Daily Agenda 92818 English II Objective I can

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. M 1, U 1, L 7 DO NOW: q Hand in any of the assignments that are currently due. Place these items on my desk. q Take out all three poems, the evidence collection tool, and all of your notes. q Write down our new objective(above) and underline the skill(s) we are going to be working on. q Continue the preparation of your Unit 1 Final Assessment graphic organizer.

Exit Ticket 1. How does Raleigh represent an element of Marlowe’s poem?

Text Vocabulary 1. lance shaped (adj. ) – narrow, and tapering toward the apex or sometimes at the base, as a leaf 2. parched (adj. ) – very dry, especially because of hot weather and no rain 3. violets (n. ) – plants that have small bluish-purple or white flowers 4. sow (v. ) – to plant seeds in an area of ground

Exit Ticket 1. 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: 1. 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? 2. 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?