MYPNA_TE_G12_U3_web.pdf

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CLAIM

SUPPORT

Details From the Text(s) Additional Support

Writing to Sources

Assignment

With your group, write a response to literature that compares and

contrasts ideas from these sonnets. Choose from the following for your

writing.

Write a reflection in which you explain which of these sonnets

expresses ideas about time that are most similar to your own. Cite

specific lines or details from the poems to illustrate your views. Draft

your reflections individually. Then, gather them into a group response.

Write an introduction to an anthology of sonnets that includes

the poems in this collection. Explain why these particular poems are

excellent examples of the sonnet form.

Choose a popular song that you could use as background music for

a website about the sonnets by Shakespeare, Wroth, and Spenser.

Write an explanatory statement about the song in which you tell

why you chose it and how it reinforces the messages of the sonnets.

Plan Your Argument Work with your group to plan the claim you will

make and support in your response to literature. Express your position in

clear and precise language. Then, look for specific support, including details

from the poems in this collection, as well as your own ideas, quotations from

other texts, or the responses of other readers.

EFFECTIVE EXPRESSION

COLLABORATION

Your group response may

include multiple perspectives

on the same text. Create a

format for your response that

allows each group member

to contribute equally, even

if you do not agree on

every interpretation. The

final response will be more

engaging if it accurately

reflects each group

member’s readings of the

poems being discussed.

 EVIDENCE LOG

Before moving on to a

new selection, go to your

Evidence Log and record

what you learned from

these sonnets.

Draft and Revise Your Response Remember that a response to literature

usually employs formal language. That doesn’t mean your language needs

to be stiff and ornate, but it does mean that you should adopt a professional

tone while writing. Consider the voice of your writing while you are drafting

and revising to create a response that is authoritative and confident.

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FORMATIVE ASSESSMENT

Writing to Sources

If groups struggle to create meaningful responses

to literature, then review the steps of comparing

and contrasting, asking students to think of how

that would be evident with the sonnets they

have read. For Reteach and Practice, see Writing

to Sources: Response to Literature (RP).

Selection Test

Administer the “Poetry Collection” Selection Test,

which is available in both print and digital formats

online in Assessments.

Writing to Sources

Assignment If students have trouble deciding

which response to choose, encourage them

to consider which option plays to their group’s

strengths the most. For example, if the group

is knowledgeable about popular music, the

explanatory statement might be the best option.

Plan Your Argument Ensure that all group

members take part in the planning of the

argument. If the group is doing the reflection,

every group member must contribute his or

her thoughts. For other responses, tasks can be

assigned based on individual strengths.

Draft and Revise Your Response As groups

draft and revise their responses, check to make

sure that the work is divided evenly among group

members. Encourage groups to find a balance

between overly formal and informal writing.

For more support, see Writing to Sources:

Response to Literature.

Evidence Log Support students in completing

their Evidence Log. This paced activity will

help prepare them for the Performance-Based

Assessment at the end of the unit.

PERSONALIZE FOR LEARNING

Strategic Support

Voice Remind students that voice is a writer’s

distinct approach or way of speaking on the page.

Voice is based on many things, including word

choice, tone, and grammatical structure. Voice

can be enhanced in several ways. One way is for

students to add variety to their writing. Explain

that students can do this by changing common-

place adjectives and verbs for more vivid,

descriptive ones. They also can make sentence

structure more sophisticated by combining simple

sentences into more complex ones. Have students

work with partners to review their responses to

literature. Have them make revisions as needed to

strengthen the voice in their writing.

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