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Following successful completion of this lesson, students will be able to:
- Explore pastoral poetry
- Paraphrase each stanza
- Compare and contrast the two poems
- Research commentaries from AVL
- Develop a Works Cited
- Demonstrate an understanding of the basic rules of punctuation
The above objectives correspond with the following Alabama Course of Study Objectives:
CCRS 1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.,
CCRS 2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.,
CCRS 3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).,
CCRS 4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or langauge that is particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors.),
CCRS 8Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics.,
CCRS 9By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, at the end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. ,
CCRS 10Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ,
CCRS 11Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ,
CCRS 19Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ,
CCRS 19eProvide a concluding statement or section that follows from and supports the argument presented. ,
CCRS 22Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.),
CCRS 23Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-12.),
CCRS 25Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation,
CCRS 26Following a standard format for citation.,
CCRS 35Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking., and
CCRS 36Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.. |
Introduction
In this lesson we are going to take a quick look at the lives and works of Christopher Marlowe and Sir Walter Raleigh. Then, we'll spend a little time with Marlowe's “The Passionate Shepherd to His Love" and Raleigh's “The Nymph’s Reply to the Shepherd."
The two poems examine the same plot incidents from two different perspectives—a man and a woman. Christopher Marlowe paints a man's romantic picture of idyllic love; Sir Walter Raleigh examines the same relationship from a woman's more cynical point of view.
Introduction