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Get Ready To Learn

Get Ready To Learn. Managers: On-Task : Ensure that everyone is quiet and doing their job. Attendance : Know who is absent from your group today. Supply: Pick up your group’s supply envelope. (Location: red basket by the printer)

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Get Ready To Learn

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  1. Get Ready To Learn Managers: • On-Task: Ensure that everyone is quiet and doing their job. • Attendance: Know who is absent from your group today. • Supply: Pick up your group’s supply envelope. (Location: red basket by the printer) • Homework: Check for completion of last night’s homework. (if needed) • Retriever: Pass out graded work (if needed.) • Collector: Assist the group as needed • Enter class quietly and get your binder off the shelf. • Complete Calendar Journal • What is on your mind? • Unpack and place the following on your desk: • GMS agenda • Pen/Pencil • ELA Binder • Place your back packs underneath your desk. • Sit quietly and wait to begin a day of learning.

  2. Casey at the BatEarnest Lawrence Thayer Presented by: Ms. Hines All Periods 7th Grade ELA

  3. Unit Essential Questions • What is a hero? • What are the characteristics of a hero?

  4. Learning Objectives • I can identify the poetic elements that contribute to the form/structure of the poem, “Casey at the Bat.” • I can analyze the structure and meaning of “Casey at the Bat.” • I can analyze the relationship between a poem’s form and structure as it contributes to the meaning of the poem, “Casey at the Bat.” • I can recognize the strategies the author uses to contrast the points of view of different characters in “Casey at the Bat.” • I can cite examples from the poem to analyze how the author develops the points of view of various characters. • I can analyze how the author contrasts different points of view in a single poem. • Focus Standards: • RL. 7.5-- Analyze how a drama’s or poem’s form or structure contributes to its meaning. • RL.7.6--Analyze how an author develops and contrasts points of view of different characters or narrators in a text.

  5. Guided Reading (Whole Group): • Strategy: Read Aloud/Think Aloud • As we read together, we will record answers to the embedded questions in the boxes provided on the student copies. • Students will share and discuss answers with partners and with the whole group.

  6. Casey at the BatBy Ernest Lawrence ThayerThe outlook wasn't brilliant for the Mudville nine that day; The score stood four to two, with but one inning more to play, And then when Cooney died at first, and Barrows did the same, A pall-like silence fell upon the patrons of the game. • What can we infer is the setting for this poem? Use evidence from the poem to support your answer. (RL.7.1) • What does the writer mean by “Cooney died at first, and Barrows did the same, A pall-like silence fell upon the patrons of the game”? (RL.7.1, RL.7.4, RL.7.5)

  7. A straggling few got up to go in deep despair. The rest Clung to that hope which springs eternal in the human breast; They thought, "If only Casey could but get a whack at that — We'd put up even money now, with Casey at the bat.“But Flynn preceded Casey, as did also Jimmy Blake, And the former was a lulu1, while the latter was a cake2; So upon that stricken multitude grim melancholy sat; For there seemed but little chance of Casey getting to the bat. • The author uses slang terms to describe two players. What does this convey to readers about how the crowd views these characters? (RL.7.4, RL.7.6) In other words, what is the author’s reason for using slang terms to describe the two players?

  8. But Flynn let drive a single, to the wonderment of all, And Blake, the much despised, tore the cover off the ball; And when the dust had lifted, and men saw what had occurred, There was Jimmy safe at second and Flynn a-hugging third. • After reading these lines, describe the scene. (What’s happening?) • How does the author use language and rhyme help to create a sense of action? (RL.7.5, RL.7.1) • Why is Casey’s name repeated?

  9. Then from five thousand throats and more there rose a lusty yell; It rumbled through the valley, it rattled in the dell; It pounded on the mountain and recoiled upon the flat, For Casey, mighty Casey, was advancing to the bat. There was ease in Casey's manner as he stepped into his place; There was pride in Casey's bearing and a smile lit Casey's face. And when, responding to the cheers, he lightly doffed his hat, No stranger in the crowd could doubt 'twas Casey at the bat. • What can readers infer about Casey’s frame of mind as he comes up to bat? (RL.7.1, RL.7.6) Remember an inference is a guess that you make using what you have read and what you already know.

  10. Ten thousand eyes were on him as he rubbed his hands with dirt. Five thousand tongues applauded when he wiped them on his shirt. Then while the writhing pitcher ground the ball into his hip, Defiance flashed in Casey's eye, a sneer curled Casey's lip. And now the leather-covered sphere came hurtling through the air, And Casey stood a-watching it in haughty grandeur there. Close by the sturdy batsman the ball unheeded sped — "That ain't my style," said Casey. "Strike one!" the umpire said. • Why didn’t Casey swing at this pitch? (RL.7.1, RL.7.6)

  11. From the benches, black with people, there went up a muffled roar, Like the beating of the storm-waves on a stern and distant shore; "Kill him! Kill the umpire!" shouted someone on the stand; And it's likely they'd have killed him had not Casey raised his hand.With a smile of Christian charity great Casey's visage shone; He stilled the rising tumult; he bade the game go on; He signaled to the pitcher, and once more the dun sphere flew; But Casey still ignored it, and the umpire said "Strike two!" • In this stanza, what does the word “visage” mean? • What is the “rising tumult”? (RL.7.4) • What is the major and minor conflict?

  12. "Fraud!" cried the maddened thousands, and echo answered "Fraud!" But one scornful look from Casey and the audience was awed. They saw his face grow stern and cold, they saw his muscles strain, And they knew that Casey wouldn't let that ball go by again. • How has Casey’s perspective/outlook changed? • Predict what will happen next. (RL.7.1, RL.7.6)

  13. The sneer has fled from Casey's lip, the teeth are clenched in hate; He pounds with cruel violence his bat upon the plate. And now the pitcher holds the ball, and now he lets it go, And now the air is shattered by the force of Casey's blow. Oh, somewhere in this favored land the sun is shining bright, The band is playing somewhere, and somewhere hearts are light, And somewhere men are laughing, and little children shout; But there is no joy in Mudville — mighty Casey has struck out. • How does Casey approach the last pitch? • How does the game end?

  14. Independent Practice • Question Support (Handout p. 185) • Total points available: 10

  15. Question Support Review(Handout p. 185)

  16. Assessment • Go to our class blog. • http://cobblearning.net/mshines/ • Look for the Casey at the Bat Assessment post • Total points available: 10

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