Daily Agenda 9/6/17

Daily Agenda 9/6/17

Daily Agenda 9/26/18 English II Objective- I can analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). M1, U1, L6 DO NOW: Hand in any of the assignments that are currently due. Place these

items on my desk. Take out all three poems and all of your notes. Write down our new objective(above) and underline the skill(s) we are going to be working on. Take out the exit ticket from yesterdays class. Continue working on the writing assignment and hand it in when it is complete.

Exit Ticket 1. How does Raleigh represent an element of Marlowes 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 Williamss Raleigh Was Right, Marlowes The Passionate Shepherd to His Love, and Raleighs The Nymphs Reply to the Shepherd, and respond briefly in writing to the following prompts: 1. Compare Williamss description of flowers in stanza 1 with

Marlowes description of flowers in stanza 9. How does each poets description develop a shared central idea? 2. How do the differences in the nymphs responses in The Nymphs Reply to the Shepherd and Raleigh Was Right relate to a central idea in Williamss poem?

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