With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.Īctively engage in group reading activities with purpose and understanding.Īsk and answer questions about key details in a text. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Recognize common types of texts (e.g., storybooks, poems). With prompting and support, identify characters, settings, and major events in a story.Īsk and answer questions about unknown words in a text. With prompting and support, retell familiar stories, including key details. With prompting and support, ask and answer questions about key details in a text.
the structure of the poem? What is the subject of the poem being compared to? How does the comparison work?.What effect do they have? What feelings are coming through? focus on imagery - what images come to mind.Hopefully you have already taught these terms so students can find examples, although they made need reminders. literary devices such as personification, metaphor, symbol and similes.You can make this a whole class discussion or give students time to think and talk about each line or two before you come back to the group.Īs they study the poem, they should look for: Go through the poem, as far as you like, line by line, as a class. So long lives this and this gives life to thee. So long as men can breathe or eyes can see, When in eternal lines to time thou growest: Nor shall Death brag thou wander’st in his shade, Nor lose possession of that fair thou owest Sometime too hot the eye of heaven shines,Īnd every fair from fair sometime declines,īy chance or nature’s changing course untrimm’d Rough winds do shake the darling buds of May,Īnd summer’s lease hath all too short a date: Shall I compare thee to a summer’s day?.You can write questions on the board, or the paper, such as, "Who is the audience?" "What is the narrator trying to say?".Give students about five minutes to read it twice and then talk to their tables or partners about what it might mean.They can read it silently or aloud several times to try to get the general meaning.
Using Sonnet #18 as an example (feel free to choose another one). Online Camps for a Summer of Learning Adventures.Workshops for Middle and High School Families.Workshops for Families with Kids Age 0–8.Digital Citizenship Resources for Families.Earn a badge of recognition for teaching digital citizenship.
Join our next professional learning webinar or workshop.Educators Are Scrambling to Comply with FERPA Amid the Pandemic.News and Media Literacy Resource Center.'Fool,' said my Muse to me, 'look in thy heart, and write. Thus great with child to speak and helpless in my throes,īiting my truant pen, beating myself for spite, Invention, Nature's child, fled step-dame Study's blows Īnd others' feet still seem'd but strangers in my way. Some fresh and fruitful showers upon my sunburn'd brain.īut words came halting forth, wanting invention's stay Oft turning others' leaves, to see if thence would flow Studying inventions fine her wits to entertain, I sought fit words to paint the blackest face of woe Knowledge might pity win, and pity grace obtain,. Pleasure might cause her read, reading might make her know, That she, dear she, might take some pleasure of my pain,. "Loving in truth, and fain in verse my love to show, "Astrophil and Stella 1," the first of 108 sonnets and songs in Philip Sidney's set, creates the opening scene for this love story. Even though Shakespeare did not invent this sonnet style, he was among the most prolific, writing 154 in his lifetime. Other notable authors include Michael Drayton, Fulke Greville, and, of course, William Shakespeare. Published in 1591, the sonnet set "Astrophil and Stella" by Sir Philip Sidney established the form of the English sonnet.