When I initially planned this unit, I was not anticipating that I would have this lesson. After careful review of the results of my summative assessment given at the end of Lesson #7, however, I ascertained that it was necessary to develop a new task that would address my overarching goals for this unit.
Since this is the last lesson for this unit, I want to revisit our purpose established in the first lesson of the unit. I started this unit because I wanted my students to develop a criteria for rating the texts they read and to influence their choice of texts, so that they can write arguments based on their preference for or their feelings against a piece of literature (W.9-10.1 and W.9-10.1b).
In this unit, we focused on my students' making judgments and creating criteria for these judgments, WISE and W/STEAM. In addition, they developed belief-based analyses using the literary analysis from the poems we read as support for their judgments.
Today, my students will be forming their opinions about carpe diem, and they will be using these opinions to develop an argument introduction and a CEE Body Paragraph. They will cite textual evidence to support their position on carpe diem (W.9-10.1a) and they will be able to provide an analysis of a claim (W.9-10.1b) using C.E.E.
Journal Entry #16: What does carpe diem mean to you?
In today’s lesson, we will be looking at poems that are considered carpe diem poems. The term carpe diem means seize the day. The word seize which is a verb means to take forcefully. Why is it important for us to seize the day? Why should we take the day with force? Please explain in your own words below. You MUST write your explanation in 5-7 sentences.
This task is aligned to W.9-10.10 because my students will be writing an extended response over a period time. This task is aligned to SL.5.1d as well because my students will be sharing their ideas about a topic and drawing their conclusions accordingly.
By this part of the lesson, some of my students will have completed a summative assessment based on the lessons they covered in the poetry unit.
I am choosing a final assessment for this unit in addition to the summative assessment because some students needed more opportunities to prove their mastery of specific concepts while others are more than ready to complete the final assessment aligned to W.9-10.1a and W.9-10.1b.
For this part of the lesson, my students and I will be looking at carpe diem as a central idea in Robert Herrick's poem "To the Virgins to Make Much of Time" because it focuses on rosebuds, and since we looked at roses in Lesson #7 I thought it would be a great opportunity for us to explore the rose again though from a slightly different perspective. This task is aligned to RL.9-10.1 and W.9-10.1a and W.9-10.1b
For this assignment, students will need to have access to the following supplementary materials:
1. "Still a Virgin" by Keisha (teen poet)
2. "To the Virgins to Make Much of Time" by Robert Herrick