NYS Common Core ELA & Literacy Curriculum Grade 9 Module 1 Unit 2 Lesson 3

Transcription

1 9.1.2 Lessn 3 Intrductin In this lessn, students cntinue t analyze Letter One frm Rilke s Letters t a Yung Pet, pages 9 12 (frm S, dear sir, I can t give yu any advice t I, as a stranger, really am. Yurs very truly, Rainer Maria Rilke ), in which Rilke ffers the yung pet a final piece f advice. Students examine Rilke s develpment f central ideas. Student learning is assessed via a Quick Write at the end f the lessn: Determine ne f Rilke s central ideas and analyze its develpment ver the curse f Letter One. Fr hmewrk, students review Letter One and anntate fr passages that create tne in the letter. Als fr hmewrk, students review and expand their ntes and anntatins in preparatin fr the Endf-Unit Assessment. Standards Assessed Standard(s) RI Addressed Standard(s) L a Determine a central idea f a text and analyze its develpment ver the curse f the text, including hw it emerges and is shaped and refined by specific details; prvide an bjective summary f the text. Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd s psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Determine ne f Rilke s central ideas and analyze its develpment ver the curse f Letter 1

2 One. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify a central idea in the text (e.g., the nature f beauty). Analyze hw Rilke develps this central idea ver the curse f the text (e.g., Rilke develps the central idea that beauty lies within the individual by claiming that the creatr must be a wrld fr himself (p. 10), and that creatin can nly cme frm a deep internal need t create). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) emphasis (n.) special stress laid upn smething earnestly (adv.) ding smething with serius intentin reverence (n.) a feeling r attitude f deep respect Vcabulary t teach (may include direct wrd wrk and/r questins) renunce (v.) give up vluntarily Additinal vcabulary t supprt English Language Learners (t prvide directly) destiny (n.) the things that smene r smething will experience in the future devted (adj.) given ver r directed t a cause, enterprise, r activity Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI , L a Text: Letters t a Yung Pet by Rainer Maria Rilke, Letter One, pp Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Reading and Discussin 4. Quick Write % f Lessn 1. 5% 2. 15% 3. 60% 4. 15% 2

3 5. Clsing 5. 5% Materials Student cpies f the Central Ideas Tracking Tl (refer t Lessn 5) students may need additinal blank cpies Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standard fr this lessn: RI Students cntinue t explre Letter One frm Rilke s Letters t a Yung Pet pages 9 12 (frm S, dear sir, I can t give yu any advice t I, as a stranger, really am. Yurs very truly, Rainer Maria Rilke ) and determine what central ideas Rilke develps and hw he develps them. Students lk at the agenda. Activity 2: Hmewrk Accuntability 15% Instruct students t talk in pairs abut hw they applied fcus standard RL r RI t their Accuntable Independent Reading (AIR) texts. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied the fcus standard t their AIR texts. Students (r student pairs) discuss and share hw they applied the fcus standard t their AIR texts frm the previus lessn s hmewrk. 3

4 Instruct students t take ut their respnses t the hmewrk assignment frm the previus lessn. (Write a paragraph in respnse t the fllwing prmpt: Where, accrding t Rilke, shuld the pet find beauty?) Instruct students t Turn-and-Talk in pairs abut their respnses t the hmewrk prmpt. Rilke believes anything can be beautiful as lng as the urge t write abut it cmes frm within. He tells the yung pet t write abut his srrws and desires and t draw inspiratin frm a turning-within (p. 7). Rilke als advises the yunger pet t write abut mre rdinary things like the Things arund [him], his dreams, and bjects he remembers (p. 7). This means Rilke believes that the pet can find beauty within himself and in his everyday life t write abut, as lng as he des s with heartfelt, silent, humble sincerity (p. 7) and it is because he must write (p. 6). Activity 3: Reading and Discussin 60% Instruct students t frm pairs. Pst r prject each set f questins belw fr students t discuss. Instruct students t cntinue t anntate the text fr the central idea as they read and discuss, using the cde CI. Remind students t keep track f central ideas in the text using the Central Ideas Tracking Tl. If necessary t supprt cmprehensin and fluency, cnsider using a masterful reading f the fcus excerpt fr the lessn. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: What is the central idea in Letter One? Instruct student pairs t read pages 9 12 f Letter One frm Letters t a Yung Pet by Rainer Maria Rilke (frm S, dear sir, I can t give yu any advice t I, as a stranger, really am. Yurs very truly, Rainer Maria Rilke ), and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: emphasis means special stress laid upn smething, earnestly ding smething with serius intentin, and reverence means a feeling r attitude f deep respect. Students write the definitins f emphasis, earnestly, and reverence n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitins: destiny means the things that smene r smething will experience in the future and devted means t have used (time, mney, energy, attentin, etc.) fr (smething). 4

5 Students write the definitins f destiny and devted n their cpies f the text r in a vcabulary jurnal. Remind students t use the anntatin cdes, starring passages that include repeated ideas. Hw des Rilke s advice at the beginning f the excerpt develp his ideas abut the creatin f petry? Rilke advises the yung pet t lk within himself t answer the questin f whether [he] must create (p. 9), develping the idea that Rilke believes the creatin f gd petry r art cmes ut f a deep inner need t write r create. Hw des Rilke use specific wrds and phrases n pages 9 10 t refine his ideas abut being a pet? Student respnses may include: Rilke uses the phrase called t be an artist and the wrd destiny (p. 9) t refine the idea that being a pet is a calling. Rilke refers t the burden (p. 9) and the greatness (p. 10) f being a pet, suggesting that this calling is bth difficult and at the same time rewarding. What ideas abut reward des Rilke develp? Rilke develps the idea that reward frm utside shuld nt matter t a creatr (p. 10). A creatr shuld be a wrld unt himself meaning he shuld nt lk fr reward r praise utside f himself (p. 10). Hw des Rilke s advice n pages 9 10 develp a central idea in the text? Student respnses shuld include: Rilke s advice t g int yurself and see hw deep the place is frm which yur life flws (p. 9) suggests that petry is persnal, reflective wrk. Rilke als says pets shuld nt expect reward (p. 10) frm utside. Bth f these ideas refine the central idea abut beauty by suggesting that beauty lies within the individual. If students struggle t identify a central idea, encurage them t review their starred anntatins t find ideas that Rilke repeats in several places. It may be helpful t remind students f their wrk with beauty in Lessn 9. Cnsider giving students the term the meaning f beauty as a tl fr discussing the reflectins abut beauty and art which students explre thrughut the mdule. 5

6 Hw des Rilke s statement, that thse wh can live withut writing shuldn t write at all, refine a central idea? Rilke s belief that peple wh feel they can live withut writing shuldn t write at all (p. 10) develps the central idea f the nature f beauty because creatin must cme frm an inner need, frm inside the individual. Remind students t anntate their texts fr a central idea, using the cde CI. Hw des Rilke s statement that thse wh can live withut writing shuldn t write at all help t make meaning f the wrd renunce? Because Rilke believes that if smene feels like they culd live if they did nt write, then they must nt write at all (p. 10), then renunce must mean t give up smething. If necessary, prvide the fllwing definitin: renunce means give up vluntarily. Students write the definitin f renunce n their cpies f the text r in a vcabulary jurnal. Cnsider drawing students attentin t the applicatin f L a thrugh the prcess f using cntext t make meaning f unknwn wrds. What impact des Rilke believe that self-searching will have n the yung pet, even if he gives up petry? Rilke believes that even if the yung pet gives up writing pems that the self-searching will have had a psitive impact, because it will help his life find its wn paths frm there (p. 10). Even if he des renunce petry, lking inside himself will help him t understand himself and find his path in life. Paraphrase Rilke s final piece f advice fr the pet. Keep grwing and d nt lk t thers fr answers abut yur life. Only yu have the answers. Cnsider reminding students f their wrk with paraphrasing in Lessn 4. What central idea des Rilke s advice t the pet develp? This develps the central idea f the meaning f beauty, because Rilke encurages the yung pet t nt lk utside and wait[] fr utside answers (p. 11) that nly the yung pet s innermst feeling (p. 11) can answer. In ther wrds, he shuld nt place value n utside pinins but lk inside himself, because beauty can nly cme frm within the individual. 6

7 Students may als nte identity as an imprtant idea. In Lessn 10, students will cnsider a central idea f individual identity vs. grup identificatin in relatin t Rilke s Letter One and David Mitchell s Black Swan Green. Lead a brief whle-class discussin f student respnses. Activity 4: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Determine ne f Rilke s central ideas and analyze its develpment ver the curse f Letter One. Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t lk at their text and ntes t find evidence, and t use the Shrt Respnse Checklist and Rubric t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin students t the independent Quick Write. Students independently answer the prmpt, using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 5: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t review Letter One and anntate it by marking passages that create tne in the letter. Als fr hmewrk, instruct students t review and expand their ntes and anntatins in preparatin fr the Mid-Unit Assessment. Hmewrk Review Letter One and anntate it by marking passages that create tne in the letter. Review and expand yur ntes and anntatins in preparatin fr the Mid-Unit Assessment. 7

8 Mdel Central Ideas Tracking Tl Name: Class: Date: Directins: Identify the central ideas that yu encunter thrughut the text. Trace the develpment f thse ideas by nting hw the authr intrduces, develps, r refines these ideas in the texts. Cite textual evidence t supprt yur wrk. Text: Letters t a Yung Pet by Rainer Maria Rilke Page / Paragraph # Page 10 Central Ideas Meaning f beauty: Beauty lies within Ntes and Cnnectins Rilke says the creatr shuld nt rely n what reward might cme frm utside. Instead he says the creatr must be a wrld fr himself. This suggests that beauty is nt dependent n thers perceptin. Page 10 Meaning f Beauty: Beauty lies within Rilke s final advice in the letter is t keep grwing, silently and earnestly withut lking utside and waiting fr utside answers. This suggests that the yung pet shuld remember that the nly way t create art is t fcus n what is within him. 8