Page 66 - SpringBoard_ELA_CA_Smapler_Flipbook

200 SpringBoard® English Language Arts Grade 7
aCTIvITy 3.13
mourning and Night
PLan
LearNING STraTeGIeS:
Note-taking, Choral Reading, Visualizing
Teach
About the Author
British poet A. E. Housman (1859–1936) spent most of his life as a teacher and a scholar. His poems are known for capturing deep feeling.
poetry
acTiViTY 3.13
Materials: Tangerine, by Edward Bloor: Monday, November 20–Thursday, November 30; audio and/or video version of the song “If I Die Young” by The Band Perry (optional); projected images of famous paintings
Suggested pacing: 1 50-minute class period
1 Read aloud the learning targets. Activate prior knowledge by
asking students to share what they understand about tone and theme.
2 Read the Preview and the Setting a Purpose for Reading sections with your students. Help them understand the literary terms they encounter.
3 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small-group reading • choral reading
• read aloud
4 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating the poem. Evaluate whether the selected reading mode is effective.
5 Based on the observations you made during the first reading, you may want to adjust your reading mode. For example, you may decide for the second reading to read aloud certain complex passages, or you may group students differently.
6 SECOND READ: During the second reading, students will be returning to the text to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
my Notes
Learning Targets
• Analyze the diction and imagery of a poem to identify tone and theme.
• Make connections between the purpose and techniques of different genres.
Preview
In this activity, you will read the poem “To an Athlete Dying Young” and think about its language and imagery.
Setting a Purpose for reading
• As you read the poem, underline words and phrases that create visual images.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
• Place a star next to words that relate to death and dying.
Athlete
To an Dying Young
by A. E. Housman
The time you won your town the race
We chaired you through the market-place; Man and boy stood cheering by,
And home we brought you shoulder-high.
5 Today, the road all runners come, Shoulder-high we bring you home, And set you at your threshold down, Townsman of a stiller town.
Smart lad, to slip betimes away
10 From fields where glory does not stay,
And early though the laurel grows It withers quicker than the rose.
Eyes the shady night has shut
Cannot see the record cut,
15 And silence sounds no worse than cheers
After earth has stopped the ears:
200 SpringBoard® English Language Arts Grade 7
cOMMOn cOre STaTe STanDarDS
(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CA
Other Standards Addressed: RL.7.1, RL.7.10, W.7.10, L.7.5a, L.7.6
Focus Standards:
13/04/15
2:37 PM
9781457304637_TCB_LA_SE_L7_U3_P4.indd 200
RL7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.