Teaching Literary Non-Fiction
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Unit 2: Rilke Question Sampler
“I cannot discuss your verses; for any attempt at criticism would be foreign to me.”
· What might Rilke’s use of the word foreign reveal about the relationship he perceives between art and
criticism?
· What can you infer about the purpose of the young poet’s letter from Rilke’s refusal?
“Nothing touches a work of art so little as words of criticism: they always result in more or less fortunate
misunderstandings.”
· According to Rilke, what results from criticism?
· What is Rilke saying about the power of criticism to influence art? Use evidence from the text to support
your response.
“Things aren't all so tangible and sayable as people would usually have us believe; most experiences are
unsayable, they happen in a space that no word has ever entered, and more unsayable than all other things are
works of art, those mysterious existences, whose life endures beside our own small, transitory life.”
·
·
What words repeat in this passage? What belief does Rilke challenge through these repetitions?
What “life” does Rilke attribute to works of art? How does the life of art compare to human life?
“You ask whether your verses are any good. You ask me. You have asked others before this. You send them to
magazines. You compare them with other poems, and you are upset when certain editors reject your work. Now
(since you have said you want my advice) I beg you to stop doing that sort of thing. You are looking outside, and
that is what you should most avoid right now. No one can advise or help you - no one.”
· What do you notice about the structure of these sentences? What effect does Rilke create through
these structural choices?
· What does Rilke beg the young poet to give up?
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New York State Common Core
“There is only one thing you should do. Go into yourself. Find out the reason that commands you to write; see
whether it has spread its roots into the very depths of your heart; confess to yourself whether you would have to
die if you were forbidden to write. This most of all: ask yourself in the most silent hour of your night: must I
write?”
·
·
·
·
How might your understanding of the tone of Rilke’s message change if the word only was removed?
How does Rilke embody the “reason” for writing? What image of the inner life of an artist does Rilke
create?
What questions is Rilke imploring the young poet to ask of himself? According to Rilke, what answer
must an artist give?
How might your understanding of Rilke’s message change if your was replaced with the word the in the
sentence “the most silent hour of your night”?
“Dig into yourself for a deep answer. And if this answer rings out in assent, if you meet this solemn question with
a strong, simple "I must", then build your life in accordance with this necessity; your whole life, even into its
humblest and most indifferent hour, must become a sign and witness to this impulse.”
· How can the understanding of “your night” that you developed in question 6 help you to make meaning
of Rilke’s reference to the “humblest and most indifferent hour?”
· What might Rilke’s response to the young poet be if he answered no to these questions?
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9.1.2
DRAFT
Grade 9 • Module 1 • Unit 2
Unit Overview
“A work of art is good if it has arisen out of necessity.”
Text(s)
Number of
Lessons in Unit
Excerpt from Letters to a Young Poet (Rainer Maria Rilke): Letter One, pp.
3-12; Excerpts from Black Swan Green (David Mitchell): “Hangman,” pp.
24–29, and “Solarium,” pp. 142–156
11
Introduction
In this unit, students will continue to practice and refine routines such as close reading, annotation,
identification of evidence, and participation in collaborative discussions. Students will study the
authors’ use of language to create meaning and build characters. They will also build vocabulary, write
routinely, and, at the end of the unit, develop an essay that synthesizes ideas in the two texts.
Students will read excerpts from two texts (nonfiction and fiction), Rilke’s Letters to a Young Poet and
Mitchell’s Black Swan Green. These two texts will be juxtaposed, allowing for a study of key ideas and
characters across texts. In the Rilke Letters, students will consider, through nonfiction, how the
narrator introduces and develops the central tenets of his advice to the young poet. In Black Swan
Green, students will return to some of the broad ideas they investigated in Unit 1 because Jason, the
young narrator, is trying to fit in but is dealing with very different challenges. As they read and talk
about these texts, students will dive deeply into a study of academic language and examine how both
authors use this language to develop or describe their characters and their dilemmas.
For the Mid-Unit Assessment, students will choose three phrases that Rilke uses and describe how they
build on and express Rilke’s advice through the use of language (RI.9-10.1, RI.9-10.4, W.9-10.2).
For the End-of-Unit Assessment, students will write an essay describing each of the characters and
their current predicament, and then explaining how the advice from one text would apply to the other
(RI.9-10.1, RI.9-10.2, W.9-10.9).
Literacy Skills & Habits
· Read closely for textual details
· Annotate texts to support comprehension and analysis
· Engage in productive evidence-based conversations about text
· Collect evidence from texts to support analysis
· Determine meaning of unknown vocabulary
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DRAFT
Grade 9 • Module 1 • Unit 2
Standards for This Unit
CCS Standards: Reading—Literature
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot
or develop the theme.
CCS Standards: Reading—Informational Text
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
CCS Standards: Writing
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author
draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
CCS Standards: Speaking & Listening
SL.9-10.1c
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
Note: Bold text indicates targeted standards that will be assessed in the unit.
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DRAFT
Grade 9 • Module 1 • Unit 2
Unit Assessments
Ongoing Assessment
Standards
Assessed
RL.9-10.1, RL.9-10.2, RL.9-10.3, RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, W.9-10.9
Description of
Assessment
Answer text-dependent questions. Write informally in response to text-based
prompts.
Mid-Unit Assessment
Standards
Assessed
RI.9-10.1, RI.9-10.4
Description of
Assessment
Students will choose three phrases that Rilke uses and describe how they build and
express Rilke’s advice through the use of language. Prompt: Select three phrases
that represent significant pieces of advice and explain how Rilke’s use of language
(i.e., particular words) gives each phrase its specific meaning.
End-of-Unit Assessment
Standards
Assessed
RL.9-10.1, RL.9-10.2, W.9-10.9
Description of
Assessment
Compose an essay in response to one of the following prompts:
How might Rilke’s counsel also apply to Jason?
OR
How might Madame Crommelynck’s counsel also apply to the young poet?
In your essay, discuss how the author's word choice and phrasing impact the
effectiveness of their counsel.
Your essay must include the following components:
· An introduction that
o identifies the texts and author,
o identifies the mentor (Rilke or Madame Crommelynck),
o identifies the mentee (the young poet or Jason), and
o makes a claim as to why the counsel that the mentor gives to his/her
original mentee also applies to the mentee in the other text.
· An evidence-based description of the young poet’s or Jason’s predicament.
For example: If you are applying Madame Crommelynck’s advice to the
young poet, describe the situation for which the young poet seeks counsel.
· Evidence that supports the claim that appears in the introduction.
· A conclusion that points back to both texts.
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DRAFT
Grade 9 • Module 1 • Unit 2
Unit-at-a-Glance Calendar
Lesson
Text
Learning Outcomes/Goals
1
Rilke’s Letter One,
paragraph 1
Students read closely to begin to analyze how Rilke’s ideas are
introduced in the passages that they will read.
2
Rilke Letter One,
paragraph 2 and
beginning of paragraph
3
The students will analyze how ideas unfold in the text. They will
determine the choices that the author makes in order to develop
his ideas. They will determine meaning of words as they are used
in the text.
3
Rilke Letter One,
complete paragraph 3
Students will consider how Rilke develops his central piece of
advice to the young poet. Students will analyze Rilke’s use of
repetition, figurative language, and word choice to determine
how these specific details shape and refine the central ideas of
this text. Students will prepare for the Mid-Unit Assessment by
selecting 3–5 specific details from the entire Letter One that are
powerful language choices in helping Rilke advise the young poet.
4
Mid-Unit Assessment
Students will demonstrate their understanding of Rilke’s advice to
the young poet and the language he uses to impart it.
5
From Black Swan Green:
"Hangman" (pp. 24–26:
from “So anyway” to
“That was five years
ago.”)
Students will be introduced to the narrator and main character,
Jason, and will become familiar with the style and voice of the
narrator.
6
From Black Swan Green:
"Hangman" (pp. 2628)
Students will continue to analyze Jason’s character by connecting
details about the text, moving to a more central idea/theme
about Jason, namely his fear of being humiliated in front of his
peers.
7
From Black Swan Green:
"Solarium" (pp. 142–
145: from beginning of
chapter to “’To
business.’”)
Students will draw explicit and implicit conclusions about Jason's
first impressions of the vicarage and the character of Madame.
8
From Black Swan Green:
“Solarium” (pp. 145–
148: from "A young man
needs” to “The last
drops were the
thickest.”)
Students will begin to unpack the relationship between Madame
and Jason as they explore the advice she gives him. This lesson
begins to draw students’ attention to the thematic similarities
between the two texts in this unit.
9
From Black Swan Green:
“Solarium” (pp. 149–
156: “One moment we
Students will continue the analysis of how Mitchell’s ideas
develop. The students will continue their examination of Jason’s
predicament and will analyze Madame Crommelynck’s advice to
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 2
were ” to “hang
myself.”)
him.
10
Review of texts from
unit
Students will understand requirements of End-of-Unit
Assessment and prepare by making key choices from the prompt
and gathering details from the text.
11
End-of-Unit Assessment
Using work from preceding lessons, students revise a text in
progress to demonstrate their understanding of the unit's texts
through the End-of-Unit Assessment.
Preparation, Materials, and Resources
Preparation
Read closely and annotate the unit texts, Letter One of Rilke and the selections from Black
Swan Green.
Materials/Resources
·
·
Gather necessary instructional materials such as pens, pencils, self-stick notes, and chart
paper.
·
Full text of Letter One from Letters to a Young Poet by Rainer Maria Rilke.
·
Full texts of “Hangman” and “Solarium” from Black Swan Green by David Mitchell.
·
Download and copy Reading Closely Checklist located at
http://www.engageny.org/resource/grades-9-10-ela-reading-closely-unit.
·
Download and copy the NY Regents Text Analysis Rubric:
http://www.engageny.org/sites/default/files/resource/attachments/2013.05.09__ela_regents_nti_document_final.pdf on page 23 of 96.
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9.1.2
DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 1
Lesson 1
Introduction
In the first lesson of this unit, students continue to build the close reading skills they began to develop
in Unit 1 as they analyze Letter One of Rainer Maria Rilke’s Letters to a Young Poet. In this letter, Rilke
responds to a young poet’s search for guidance. In the excerpt, students will close read in this lesson,
Rilke challenges the usefulness of criticism and comments on the intangible and inexpressible nature of
art. Students will begin to understand the connections Rilke is establishing and developing in this
section.
Students will engage with the ideas Rilke presents in this empowering, lyrical text through independent
and group work. Students will begin by listening to a teacher Read-Aloud of the text, following along in
their own texts as they listen. This provides important fluency support as students gain familiarity with
this new genre of informational text. Students will then reread paragraphs one and two independently,
work to determine the meaning of academic/Tier 2 vocabulary in context, answer text-dependent
questions (TDQs), and participate in class discussion as they build an understanding both of Rilke and of
the poet to whom he writes.
Standards
Assessed Standard(s)
Analyze how the author unfolds an analysis or series of ideas or events, including the
RI.9-10.3
order in which the points are made, how they are introduced and developed, and the
connections drawn between them.
Addressed Standard(s)
Cite strong and thorough textual evidence to support analysis of what the text says
RI.9-10.1
explicitly as well as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including
RI.9-10.4
figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
Assessment
Assessment(s)
·
Quick Write: Based on reading and class discussion, briefly respond to the following prompt: What
relationship is Rilke establishing between language and art? How does this support his assertions
about criticism? What evidence supports your thinking?
·
Homework due at beginning of Lesson 2: students’ annotated texts
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DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 1
High Performance Response(s)
·
High Performance Responses should indicate a formative understanding that Rilke is questioning
whether it is possible to fully express ideas and experiences through language. Rilke asserts that
“most experiences are unsayable,” and goes on to pronounce that “more unsayable than all other
things are works of art.” Students connect Rilke’s doubt that words can express art to his rejection
of “words of criticism,” and the “more or less fortunate misunderstandings” that result.
·
Annotated Texts: Students annotate (on their text or with sticky notes) for important ideas,
thoughts, and unfamiliar vocabulary that relate to the focusing question. Student annotations may
include the following:
o Rilke formerly said he would not “discuss your verses” but now offers specific criticism;
he’s doing what he just said he wouldn’t do.
o The young poet’s poems currently “have no style of their own.”
o The poet’s work shows “silent and hidden beginnings of something personal.”
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
·
tangible (adj.) – perceptive by touch
· transitory (adj.) – not permanent
Vocabulary to teach (may include direct word work and/or text-dependent questions)
·
confidence (n.) – full trust, confidential communication
·
endures (v.) – lasts
Lesson Agenda/Overview
Student-Facing Agenda
% of Lesson
·
Standards: RI.9-10.1, RI.9-10.3, RI.9-10.4
·
Text: Letter One from Rilke’s Letters to a Young Poet
·
Introduction of Unit and Lesson Agenda
·
Homework Accountability
·
Read-Aloud of Rilke’s Letter One
·
Close Reading and Evidence-Based Discussion
·
Text-Dependent Questions (TDQs) and Activities
·
Quick Write
·
Closing
10%
5%
20%
25%
25%
10%
5%
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DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 1
Materials
·
Copy of RI.9-10.1, RI.9-10.3, and RI.9-10.4
·
List of vocabulary words for display.
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Introduction of Unit and Lesson Agenda
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1. What do you notice about these
standards as opposed to the standards in
Display standards RI.9-10.1, RI.9-10.3,
and RI.9-10.4. Read the standards aloud
and ask students to follow along as they
listen. Pose the following questions for
students to discuss in pairs:
Begin by reviewing the agenda and
sharing the standards for this lesson:
Standards: RI.9-10.1, RI.9-10.3, RI.9-10.4.
Share the purpose of this unit: to
continue building upon reading standards
RI.9-10.1, RI.9-10.3, and RI.9-10.4 and to
consider how these standards operate in
the context of informational texts.
Briefly introduce the unit and the texts:
Letter One from Rainer Maria Rilke’s
Letters to a Young Poet, and “Hangman”
and “Solarium,” two chapters from Black
Swan Green by David Mitchell.
Teacher Actions
Percentage of
Lesson
Learning Sequence
NYS Common Core ELA & Literacy Curriculum
4
1. Standard RL.9-10.1 and RI.9-10.1
both deal with using evidence.
2. Standard RL.9-10.3 focuses on
characters, but RI.9-10.3 focuses on
evaluation of authors'
development/ support of
Student responses may include the
following:
Students complete a Turn-and-Talk
with a partner.
Students look at the agenda.
Student Actions
DRAFT
Having these standards displayed
helps students develop ownership of
them and makes it easier to refer to
It may be useful to have these
questions written on the board or
displayed in some other way before
class begins. Note that RL is the
abbreviation for the literature strand
and RI stands for the informational
text.
Instructional Notes (extensions,
supports, common
misunderstandings)
Grade 9 • Module 1 • Unit 2 • Lesson 1
196
Distribute copies of Rilke’s Letter One
and the page that documents the title
and publication date. Ask for volunteers
to answer the following question:
1. What can the title reveal about the
form of this text?
Read-Aloud of Rilke’s Letter One
Instruct students to talk with a partner
about how they can apply their focus
standard to their text. Lead a brief (3–5
minute) share out on the previous
lesson’s Accountable Independent
Reading (AIR) homework assignment.
Select several students (or student pairs)
to explain how they applied their focus
standard to their AIR text.
Homework Accountability
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20%
5%
Tell students that they will return to
these standards throughout the year.
Lead a brief recap of pair discussions.
2. How are they different? How are they
similar?
Unit 1?
NYS Common Core ELA & Literacy Curriculum
5
1. There is a unique format for this
text: a letter. This understanding is
supported by the title Letters to a
Young Poet.
Students (or student pairs) discuss
and share how they applied their
focus standard to their AIR text
from the previous lesson’s
homework.
argument/ideas. Ideas, arguments,
and events are under study, rather
than plot or themes.
RL.9-10.4 and RI.9-10.4 are almost
identical. Both are about learning to
determine word meanings from
context and consider the impact of
that language on the text.
DRAFT
Consider telling students that the
letters were actually written even
earlier than the publication date and
discuss the tradition of letter writing
Question Extensions:
Students may observe that letters are
not always nonfiction texts. The Color
Purple, an example of a novel in
epistolary form, is fiction.
them throughout the unit.
Students may need some assistance
understanding the difference between
RL.9-10.3 and RI.9-10.3. Both focus on
how a text develops. Let students
know that they will be looking here at
how an author lays out and develops a
point or an idea, rather than a
character.
Grade 9 • Module 1 • Unit 2 • Lesson 1
197
Ask students to do a close reading of the
first paragraph of the letter
independently and annotate for
unfamiliar vocabulary. Remind students
that this type of annotation means to put
a box around unfamiliar words and
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DRAFT
Students follow along, reading
silently.
6
Students silently read and annotate
the first paragraph for unfamiliar
vocabulary.
Close Reading and Evidence-Based Discussion
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25%
Read Letter One aloud. Have students
follow along with their own texts.
NYS Common Core ELA & Literacy Curriculum
Because some of Rilke’s syntax is
complex, it may be necessary to help
Circulate around the room, assisting
students with the annotation activity
when necessary.
In Unit One, questions were
introduced during the initial ReadAloud; here, because the letter is
relatively short and the language (not
the ideas) is less complex than St.
Lucy’s, an uninterrupted Read-Aloud is
recommended. However, should
students need it, it may be useful to
pause and allow for reflection time
during the Read-Aloud.
The purpose of the teacher ReadAloud is to model fluency and support
struggling readers. Advanced students
may not require this; in this case, ask
students to read the text
independently before proceeding with
the lesson.
that today is almost gone. Students
are likely to point to e-mail, texting,
Skype, and other technological
advances as the reason for the
vanishing tradition.
Grade 9 • Module 1 • Unit 2 • Lesson 1
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Display the following chunks of text with
Students work together, answering
associated TDQs for students to discuss in questions and capturing responses
their pairs. Students should record their
in their notes.
responses and be prepared to share in
class discussion.
Text-Dependent Questions (TDQs) and Activities
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25%
Students share words.
Ask student pairs to share words they
figured out from context and words they
are still struggling with. Flag words on the
vocabulary list, letting students know
that these are words they will learn over
the course of the next few lessons.
·
Answering TDQs requires using
evidence from the text.
Student responses may include the
following:
Consider asking students for a
reminder of some guidelines for
reading closely and answering TDQs.
If some students ask about words not
on the vocabulary list for this unit,
consider asking pairs to discuss some
of these words, looking for clues to
their meanings in the paragraph.
Students will remain in their pairs for
the remainder of this lesson.
Students discuss vocabulary in pairs.
Have students go over the annotations
with a partner sitting near them. The
partners should note which words they
can figure out from context, and which
ones they may still need help with.
Grade 9 • Module 1 • Unit 2 • Lesson 1
students chunk sections of sentences
to make meaning.
Remind students that if they come to
an unfamiliar word, they should look
inside the word (structural analysis)
for familiar portions, and outside the
word (contextual analysis) for clues to
its meaning.
DRAFT
phrases. Instruct students to pay
particular attention to words that look
familiar but may have a slightly different
meaning.
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3. What can you infer about the purpose
of the young poet’s letter from Rilke’s
refusal?
2. What might Rilke’s use of the word
foreign reveal about the relationship he
perceives between art and criticism?
“I cannot discuss your verses; for any
attempt at criticism would be foreign to
me.”
1. What might Rilke’s use of the word
confidence reveal about the contents of
the young poet’s initial letter?
“Your letter arrived just a few days ago. I
want to thank you for the great
confidence you have placed in me.”
NYS Common Core ELA & Literacy Curriculum
·
8
The poet asked Rilke if his
3. The writer of the letter wants
Rilke’s opinion about the poetry and
advice about how the young poet
can improve his work. Student
responses may include:
2. Foreign means "somebody from
another country than your own," so
by using this word Rilke is implying
that, in his opinion, art and criticism
are from two different places; they
are not related to one another.
1. Rilke is thanking the young poet
for putting great trust in him and for
being so open and honest with him
about private and personal matters.
Student responses may include the
following:
DRAFT
Read multiple times.
It’s difficult, and that’s okay.
·
·
Criticism as advice or skillful judgment
may be a new idea. If students
struggle, it may be helpful to share the
similarity to the term critic and ask
students to think about what a good
movie or music critic does.
Ask students to volunteer a definition
of the word confidence. Students will
probably be familiar with confidence
as an adjective to describe selfassuredness. Guide students towards
an understanding that confidence also
means both “full trust” and
“confidential communication.”
This step will be particularly helpful for
less experienced students, or if there
has been a gap between the end of
Unit 1 and the beginning of Unit 2.
Read like a detective.
·
Grade 9 • Module 1 • Unit 2 • Lesson 1
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5. What is Rilke saying about the power
of criticism to influence art? Use
evidence from the text to support your
response.
4. According to Rilke, what results from
criticism?
“Nothing touches a work of art so little as
words of criticism: they always result in
more or less fortunate
misunderstandings.”
NYS Common Core ELA & Literacy Curriculum
What might be a “less fortunate
misunderstanding”?
How does this relate to the effect
of criticism?
·
·
Events take place “in a space
that no word has ever entered.”
Many things are “unsayable,”
but especially art because it
lasts forever.
·
·
9
What is a “more fortunate
misunderstanding”?
·
Rilke tells the poet “things aren't
all so tangible and sayable.”
·
·
What is the best possible
outcome, and what is the worst
possible outcome?
The syntax of the first part of the
sentence is unusual; consider asking
the students to rephrase it.
Additional scaffolding questions:
Rilke thinks criticism is useless
or pointless. Criticism is not a
good way to think about art.
Note the complexity of this sentence;
it has two parts. Take more time
discussing the students’ responses.
Reading aloud and rephrasing his
words may help the students analyze
Rilke’s ideas.
5. Student responses may include
the following:
·
The answer here should be complex
since there are several layers to Rilke’s
response.
He asked Rilke to offer him
advice.
Grade 9 • Module 1 • Unit 2 • Lesson 1
4. Criticism typically doesn’t work
and usually results in someone
“misunderstanding” a text.
·
poetry was good.
DRAFT
201
Based on reading and class discussion,
briefly respond to the following prompt:
Display the following prompt for students
to respond to independently:
Quick Write
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Lead a brief class discussion of student
responses to questions 1–7. Continue to
remind students to use explicit textual
evidence to support their answers.
7. What “life” does Rilke attribute to
works of art? How does the life of art
compare to human life? It may be
necessary to offer students a definition of
the word transitory as meaning
"something that doesn’t last very long."
6. What words repeat in this passage?
What belief does Rilke challenge through
these repetitions?
“Things aren't all so tangible and sayable
as people would usually have us believe;
most experiences are unsayable, they
happen in a space that no word has ever
entered, and more unsayable than all
other things are works of art, those
mysterious existences, whose life
endures beside our own small, transitory
life.”
NYS Common Core ELA & Literacy Curriculum
10
Students respond in writing to the
Quick Write prompt. See High
Performance Response at the
beginning of this lesson.
7. Art has a life that is “mysterious”
and that “endures” beyond Rilke’s
(or any human’s) “transitory” life.
Art has a life that lasts forever.
6. There is repetition of the word
sayable in the word unsayable. Rilke
challenges the belief that “things”
can be expressed through words, or
even understood at all.
DRAFT
·
·
In other contexts, endure could
mean to “bear or tolerate,” as in
“to endure pain.”
Endure means "to last." He says
the art will endure beyond the
artist
Ask students to define the word
endure.
Student responses may include the
following:
Extension:
Grade 9 • Module 1 • Unit 2 • Lesson 1
202
Starring important ideas
·
·
Writing thoughts, reactions, or
connections
Instruct students to be prepared to
discuss their annotations in pairs.
Boxing unfamiliar words
·
Remind students that the annotation
codes they should use include the
following:
They should be prepared to discuss their
annotations in the following lesson.
For homework, instruct students to
independently reread the second
paragraph and annotate, focusing their
annotation of the text with the following
question: How does Rilke’s approach in
the second paragraph compare to his
“preface”?
Closing
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Collect written responses as students
leave.
What relationship is Rilke establishing
between language and art? How does
this support his assertions about the
usefulness of criticism? What evidence
supports your thinking?
NYS Common Core ELA & Literacy Curriculum
11
Student read, annotate, and prepare
for discussion.
DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 1
203
DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 1
Starring important ideas
Writing thoughts, reactions, or connections
·
·
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Instruct students to be prepared to discuss their annotations in pairs.
Boxing unfamiliar words
·
12
Students independently reread the second paragraph and focus their annotation of the text with the following question: How does Rilke’s
approach in the second paragraph compare to his “preface”? They should be prepared to discuss their annotations in the next lesson (Lesson 2).
Note: Remind students that the annotation codes they should use include the following:
Homework
NYS Common Core ELA & Literacy Curriculum
204
NYS Common Core ELA & Literacy Curriculum
9.1.2
DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 10
Lesson 10
Introduction
In this lesson, students will be introduced to the End-of-Unit Assessment prompts, one of which they
will respond to in the next lesson: “How might Rilke’s counsel also apply to Jason? Or How might
Madame Crommelynck’s counsel also apply to the young poet? In your essay, discuss how the author's
word choice and phrasing impact the effectiveness of their counsel.”
This assessment gauges students’ ability to use textual evidence by asking them to engage in analysis
across two texts. The thematic and topical similarities between the texts provide rich opportunities for
exploration, and students will find robust evidence to support their thinking about this prompt.
To prepare for this assessment, students will gather and discuss connections among textual details that
might be used in the next lesson. Working together, they will analyze these details to identify those
that allow them to determine the predicament of each mentee in Rilke’s Letter One and Mitchell’s
Black Swan Green. They will then select either Madame or Rilke’s advice and consider how it might
apply to the protégé in the other story. Making connections across texts is a key component of literacy
learning in the CCSS, and students bring their understanding of both texts to bear on this task.
Standards
Addressed Standard(s)
Cite strong and thorough textual evidence to support analysis of what the text says
RL.9-10.1
explicitly as well as inferences drawn from the text.
Assessment
Assessment(s)
This lesson is preparation for the End-of-Unit Summative Assessment, so there is no formal assessment
in this lesson. Rather, take opportunities to ensure and clarify student understanding during group
work and class discussion. Written evidence of understanding can come through the two End-of-Unit
Assessment tools: the Predicament Analysis tool and the Assessment Preparation tool.
High Performance Response(s)
The following indicate solid preparation using the two assessment preparation tools:
·
A selection of details from both texts that work together to create a clear analytic idea
·
Details that are a mix of more and less obvious selections, with less obvious selections potentially
indicating deeper, more original thinking
·
Commentary on how the details relate, and how language in the details helps the reader
understand the connections
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 10
Vocabulary
Vocabulary to Provide Directly (will not include extended instruction)
·
predicament (n.) – an unpleasantly difficult, perplexing, or dangerous situation
Vocabulary to Teach (may include direct word work and/or text-dependent questions)
·
None.
Lesson Agenda/Overview
Student-Facing Agenda
•
•
•
•
•
•
•
% of Lesson
Standards: RL.9-10.1
Texts: Letter One from Rainer Maria Rilke’s Letters to a Young Poet (pp. 312); excerpts from Black Swan Green (pp. 142–156)
Introduction of Lesson Agenda
Homework Accountability
Analysis of Predicaments Tool
Assessment Preparation Tool
Closing
5%
5%
40%
45%
5%
Materials
•
•
•
Predicament Analysis Tool
Unit 9.1.2 Final Assessment
Assessment Preparation: Connecting the Texts
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206
Ask students to take out their notes and all
annotated texts. Tell them they will use
these in their work today to analyze the
predicaments of both the young poet and
Analysis of Predicaments Tool
Lead a brief (3–5 minute) share out on the
previous lesson’s AIR homework assignment.
Select several students (or student pairs) to
explain how they applied their focus
standard to their AIR text.
Homework Accountability
Tell students that, in this lesson, they will
begin preparing for the assessment by
thinking about connections between the
details in the two texts they have read in this
unit: Rilke’s Letter One and the two excerpts
from Mitchell’s Black Swan Green.
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5%
Introduction of Lesson Agenda
5%
Begin by reviewing the agenda and sharing
the standards for this lesson: RL.9-10.1.
Explain to students that the upcoming
assessment will ask them to practice using
evidence by looking across two texts.
Teacher Actions
Percentage
of Lesson
Learning Sequence
NYS Common Core ELA & Literacy Curriculum
3
Students (or student pairs) share out on
how they applied their focus standard to
their AIR text from the previous lesson’s
homework.
Students look at the agenda.
Student Actions
DRAFT
This understanding will be
important for the upcoming Endof-Unit Assessment.
Instructional Notes (extensions,
supports, common
misunderstandings)
Grade 9 • Module 1 • Unit 2 • Lesson 10
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Lead a brief whole-class discussion to check
for understanding.
The young poet’s predicament is
primarily personal; he is wondering
about his poems and talks to a single
outside source.
Jason is receiving advice because
Madame feels he is not being true to
his heart.
·
·
4
Young poet is seeking advice because
he is unsure of the quality of his verse.
Student responses may include the
following:
Ask students to take a moment to write a
summary (independently) of each
character’s predicament in their own words.
Students may write the summary in their
notes or on the Predicament Analysis tool.
·
Students work in groups.
DRAFT
Instruct students to break into groups of 3 or
4. Explain that they will use this tool to look
for details that help them understand the
predicament of the young poet (column 1)
and Jason (column 2). Instruct students to
work collaboratively, using their notes, to
find textual evidence explaining the two
characters’ predicaments.
To ensure comprehension, discuss the
meaning of predicament with the students.
predicament (n.) – an unpleasantly difficult,
perplexing, or dangerous situation
Project and distribute a copy of the
Predicament Analysis tool. Share with
students the examples provided on the
handout.
Jason.
NYS Common Core ELA & Literacy Curriculum
Check that students are
synthesizing the textual evidence
in group discussion, and in their
independently written statements.
If students struggle to begin, it may
be helpful to direct students to
these sentences on the tool: “Why
is the Young Poet getting advice
from Rilke?” and “Why is Jason
getting advice from Madame?” Tell
students that thinking about these
questions is a good way to
approach this.
Grade 9 • Module 1 • Unit 2 • Lesson 10
208
Instruct students to work independently to
select a mentor/mentee pair and begin
gathering details.
Share and discuss the example provided and
allow time for students to ask questions.
Explain that students should examine their
notes, texts, annotations, and other
materials to look for advice their chosen
mentor gives (Column 1) and explain how
that advice would apply to their chosen
mentee (Column 2).
Pass out and project the Assessment
Preparation tool and tell students that the
next step is to select the mentor/mentee
pair they would like to focus on (Rilke and
Jason or Madame and the young poet).
Display the assessment prompts, and ask
students to read the prompts silently. Then,
help students focus on the key elements of
the prompts by reading aloud.
Introduce the End-of-Unit Assessment.
Assessment Preparation Tool
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NYS Common Core ELA & Literacy Curriculum
Jason’s predicament has a more
distinctly social element, as he is
concerned about the consequences of
writing truthfully.
5
Students work independently on the tool,
gathering evidence and thinking about how
it applies to the figure from the other text.
Students listen and ask questions.
Students will read prompt silently and then
ask questions.
·
DRAFT
Check that students are gathering
relevant examples that connect to
the other text. Caution students
not to be satisfied with the most
Remind students that they already
have many details in their notes,
annotations, and other handouts.
Encourage them to access those
materials.
It may be helpful to ensure that
students know the terms mentor
and mentee.
If students are confused, it may be
helpful to point out that the lefthand column is where they record
details from the text. In the righthand column, they will explain how
this detail (advice) would apply to
the figure from the other text.
Grade 9 • Module 1 • Unit 2 • Lesson 10
209
Tell students that they will continue to shape
their details into a written response to the
essay in the next lesson.
For homework, instruct students to continue
to look for details using the tool to help
prepare them for the End-of-Unit
Closing
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Instruct students to discuss their examples
and add insights from their discussion to
their notes.
After students have had time to gather
details independently, break them into small
groups of 3 or 4, based on their choice of
mentor/mentee pairs.
NYS Common Core ELA & Literacy Curriculum
Madame’s warning not to “compose
derivative verses of cupids and cliché,”
but rather to remain true to his unique,
original perspective on his own life, is a
good piece of advice to the young poet,
who Rilke has said has yet to find his
own voice.
·
6
Students discuss their examples in their
groups.
Rilke tells the young poet to write
about his “own everyday life” and to
“describe [it] with loving, quiet, humble
sincerity” This advice connects to
Madame’s praise of the sincerity
displayed in the poem about Jason’s
mother and father’s arguing, a scene
from his everyday life.
·
Possible student responses include:
DRAFT
This discussion is an important
opportunity both for synthesis and
for learning from peers.
obvious connections, though they
may be an appropriate place to
start. Instead, look for multiple
connections and select those that
offer the richest details for
support.
Grade 9 • Module 1 • Unit 2 • Lesson 10
210
DRAFT
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Students continue to look for details and examples from the texts in preparation for the assessment.
Homework
Assessment.
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 2 • Lesson 10
211
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 10
Predicament Analysis Tool
The Young Poet’s Predicament:
Why is the young poet getting advice from Rilke?
p. 15: Rilke reads the poems of the young poet.
Rilke tells him that he lacks “individual style.”
Jason’s Predicament:
Why is Jason getting advice from Madame?
p. 146. Madame “jabs” Jason’s heart and tells him
that in his poetry he has to express what is there.
Summary of Jason’s predicament:
Summary of the young poet’s predicament:
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DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 10
Unit 9.1.2 Final Assessment
You have read excerpts from Letters to a Young Poet by Rainer Maria Rilke (an informational text) and
Black Swan Green by David Mitchell (a work of fiction). In both texts, a young, aspiring poet receives the
counsel of an older mentor.
Compose a well-developed essay in response to one of the following prompts:
How might Rilke’s counsel also apply to Jason?
OR
How might Madame Crommelynck’s counsel also apply to the young poet?
High Performance responses should include the following components:
·
An introductory paragraph that
o identifies the texts and author.
o identifies the mentor (Rilke or Madame).
o identifies the mentee (the young poet or Jason).
o connects details to explain how the mentor’s counsel to his/her original mentee also
applies to the mentee in the other text.
·
An evidence-based description of the young poet’s or Jason’s predicament. For example, if you
are applying advice to the young poet, describe the situation for which the young poet seeks
counsel.
·
An explanation of how Rilke’s advice applies to Jason or how Madame’s advice applies to the
young poet, including a discussion of the author’s word choice and phrasing.
·
An explanation of how the author’s word choice and phrasing influence the effectiveness of the
advice.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 2 • Lesson 10
Assessment Preparation: Connecting the Texts
How would Rilke’s advice apply to Jason or Madame Crommelynck’s advice apply to the young poet?
Rilke’s/Madame’s Advice
Example Student’s Choice: Madame
p. 146: Madame tells Jason to express what is in
his heart.
Rilke’s/Madame’s Advice
Your Choice: ___________________________
Application of Advice to Jason/Young Poet
Advice to Young Poet
Madame: "The young poet must, in order to write
well, reach deep into his heart."
Application of Advice to Jason/Young Poet
Advice to _______________________________
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