MYPNA_TE_G12_U3_web.pdf

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MAKING MEANING

POETRY COLLECTION 1

Sonnet 12, Sonnet 60, Sonnet 73

Sonnet 32

Sonnet 75

Concept Vocabulary

As you perform your first read, you will encounter these words.

toil assay devise

Context Clues To find the meaning of an unfamiliar word, look for clues

in the context, which includes the words, punctuation, and images that

surround the unknown word. In poetry, be sure to look for context clues in

lines that come before and after unfamiliar words.

Unfamiliar Word: hasten

Context: Like as the waves make towards the pebbled shore,

So do our minutes hasten to their end;

Possible Meaning: The speaker compares the passing of time to the

movement of waves. The verb hasten may indicate a type of motion.

Apply your knowledge of context clues and other vocabulary strategies to

determine the meanings of unfamiliar words you encounter during your

first read.

First Read POETRY

Apply these strategies as you conduct your first read. You will have an

opportunity to complete a close read after your first read.

NOTICE who or what is

“speaking” the poem and

whether the poem tells a story

or describes a single moment.

CONNECT ideas within the

selection to what you already

know and what you’ve

already read.

ANNOTATE by marking

vocabulary and key passages

you want to revisit.

RESPOND by completing

the Comprehension Check.

 STANDARDS

Reading Literature

By the end of grade 12, read and

comprehend literature, including

stories, dramas, and poems, at the

high end of the grades 11–CCR text

complexity band independently and

proficiently.

Language

• Determine or clarify the meaning
  of unknown and multiple-meaning
  words and phrases based on grades
  11–12 reading and content, choosing
  flexibly from a range of strategies.


• Use context as a clue to the
  meaning of a word or phrase.

372 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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FACILITATING

Jump Start

First read Ask students if they have ever

written a haiku, a sonnet, or other form of

poetry that has a predetermined structure.

Invite them to discuss their experiences. Then

ask: Why might a poet decide to express his or

her ideas using such a strict form?

Concept Vocabulary

Have groups briefly discuss the three concept

vocabulary words. Have they encountered any of

the words before? Do they recognize any parts of

any of the concept vocabulary words?

Have groups consider the strategy of using

context clues and discuss its advantages and

disadvantages.

FIRST READ

Have students perform the steps of the first read

independently:

NOTICE: You may want to encourage students to

notice what is happening in each sonnet and who

the speaker is.

ANNOTATE: Remind students to mark passages

that relate to the theme of time.

CONNECT: Encourage students to go beyond the

text to make connections, both to other texts

they have read and to personal experiences.

RESPOND: Students will demonstrate their

understanding of the text by answering questions

and writing a summary.

Point out to students that they will perform the

first three steps concurrently as they are doing

their first read. They will complete the Respond

step after they have finished the first read. You

may wish to print copies of the First-Read

Guide: Poetry for students to use.

AUTHOR'S PERSPECTIVE Jim Cummins, Ph.D.

Critical Literacies Recent research shows

that even early-stage English learners

can use higher-order thinking skills and

engage with complex social issues with

the appropriate instructional support. The

following questions illustrate how teachers

can support the development of critical

thinking:

Step 1: Textual Dimension In order to help

students read deeply and understand how

the language and multimodal dimensions

of the text construct meaning, ask, “When,

where, and how did it happen?” and “Who

did it? Why?”

Step 2: Personal Dimension Encourage

students to reflect critically on the text

in relation to their experiences and

emotions. Ask, “Have you ever seen, felt, or

experienced something like this?” or “Have

you ever wanted something similar?”

Step 3: Critical Dimension Engage

students in critical analysis of issues in the

text by asking questions such as: “Is what

this person said valid? Always? Under what

conditions? Are there any alternatives to

this situation?”

Step 4: Creative/Transformative

Dimension Engage students in creative,

constructive actions that address the social realities

discussed. Ask, “How can the problem or issues be

resolved?” and “What role can we play in helping

resolve the problem?” Projects can involve drama,

role play, art, poetry, stories, and newsletter

publication.

372 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

LIT17_TE12_U03_B1_SG.indd 372 16-03-29 2:53 PM