I reminded learners about the inquiry process and suggested that they fill the ice box with their questions and ideas and take some things out of the ice box and actually work on something!
Stephanie and Brianna worked together to read and appreciate Marlowe's "The Passionate Shepherd to His Love," whilst Kylie and Samantha worked together to appreciate Raleigh's "The Nymph's Reply to the Shepherd."
We switched partners so that one could teach the other about each other's poems. (I think that makes sense?!) I asked each partner to read one stanza at a time in a response-response format.
We discussed who has more rizz: the shepherd or the nymph.
PRACTISE: Write a third party's response using the the title, "A Very Demure, Very Mindful Response to the Shepherd and the Nymph, His Love." Four stanzas, match Marlowe and Raleigh's rhythm, meter, and rhyme.
READ:
- Bacon's "Of Studies" (p. 259-260)
- "The Growth of the English Language: The Elizabethan Age" (p. 261)
- Donne's "A Valediction: Forbidding Mourning" (p. 266)
NEXT CLASS: Elizabethan prose, metaphysical poetry
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