LESSON 1 Analyze tone. Standards: READING AND VOCABULARY QUICK START How do you cope when you feel lonely? On the chart below, write two or three things that you can depend on to get you through an emotional slump. Explain how these things help you. Essential Question Can we control our fate? CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. What happens when a society unravels? WARMER Standards: CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Main Teaching Standards: CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Main Teaching Standards: CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Main Teaching Standards: This lonely traveler longs for grace, For the mercy of God; grief hangs on His heart and follows the frost-cold foam He cuts in the sea, sailing endlessly, Aimlessly, in exile. Fate has opened A single port: memory. He sees His kinsmen slaughtered again, and cries: “I’ve drunk too many lonely dawns, Grey with mourning. Once there were men To whom my heart could hurry, hot With open longing. They’re long since dead. My heart has closed on itself, quietly Learning that silence is noble and sorrow Nothing that speech can cure. Sadness CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Main Teaching Has never driven sadness off; Fate blows hardest on a bleeding heart. So those who thirst for glory smother Secret weakness and longing, neither Weep nor sigh nor listen to the sickness In their souls. So I, lost and homeless, Forced to flee the darkness that fell On the earth and my lord. Leaving everything, Weary with winter I wandered out On the frozen waves, hoping to find A place, a people, a lord to replace My lost ones. No one knew me, now, No one offered comfort, allowed Me feasting or joy. How cruel a journey Standards: CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Main Teaching I spoke to your mother as I came this way, and she offered to let me stay in this town, if you agree. She would very much like us to stay at her place, and will send me such things as she can spare so that I can set up house until you can get a place and things of your own to set up a household. Please let me know by the man who brings this what you would like me to do. I would be very unhappy to live so close to Gresham as I was until this matter is completely settled between you and Lord Moleyns. Barow told me that there was no better evidence in England than that Lord Moleyns has for [his title to] the manor of Gresham. I told him that I supposed the evidence was of the kind that William Hasard said yours was, and that the seals were not yet cold. That, I said, was what I expected his lord’s evidence to be like. I said I knew that your evidence was such that no one could have better evidence, and the seals on it were two hundred years older than he was. Then Barow said to me that if he came to London while you were there he would have a drink with you, to quell any anger there was between you. He said that he only acted as a servant, and as he was ordered to do. Purry will tell you about the conversation between Barow and me when I came from Walsingham. I beg you with all my heart, for reverence of God, beware of Lord Moleyns and his men, however pleasantly they speak to you, and do not eat or drink with them; for they are so false that they cannot be trusted. And please take care when you eat or drink in any other men’s company, for no Standards: CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Quick checkup Standards: CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Differentiated Tasks Standards: •Have one student read lines 1–5 of “The Wanderer” to a partner. Then have partners discuss the word choices and imagery. Guide them to ask questions, such as: What did you see in your mind when you heard the phrase “frostcold foam he cuts in the sea”? LIGHT CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Standards: •Have students listen as you reread lines 1–5 of “The Wanderer.” Write the quote “frost-cold foam he cuts in the sea, sailing endlessly, aimlessly, in exile” on the board. Ask students to sketch an image and label it with the quote. Then, have students respond to the text and images with simple sentences. Provide sentence frames: The image makes me feel . The tone of this image is . The words “frost-cold foam” make me feel . MODERATE CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Standards: •Have students listen as you reread lines 1–5 of “The Wanderer.” Write the quote “frost-cold foam he cuts in the sea, sailing endlessly, aimlessly, in exile” on the board. Provide language support as needed and ask students to sketch an image and label it with the quote. Then, have students say words that describe the sketches, such as cold, dark, lonely, sad. Write students’ responses on the board. SUBSTANTIAL CCSS.ELA-LITERACY.RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
