MYPNA_TE_G12_U3_web.pdf

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MAKING MEANING

NOTICE the general ideas of

the text. What is it about? Who

is involved?

CONNECT ideas within

the selections 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 and

by writing a brief summary of

the selection.

LITERARY CRITICISM

from The Naked Babe

and the Cloak of Manliness

from Macbeth

Concept Vocabulary

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

perception unambiguous idiosyncratic

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. Pay close attention to negative qualifiers when

trying to determine a word’s meaning.

Unfamilar Word: adventitious

Context: But the pathos is not adventitious; the scene ties into the

inner symbolism of the play.

Analysis: If the pathos were adventitious, it would not tie into the rest

of the play.

Possible Meaning: Adventitious may mean “outside” or “unrelated.”

Apply your knowledge of context clues and other vocabulary strategies to

determine the meanings of unfamiliar words you encounter during your first

read. Consult a resource such as an online dictionary to verify meanings you infer.

First Read NONFICTION

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

opportunity to complete a close read after your first read.

 STANDARDS

Reading Informational Text

By the end of grade 12, read and

comprehend literary nonfiction 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.


• Verify the preliminary
  determination of the meaning of a
  word or phrase.

384 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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FACILITATING

Jump Start

First read Ask: When you read the play, The

Tragedy of Macbeth, what did you consider

the most significant images Shakespeare used?

What symbolic importance did these images

accumulate throughout the play? As students

share their ideas, guide them to identify specific

factors that influenced their choices.

Concept Vocabulary

Have groups briefly discuss the three concept

vocabulary words. Have they encountered any

of the words before? Do they recognize the

prefix, suffix, or base word of any of the concept

vocabulary words?

Have groups consider the strategy of

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 suggest that what

each text is about is not simply The Tragedy of

Macbeth, but the way that Shakespeare uses

language and imagery in his famous tragedy.

Whom it’s about may be a dialogue between the

critic and the reader.

ANNOTATE: Remind students to mark vocabulary

that they do not understand, or sentences that

they consider exceptionally well written.

CONNECT: Have students compare the critical

ideas expressed in the two essays with other texts

they have read or ideas they have heard regarding

the meaning of The Tragedy of Macbeth.

RESPOND: Students will demonstrate their

understanding of the text by answering questions

and writing a summary of each selection.

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: Nonfiction for students to use. VOCABULARY DEVELOPMENT

Word Analysis Remind students that in

addition to context clues, knowledge of word

parts will help them determine the meanings of

unknown words. For example, the prefix idio-,

which indicates “isolation, peculiarity, or that

which pertains to a single individual,” will help

them understand idiosyncratic. It comes from

the Greek root -idios- that means “private or

separate.” Challenge them to infer or locate the

meaning of idiolect (“the language or speech

pattern of one individual at a particular time in

life”), idiom (“an expression used by a particular

person or group”) or idiotic (“showing complete

lack of sense from being self-centered”). Ask

readers to use these words in original sentences

and challenge them to use the word idiolect

when they write about characters in The Tragedy

of Macbeth.

384 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

LIT17_TE12_U03_B2_SG.indd 384 16-03-29 1:53 PM