10.1.1 Lesson 3: Assessed Standard(s)

NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 1 • Lesson 3
10.1.1 Lesson 3
Introduction
In this lesson, students begin their exploration of Sir Walter Raleigh’s poem, “The Nymph’s Reply to the
Shepherd,” a response to Marlowe’s “The Passionate Shepherd to His Love.” Students read the poem in
its entirety (from “If all the world and love were young” to “To live with thee, and be thy love”) and
analyze Raleigh’s word choices and how they affect the meaning and tone of the poem. Student learning
is assessed via a Quick Write at the end of the lesson: Analyze the cumulative impact of Raleigh's word
choices on the meaning and tone of the poem.
For homework, students continue to search for an Accountable Independent Reading (AIR) text.
Additionally, students complete a structural comparison of “The Passionate Shepherd to His Love” and
the “The Nymph’s Reply to the Shepherd.”
Standards
Assessed Standard(s)
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
Addressed Standard(s)
W.9-10.9.a 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]").
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

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Assessment
Assessment(s)
Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the
following prompt, citing textual evidence to support analysis and inferences drawn from the text.
 Analyze the cumulative impact of Raleigh's word choices on the meaning and tone of the poem.
High Performance Response(s)
A High Performance Response should:
 Identify specific word choices in the poem (e.g., Raleigh’s choice to begin the poem with the word
“If” (line 1); the words Raleigh chooses to describe the effects of time, such as “fade” (line 9),
“wither” (line 15), “forgotten” (line 15), and “rotten” (line 16)).
 Analyze the cumulative impact of these word choices on the meaning and tone of “The Nymph’s
Reply to the Shepherd” (e.g., Raleigh’s choice to begin the poem with the word “If” creates a
doubtful or skeptical tone. This tone becomes more pessimistic through Raleigh’s repeated
descriptions of the negative effects of time in stanzas 3–5, in which the nymph describes how the
changing seasons cause all the “pretty pleasures” (line 3) in life to “fade” (line 9), “wither” (line
15), be “forgotten” (line 15), and “rot[]” (line 16). This pessimistic tone suggests that the nymph’s
final statement that her mind might be “move[d]” (line 23), or changed, to accept the shepherd’s
invitation is sarcastic, or not genuine, and that she does not truly believe that her mind will ever
change.).
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
 nymph (n.) – beautiful or graceful young woman
 fold (n.) – enclosed area for sheep
 Philomel (n.) – mythical woman who was turned into a nightingale
 wanton (adj.) – not limited or controlled
 wayward (adj.) – not going or moving in the intended direction
 reckoning (n.) – the act of judging something
 gall (n.) – bitterness of spirit
Vocabulary to teach (may include direct word work and/or questions)
 None.

Additional vocabulary to support English Language Learners (to provide directly)

 dumb (adj.) – lacking the human power of speech
 fancy (n.) – feeling of liking someone or something
 folly (n.) – lack of good sense or judgment; foolishness
 breed (v.) – produce offspring
Lesson Agenda/Overview
Student-Facing Agenda % of Lesson
Standards & Text:
 Standards: RL.9-10.4, W.9-10.9.a, L.9-10.5
 Text: “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh
Learning Sequence:
1. Introduction of Lesson Agenda 1. 10%
2. Homework Accountability 2. 10%
3. Masterful Reading and Annotation 3. 15%
4. Reading and Discussion 4. 50%
5. Quick Write 5. 10%
6. Closing 6. 5%
Materials
 Student copies of the 10.1 Common Core Learning Standards Tool (refer to 10.1.1 Lesson 1)
 Copies of “The Nymph’s Reply to the Shepherd” for each student
 Free Audio Resource: http://www.dailymotion.com/video/xewqnk_the-nymph-s-reply-to-the-
shepherd-s_creation#.UeHk823klc8
 Student copies of the Short Response Rubric and Checklist (refer to 10.1.1 Lesson 1)
Learning Sequence
How to Use the Learning Sequence
Symbol Type of Text & Interpretation of the Symbol
10% Percentage indicates the percentage of lesson time each activity should take.

Plain text indicates teacher action.

no
Bold text indicates questions for the teacher to ask students.
symbol
Italicized text indicates a vocabulary word.
 Indicates student action(s).
 Indicates possible student response(s) to teacher questions.
 Indicates instructional notes for the teacher.
Activity 1: Introduction of Lesson Agenda 10%

Begin by reviewing the agenda and the assessed standard for this lesson: RL.9-10.4. In this lesson,
students are introduced to Sir Walter Raleigh’s poem “The Nymph’s Reply to the Shepherd” and analyze
the impact of Raleigh’s word choices on the meaning and tone of the poem.
 Students look at the agenda.
Instruct students to take out their copies of the 10.1 Common Core Learning Standards Tool. Inform
students that in this lesson they begin to work with a new standard: L.9-10.5. Instruct students to
individually read the standard on their tools and assess their familiarity with and mastery of it.
 Students read and assess their familiarity with standard L.9-10.5.
Instruct students to talk in pairs about what they think standard L.9-10.5 means. Lead a brief discussion
about the standard.
 Student responses may include:

o Students demonstrate an understanding of language that expresses an idea in an interesting
way by using words that usually describe something else.
o Students consider the nuances of word meanings.
o Students to consider how the relationships between words affect the meaning of words.
Activity 2: Homework Accountability 10%

Instruct students to talk in pairs to provide an update on their progress in finding an AIR text.
 Students (or student pairs) discuss their progress in finding an AIR text.
Lead a brief whole-class discussion of student progress.

Instruct students to take out their responses to the previous lesson’s homework assignment. (Respond
briefly in writing to the following question: Reread “The Passionate Shepherd to His Love” in its entirety
and underline all repeating words and phrases. What is the cumulative effect of this repetition on the
meaning and tone of the speaker’s invitation?) Instruct students to talk in pairs about their responses.
 Students briefly discuss their responses to the previous lesson’s homework assignment.
 Student annotations should include:
o “live with me and be my love” (lines 1, 24) and “live with me, and be my love”) (line 20)
o “we will” (lines 2, 5) and “I will” (line 9)
o “pleasures” (lines 2, 19)
o “sing” (lines 8, 21)
o “move” (lines 18, 23)
o “delight” (line 22) and “delights” (line 23)

o The repetition of words like “pleasures,” “move,” and “delight” emphasizes the emotional
and persuasive tone of the speaker’s invitation—he wants to “move” his love with the
“pleasures” and “delights” he has been describing.
o The repetition of phrases like “we will” (lines 2, 5) and “I will” (line 9), as well as “live with
me and be my love” (lines 1, 24) and “live with me, and be my love” (line 20), emphasizes
the speaker’s insistence.
Lead a brief whole-class discussion of student responses.
Activity 3: Masterful Reading and Annotation 15%
Distribute copies of “The Nymph’s Reply to the Shepherd.” Have students listen to a masterful reading
of “The Nymph’s Reply to the Shepherd” in its entirety (from “If all the world and love were young” to
“To live with thee, and be thy love”). Instruct students to listen for details that develop the speaker’s
tone.
 Students follow along, reading silently.

 Consider using the following free audio resource: http://www.dailymotion.com/video/xewqnk_the-
nymph-s-reply-to-the-shepherd-s_creation#.UeHk823klc8
 Differentiation Consideration: Consider posting or projecting the following guiding question to
support students in their reading throughout this lesson:
What effect does Raleigh’s description of time have on the tone of the poem?

Instruct students to read “The Nymph’s Reply to the Shepherd” in its entirety, lines 1–24 (from “If all the
world and love were young” to “To live with thee, and be thy love”) and annotate the text according to
the protocols they reviewed in 10.1.1 Lesson 1. In addition, instruct students to annotate their texts for
central idea, using the code CI.
 To help students remember annotation codes, consider posting them in the classroom.
 Student annotations may include the following:
o Boxes around the unfamiliar words “Philomel” (line 7) and “gall” (line 11).
o A star near “But could youth last, and love still breed, / Had joys no date, nor age no need, /
Then these delights my mind might move” (lines 21–23). This seems like the focus of the
poem.
o A question mark near “If all the world and love were young, / And truth in every Shepherd’s
tongue” (lines 1–2). Is the speaker suggesting that the shepherd is lying?
o Exclamation point near the title of the poem “The Nymph’s Reply to the Shepherd.” The
poem appears to be connected somehow to Marlowe’s poem “The Passionate Shepherd to
His Love.”
o CI near “Time drives the flocks from field to fold, / When Rivers rage and Rocks grow cold”
(lines 5–6) and “But could youth last, and love still breed, / Had joys no date, nor age no
need” (lines 21–22). These lines suggest that both nature and love may decay over time.
 This annotation exercise supports students’ engagement with W.9-10.9.a, which addresses the use
of textual evidence in writing.
Activity 4: Reading and Discussion 50%

Instruct students to form groups. Post or project each set of questions below for students to discuss in
their groups. Instruct students to continue to annotate the text as they read and discuss.
Instruct student groups to read stanzas 1–2 of “The Nymph’s Reply to the Shepherd” (from “If all the
world and love were young” to “The rest complains of cares to come”) and answer the following
questions before sharing out with the class.
Provide students with the following definitions: nymph means “beautiful or graceful young woman,”
fold means “enclosed area for sheep,” and Philomel is a “mythical woman who was turned into a
nightingale.”

 Students may be familiar with some of these words. Consider asking students to volunteer
definitions before providing them to the class.
 Students write the definitions of nymph, Philomel, and fold on their copies of the text or in a
vocabulary journal.
 Differentiation Consideration: Consider providing students with the following definition: dumb
means “lacking the human power of speech.”
 Students write the definition of dumb on their copies of the text or in a vocabulary journal.
Consider the title of Raleigh’s poem. From whose point of view is the poem being told? Who is the
intended audience?
 Student responses should include:
o The title “The Nymph’s Reply to the Shepherd” suggests that the poem is being told from
the point of view of a nymph, or a beautiful young woman.
o The intended audience is a shepherd.
What relationship does the title of Raleigh’s poem establish between Raleigh’s poem and Marlowe’s
poem?
 The title “The Nymph’s Reply to the Shepherd” suggests that Raleigh’s poem is written as an
answer to the invitation of the shepherd in Marlowe’s poem.
How does Raleigh’s use of “If” in line 1 impact the meaning and tone of the first stanza?
o Raleigh’s choice to use the word “If” as the first word in the first line of the poem
immediately establishes a doubtful or skeptical tone.
o The word “If” (line 1) creates doubt about the truth of the claims that the shepherd makes
in his invitation and suggests that the speaker does not trust the shepherd’s intentions or
vision of life in the countryside.
How does the nymph describe “time” in stanza 2? What is the cumulative effect of this description on
the tone of the stanza?
o The nymph describes time as a force that changes things in nature in negative ways. Time
causes sheep to leave the fields (line 5), “[r]ocks” to become “cold” (line 6), and birds like
the nightingale to grow silent or complain (lines 7–8).

o The nymph’s description of time is filled with destructive and unpleasant words and images
such as “rage” (line 6), “cold” (line 6), “dumb” (line 7), and “complains” (line 8). These words
create a negative or pessimistic tone.
Instruct student groups to read stanzas 3–5 (from “The flowers do fade, and wanton fields” to “To come
to thee and be thy love”) and answer the following questions before sharing out with the class.
Provide students with the following definitions: wanton means “not limited or controlled,” wayward
means “not going or moving in the intended direction,” reckoning means “the act of judging something,”
and gall means “bitterness of spirit.”
 Students may be familiar with some of these words. Consider asking students to volunteer
definitions before providing them to the class.
 Students write the definitions of wanton, wayward, reckoning, and gall on their copies of the
text or in a vocabulary journal.
 Differentiation Consideration: Consider providing students with the following definitions: fancy
means “feeling of liking someone or something” and folly means “lack of good sense or judgment;
foolishness.”
 Students write the definitions of fancy and folly on their copies of the text or in a vocabulary
journal.
What effect does “time” have on the “pretty pleasures” described in stanza 1? Why?
 “Time” (line 5) causes all the “pretty pleasures” (line 3) to decay and die because all the
pleasures are made from natural materials, such as “flowers” (line 9) and “straw” (line 17) that
“fade” (line 9), “break” (line 15), “wither” (line 15), and “rot[]” (line 16) as the seasons change
from “spring” (line 12) to “fall” (line 12) to “winter” (line 10).
 Some students may make the connection between the “pretty pleasures” (line 3) in Raleigh’s poem
and the pleasures that the shepherd promises his love in Marlowe’s poem. These connections will
be explored in greater depth in Lesson 4.
 Differentiation Consideration: If students struggle, consider posing the following scaffolding
question:
What words and phrases in stanzas 3–5 relate to Raleigh’s description of “time” in stanza 2?

o The words “fade” (line 9), “wither” (line 15), “forgotten” (line 15), “ripe” (line 16), and “rotten”
(line 16), all describe the effects of time.
o Raleigh’s references to the seasons “spring” (line 12), “fall” (line 12), and “winter” (line 10)
relate to time because they describe the changing of the seasons.
How does Raleigh’s description of the effects of time impact the tone of the nymph’s reply?
 Raleigh’s description of the effects of time contributes to the negative or pessimistic tone of the
nymph’s reply, because time is described as a force that brings only death and decay.
How does Raleigh’s use of figurative language in line 11 further develop the nymph’s opinion of the
shepherd?
 The nymph states that a “honey tongue,” or persuasiveness, and a “heart of gall,” or bitter
intentions, may lead to pleasure in the spring (line 11), but come fall only result in “sorrow” (line
12). This language suggests that the nymph believes that the shepherd’s invitation to join him in
appreciating the pleasures of the countryside is persuasive, but ultimately his intentions are not
honorable and will bring only sadness.
 Consider drawing students’ attention to their application of L.9-10.5 through their understanding of
figurative language.
Lead a brief whole-class discussion of student responses
Instruct student groups to read stanza 6 (from “But could youth last, and love still breed,” to “To live
with thee, and be thy love”) and answer the following questions before sharing out with the class.
 Differentiation Consideration: Consider providing students with the following definition: breed
means “produce offspring.”
 Students write the definition of breed on their copies of the text or in a vocabulary journal.
What relationship does the nymph describe between “youth” and “love” in the final stanza? How
does this relationship connect to the effects of time Raleigh describes in stanzas 2–5?
o The nymph establishes that “love” is dependent upon “youth” when she states that love can
only “breed,” or continue to exist, if youth “last[s]” (line 21).
o In the final stanza, the nymph says that the only way her mind might be “move[d]” (line 23)
to accept the shepherd’s invitation of “love” (line 24) is if there were no “date[s]” and if age
had “no need” (line 22) or, in other words, if time didn’t exist. This statement connects to

the effects of time by suggesting that just as the passage of time causes the death and decay
of “pretty pleasures” (line 3), it also destroys the beauty of young love.
What does the tone of the first 5 stanzas suggest about the meaning of the nymph’s reply in the final
stanza?
 Raleigh establishes a tone of doubtful pessimism in the first 5 stanzas of the poem. Therefore,
although the nymph concludes her response by leaving the possibility open that her mind might
be “move[d]” (line 23), or changed, to accept the shepherd’s invitation, it seems more likely that
her final statement is sarcastic, or not genuine, and that she does not truly believe that her mind
will ever change.
Activity 5: Quick Write 10%

Instruct students to respond briefly in writing to the following prompt:
Analyze the cumulative impact of Raleigh's word choices on the meaning and tone of the poem.
Ask students to use this lesson’s vocabulary wherever possible in their written responses and to practice
using domain-specific vocabulary. Remind students to use the Short Response Rubric and Checklist to
guide their written responses.
 Students listen and read the Quick Write prompt.

 Display the prompt for students to see, or provide the prompt in hard copy.
Transition to the independent Quick Write.
 Students independently answer the prompt using evidence from the text.
 See the High Performance Response at the beginning of this lesson.
Activity 6: Closing 5%
Display and distribute homework assignment. For homework, students should continue to search for an
AIR text.
Additionally, instruct students to reread “The Passionate Shepherd to His Love” and the “The Nymph’s
Reply to the Shepherd,” and annotate the poems for structural similarities between the two texts,
including words and phrases that are present in both texts. Remind students to be prepared to share
their observations in the next lesson.

 Students follow along.
Homework
Continue to search for an Accountable Independent Reading text.
Additionally, reread “The Passionate Shepherd to His Love” and the “The Nymph’s Reply to the
Shepherd,” and annotate the poems for structural similarities between the two texts, including words
and phrases that are present in both texts. Be prepared to share your observations in the next lesson.


10.1.1 Lesson 3: Assessed Standard(s)

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 1 • Lesson 3

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

Additional vocabulary to support English Language Learners (to provide directly)

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

Plain text indicates teacher action.

Activity 1: Introduction of Lesson Agenda 10%

 Students look at the agenda.

 Students read and assess their familiarity with standard L.9-10.5.

 Student responses may include:

Activity 2: Homework Accountability 10%

Lead a brief whole-class discussion of student progress.

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

 Student responses may include:

Lead a brief whole-class discussion of student responses.

Activity 3: Masterful Reading and Annotation 15%

 Students follow along, reading silently.

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

Lead a brief whole-class discussion of student responses.

Activity 4: Reading and Discussion 50%

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

Lead a brief whole-class discussion of student responses.

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

Lead a brief whole-class discussion of student responses

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

Lead a brief whole-class discussion of student responses.

Activity 5: Quick Write 10%

 Students listen and read the Quick Write prompt.

Transition to the independent Quick Write.

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

 Students follow along.

File: 10.1.1 Lesson 3, v2 Date: 5/26/2015 Classroom Use: Starting 5/2015

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