tension) within the statement
• state the literary devices used by the author

 How to write an introduction?

1. Provide one -sentence comment on the topic you are writing.
2. Provide an appropriate context of the narrative
3. State the thesis statement

 How to write a conclusion?

• Restate the most important point you have been making throughout the essay but in different words.
• Make a real life connection (how is the discussion relevant in real life?)

 Body Paragraph structure:

• Topic Sentence-Claim
• Context ( cite the sentences where you will “zoom’ in on specific words or phrase for your analysis
• Point out he words and phrases that are connected to your claim
• ( Analysis)Explain why the specific words and phrases represent the deeper meaning
• Making connections aback to your thesis ( so what)

Textual Analysis Structure

Introduction: ( 3-4 sentences)

1. State the central idea of the passage
2. State the (one) strategy that the authors uses to illustrate the central idea
3. Explain two steps of how the author DEVELOPS his central idea through the strategy by using the word “ first, the author….;then the author…

Body

Body Paragraph 1:

1. Topic sentence ( first the author uses ___________( a strategy) to describe/portray…
2. Context: quotations ( 2- 3 examples) – omit words you don’t need by using …
3. Zoom in ( go back to the textual evidence you have cited) and point out specific words or phrases that show a pattern . Bring out the deeper meaning( what do the details say about your claim or author’s central idea)
4. So what: making a connection back to your claim

Body Paragraph 2:

1. Topic sentence ( then the author uses ___________( a strategy) to describe/portray…
2. Context: quotations ( 2- 3 examples) – omit words you don’t need by using …
3. Zoom in ( go back to the textual evidence you have cited) and point out specific words or phrases that show a pattern . Bring out the deeper meaning( what do the details say about your claim or author’s central idea)
4. So what: making a connection back to your claim

Conclusion: Restate the central idea with different words; how does the central idea connect to a universal truth?

Tips: Two claims should be different- the 2^nd claim should be based on the first claim

Independent Practice

Based on the two parts of the claim and develop each one into a topic sentence. Write a paragraph to illustrate the claim( topic sentence).

Expected Outcome:

1. Complete the introduction with a we–structured  central idea
2. At least one well-developed body paragraph that demonstrate a clear structure by using the checklist.

Homework#8: Type up the intro and body paragraphs. Be ready for a peer review tomorrow.

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Objectives: Students will be able to cite evidence precisely and effectively  to support or illustrate their central idea inferred from Browning’s sonnet.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Differentiation:

• Students select details from the text  based on their individual reading experience and understanding of the text.
• They are also given various options to respond to the poem depending on their personal level of challenges or strengths.
• Students can raise their own questions to probe into the implied meaning of the poem.
• structure of the essay
• rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Do Now: What do you know about citing evidence? Write down your response on the whiteboard. Pair share.

Mini Lesson:

Why do we need to cite evidence? How to cite evidence effectively?

Click open an exemplary essay  and go to page 2.

• Cite precise evidence. For example, the poet develops the idea that the speaker loves not with passion but basic needs like the air she breaths in or the food she eats to survive. She tenderly describe the needs as “ most quiet” but every moment of the day as revealed in the imagery  “by sun and candlelight.”  ( claim: The author portrays the speaker’s life as unusual).
• Cite succinctly by only including the words or phrases that provide textual support for your claim. For example, the poet, unlike traditional writers who write passionately about love, gently whispers a spiritual love as she uses the always religious diction such as “ soul”, ” ideal Grace”, “purely”, ” faith” and ” lost saints” to help the reader associate the speaker’s feelings with those of worshiping God. The author in fact concludes her sonnet with ” if God choose” to further confirm the speaker’s love as a calling and her destiny. ( claim: the author further specifies the speaker’s love not only as usually but more like the feelings of worshiping God- pious and involuntary).

Independent Practice

Revise your citations. Be sure to cite precisely and succinctly.

Expected Outcome by the end of period

1. Complete the three paragraphs ( intro and two body paragraphs with claim statement).
2. Cite relevant evidence.
3. Cite succinctly.

Homework#9: Finish typing up the essay.

______________________________

Objectives: Students will be able to peer-review the anaysis essay using the rubric and reflect on writing the process of writing the analytical essay.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Differentiation:

• Students select details from the text  based on their individual reading experience and understanding of the text.
• They are also given various options to respond to the poem depending on their personal level of challenges or strengths.
• Students can raise their own questions to probe into the implied meaning of the poem.
• structure of the essay
• rubric

Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but they will take turns to be a timer, facilitator, recorder,or presenter.

Do Now: ask clarifying questions about the essay.

Mini Lesson:

Review the rubric and peer review process.

Provide some comments using the language from the rubric.

Reflect on the assessment and your process of completing it.

Independent Practice

• Peer review
• write a reflection

Expected outcomes:

1. complete the peer review with a score on the rubric sheet
2.  hand in the reflection

No homework. We’ll start a new unit on Monday.