"Reading Closely and Writing to Analyze: How Do Authors Develop Complex Characters and Ideas?"
Link: Module 10.1
In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes. Module 10.1 introduces foundational protocols and routines for reading, writing, and discussion that students will continue to build upon and strengthen throughout the year. Students develop close reading skills, strengthen their writing through revisions and editing, and refine their speaking and listening skills through discussion-based assessment and evidence based collaborative analysis.
Module 10.1 Focus Skills & Habits
- Read closely for textual details
- Annotate texts to support comprehension and analysis
- Engage in productive evidence-based conversations about text
- Use rubrics for self-assessment and peer review of writing
- Revise writing
- Generate and respond to questions in scholarly discourse
- Independently preview text in preparation for supported analysis
- Present information, findings, and supporting evidence clearly, concisely, and logically
- Incorporate domain specific vocabulary in written and verbal responses
In Module 10.1, students explore the intertextuality of three related poems that span several centuries: Christopher Marlowe’s pastoral poem "The Passionate Shepherd to His Love," Sir Walter Raleigh’s critical reply "The Nymph’s Reply to the Shepherd," and William Carlos Williams’ contemporary poem "Raleigh Was Right." The analysis of related central ideas in these poems scaffolds students’ work with central ideas in Ethan Canin’s novella "The Palace Thief." Students also consider how Canin uses figurative language to highlight the motivations and interactions of complex characters. In Unit 3, students continue to analyze character interactions and explore the effects of those interactions on identity in Amy Tan’s The Joy Luck Club and a chapter from H.G. Bissinger’s nonfiction text, Friday Night Lights.
Texts: (Many Available HERE)
Unit 1:
"The Passionate Shepherd to His Love" by Christopher Marlowe; "The Nymph’s Reply to the Shepherd" by Sir Walter Raleigh; "Raleigh Was Right" by William Carlos Williams
Unit 2:
"The Palace Thief" from The Palace Thief by Ethan Canin
Unit 3:
The Joy Luck Club by Amy Tan, "Two Kinds," & "Rules of the Game"
Friday Night Lights by H. G. Bissinger, "Dreaming of Heroes"
Description adapted from Engage NY
Updated 1/6/15 (KBW)
Link: Module 10.1
In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes. Module 10.1 introduces foundational protocols and routines for reading, writing, and discussion that students will continue to build upon and strengthen throughout the year. Students develop close reading skills, strengthen their writing through revisions and editing, and refine their speaking and listening skills through discussion-based assessment and evidence based collaborative analysis.
Module 10.1 Focus Skills & Habits
- Read closely for textual details
- Annotate texts to support comprehension and analysis
- Engage in productive evidence-based conversations about text
- Use rubrics for self-assessment and peer review of writing
- Revise writing
- Generate and respond to questions in scholarly discourse
- Independently preview text in preparation for supported analysis
- Present information, findings, and supporting evidence clearly, concisely, and logically
- Incorporate domain specific vocabulary in written and verbal responses
In Module 10.1, students explore the intertextuality of three related poems that span several centuries: Christopher Marlowe’s pastoral poem "The Passionate Shepherd to His Love," Sir Walter Raleigh’s critical reply "The Nymph’s Reply to the Shepherd," and William Carlos Williams’ contemporary poem "Raleigh Was Right." The analysis of related central ideas in these poems scaffolds students’ work with central ideas in Ethan Canin’s novella "The Palace Thief." Students also consider how Canin uses figurative language to highlight the motivations and interactions of complex characters. In Unit 3, students continue to analyze character interactions and explore the effects of those interactions on identity in Amy Tan’s The Joy Luck Club and a chapter from H.G. Bissinger’s nonfiction text, Friday Night Lights.
Texts: (Many Available HERE)
Unit 1:
"The Passionate Shepherd to His Love" by Christopher Marlowe; "The Nymph’s Reply to the Shepherd" by Sir Walter Raleigh; "Raleigh Was Right" by William Carlos Williams
Unit 2:
"The Palace Thief" from The Palace Thief by Ethan Canin
Unit 3:
The Joy Luck Club by Amy Tan, "Two Kinds," & "Rules of the Game"
Friday Night Lights by H. G. Bissinger, "Dreaming of Heroes"
Description adapted from Engage NY
Updated 1/6/15 (KBW)