Hatcher: Quad Text Set 1

Quad Text Set

Jessica Hatcher

2 April 2017
Hatcher: Quad Text Set 2

Quad Text Set and Reading Guide​ ​Rubric

Assignment Criteria Self Instructor

Assessment Assessment

Cover sheet with title of project, author, and date, √

ALONG with this rubric (self assessment completed
and included in the paper​) are presented together as
a single file when submitted through the assignment
link.

Level of Selections for Quad Text Set 25

All selections are at appropriate levels of difficulty​.
Origin of all sources is clear and adequate for locating.
The quad text set is a coherent set of texts and the
visual, information, and YA texts are likely to
facilitate students’ comprehension of target text​ (25
points)

Reading Guide 20
The reading guide demonstrates an understanding of
the places where students may struggle with the target
text and provides strong supports to aid in
understanding of the text. The guide utilizes a relevant
structure, logical organization, and appropriate
purpose setting devices that will aid in student’s
comprehension of the text.
(20 points)

Discussion Technique 10
The implementation plan includes a description of a
clear technique for discussion, which fosters students’
critical thinking about the text and ensures that all
students have an opportunity to talk about the text.
(10 points)

Writing Activity 10
The implementation plan includes a description of a
writing activity that will follow the reading of the
target text. The writing activity will foster students’
thinking and allow for reflection of ideas both in the
target text as well as across the quad text set.
(10 points)
Hatcher: Quad Text Set 3

Implementation 20
The plan for implementation considers a relevant order
of presentation of the texts that supports students’
understanding of the quad text set. Description of how
the lesson will be administered utilizes small group,
whole group, and individual work time appropriately.
References from course readings are cited to justify
choices in the lesson.
(20 points)

Differentiation 5
The Quad Text Set and implementation appropriately
differentiates instruction to accommodate a variety of
needs in the class and provides all students with
opportunities to read both challenging, grade level
texts as well as texts that are attainable and at a
student’s instructional reading level. ​(5 points)

Professional Language 10
The paper is written in presentation-style English, with
rules of grammar, agreement, and punctuation
followed. References are included and listed using
APA formatting following the body of the paper on a
new page.​ (10 points)

Grade: ____ out of 100 points

Hatcher: Quad Text Set 4

1. Quad Text Set

Your Name​: Jessica Hatcher

Grade Level and Subject Area of the Class​: 10th Grade English Language Arts

Theme or Topic of the Text Set​: Agency and Change

Standard of Learning​: VA S.O.L. 10.3 b) b) Use context, structure, and connotations to

determine meanings of words and phrases.

Target Text

Source Lexile Grade Band

“They Flee From Me” by Sir. Thomas Wyatt ​1650L College

(​https://www.poetryfoundation.org/poems-and-poets/poems/
detail/45589​)

Visual Text/s

Source Brief Description

The story of Sir Thomas Wyatt and Anne Boleyn
as dramatized and fictionalized by ​The Tutors
https://www.youtube.com/watch?v=bERSIJ5Y9g8
&t=27s
With pictures of Anne Boleyn and Sir Thomas
Wyatt as portrayed in the show, so that the students
know who is who.
​The Tutors​ dramatized the story of Sir
Thomas Wyatt and Anne Boleyn. This
short clip from youtube.com shows that
story in a simple and concise, if
fictionalized way.
The video can be a little confusing,
particularly if you don’t know who is
who and have not prior experience with
the show, so I will also provide images
of the three main characters: Anne
Boleyn, Sir Thomas Wyatt, and King
Henry VIII.
Hatcher: Quad Text Set 5

(he goes through multiple hair cuts, which makes it

hard to identify him, so I will provide pictures with
both hair cuts)
Hatcher: Quad Text Set 6

Reason for Choice​: This clip will engage students in the story that is behind, or is rumored to
be behind, Wyatt’s poem “They Flee From Me.” It illustrates the high drama culture of courtly
relational politics that surrounds the poem. The very last part of the clip includes the actor
playing Sir Thomas Wyatt reading the poem in voiceover connecting it to the action of the
story.

Source Visual Description

Video animation of the portrait of Sir Thomas
Wyatt reading the poem “They Flee From Me”
aloud.
https://www.youtube.com/watch?v=-wPv1HNCRz
Q
Video of the portrait of Sir Thomas
Wyatt that has been animated so that it
looks like he is speaking as he recites
the poem “They Flee From Me”

Reason for Choice​: When reading poetry, particularly poetry that was written in language that
seems archaic or difficult, it can be extraordinarily helpful to hear that poem read aloud. This
will also help students hear the natural pauses and pronunciation of the language.

Information Text 1 (Near Grade Level)

Source Brief Description Lexile Grade Band

The Life of Sir Thomas Wyatt This text describes 1120 10th
https://docs.google.com/document/d who Sir Thomas
/1qThT10W2J0RpRR3mYbCqPee Wyatt was and what
ww84vvAwM3ddYlo7-mBs/edit?us his role in King
p=sharing Henry the Eighth’s
With portrait of Sir Thomas Wyatt: court was.

Reason for Choice​: This short instructional text will ground the poem in a real person by
giving the students an outline of who the poet was.
Hatcher: Quad Text Set 7

Information Text 2 (Below Grade Level)

Source Brief Description Lexile Grade Band

Biography of King Henry VIII This text describes 930 9th

https://docs.google.com/document/d who Henry VIII was
/1iifZHBaOnA_khVEF7_lU9_nah1 and gives surrounding
E2WUhqe5-19ATAORk/edit?usp=s context about his
haring court.
With portrait of King Henry and
Anne Boleyn

Reason for Choice​: To understand Sir Thomas Wyatt and Anne Boleyn
students need to have a context for them and their behavior. Henry VIII’s
scandalous behavior and the culture that it created not only provide that
context, but also makes quite the attention grabber.
Hatcher: Quad Text Set 8

YA Selection

Source Brief Description Lexile Grade Band

Drake’s “Hotline Bling” music Drake’s “Hotline n/a n/a

video and lyrics. Bling” is a top 40 pop
https://www.youtube.com/watch?v= song and meme that
uxpDa-c-4Mc is thematically similar
http://www.azlyrics.com/lyrics/drak to “They Flee From
e/hotlinebling.html Me”
And comic about the girl from
hotline bling:

Found at:
http://i.imgur.com/OiZFC0g.jpg

Reason for Choice​: “Hotline Bling” is a popular song in youth culture and briefly became a
meme online. In “Hotline Bling” the speaker, who is ostensibly Drake himself, laments that his
former paramour has left him and no longer calls him. He is clearly distraught not only by the
absence of his lover, but also by the fact that she seems to be treating other men with the
sexual favor that she used to show him. This narrative bears a striking similarity to Sir Thomas
Wyatt’s “They Flee From Me,” as both poems are by men who were arguably left profoundly
changed by a sexual affair with a singular woman. Both texts also take place in front of a
backdrop of a sexually promiscuous culture, with Wyatt’s poem contextualized by the
scandalous court of King Henry VIII and Drake’s song existing within the sexualized culture
of contemporary pop and hip-hop music.
Hatcher: Quad Text Set 9

2. Reading Guide

Follow this link to a google doc with the reading guide:

https://docs.google.com/document/d/1_LYlTcFtwyOKH9tKHgvzwzKhTTYiYA1xrk6tfsF5_CM
/edit?usp=sharing

3. Discussion and Writing

I would use pre-writing before the students are introduced to any of the texts to get their thoughts

moving and the juices flowing. This poem deals with profound questions, such as are people in

control of their fate and who they love or are people capable of change and it is important for

students suss out those questions in an abstract way for themselves before digging into the poem.

For discussion I would have the students do a post-reading team-based learning discussion

structure. After reading the students have read the target text they would revisit the questions

from the pre-reading writing activity. This time the questions would be more closely tailored to

the context of the poems and the students would be expected to use textual evidence to support

their answers. After coming up with answers on their own they would share their answers with

their small group and the group would have to come to a consensus while continuing to use

textual evidence.

Following the team based learning the class would regroup have a discussion using the

framework of Fisher and Frey’s opinion stations. Stations would be set up around the room for

students to send a representative from their team to express their collective opinion on the text

and the discussion questions.

Hatcher: Quad Text Set 10

4. Implementation Plan

The context for this lesson is a heterogeneous standard level 10th grade English

Language Arts class in a suburban county high school. There are 18 students of varying needs

and abilities. Of these 18 students, 6 are English Language Learners, 4 have IEPs due to learning

disabilities or behavior problems, and 4 students read below grade level. That being said, the

class as a whole frequently displays a remarkable level of resilience and are definitely up to the

task of reaching for this poem.

The class will begin with the students pre-writing. They will answer the prompts from the

first page of the reading guide. These prompts will bring the thematic questions that the poem

presents to the forefront. Through writing, the students would begin to generate ideas and get

their mental juices flowing, preparing them for the following discussion.

After the students spend time writing the entire class will listen to and watch Drake’s

“Hotline Bling” music video, while also reading along with the lyrics. The class will then do a

think pair share with their elbow partner about whether or not the speaker in Drake’s song has

control over his life and whether or not he is left changed by his love for the girl in the song.

Once the students have talked it over, I will problematize their discussion by introducing the

visual comic from hotline bling that shows the girl’s perspective on events. The class will then

return to their think pair share format so that they can discuss how the girl’s perspective changes

their understanding of the song.

After the discussion on Drake’s “Hotline Bling” is complete the students will watch the

video montage about Thomas Wyatt and Anne Boleyn’s love affair as dramatized and
Hatcher: Quad Text Set 11

fictionalized by the tutors. I will introduce this video by telling the students that we are going to

read a poem that is connected to a very famous love affair. I will also add the caveat that

historians have never been able to verify if Thomas Wyatt and Anne Boleyn had this affair,

though they were accused of it at the time. I will also show the students pictures of the main

characters, Thomas Wyatt, Anne Boleyn, and Henry VIII, as played by their actors so that they

are able to orient themselves within the video. At the end of the video the poem “They Flee From

Me,” our target text, is read in voice over by the actor portraying Sir. Thomas. I will point this

out to the students and replay that portion, asking the students to jot down any observations that

they have about the video to save for later.

The students will then jigsaw to informational text. The at grade level text, a biography of

Sir Thomas Wyatt, will be read by the two higher level students in each heterogeneous group of

four. The below grade level text, a biography of Henry VIII will be read by the other two

students in each heterogeneous group. Two groups have groups of three rather than two who will

all read the biography of Henry VIII. The sub-groupings of students who all read the same text

will discuss their text together and then share it with the rest of their group.

After the students have discussed their jigsawed articles they will begin to read the target

text, with the aide of their reading guide, independently. They will follow the reading guide

independently from pages 2 to 5. The reading guide asks the students to listen to a recording of

the text, make annotations, translate difficult vocabulary, and identify the SOAPSTone (subject,

occasion, audience, purpose, speaker, and tone) of the poem. At the end of the reading guide the

students revisit the same questions from the prewriting, which have been edited slightly to more

closely fit the context of the poem and demand textual evidence.
Hatcher: Quad Text Set 12

After all of the members of the group answer the questions independently they work as a

group to come to a consensus about their interpretation of the text and their answers to the

questions. Following this discussion the class will share their opinion on the text using Fisher

and Frey’s opinion stations. Students will send a representative of their group to each station to

share their feelings about the text with the rest of the class.
Hatcher: Quad Text Set 13

References

Biography: Henry VIII. ​Ducksters Education Site​. Retrieved from

http://www.ducksters.com/biography/world_leaders/henry_viii.php

Fisher, Douglas and Nancy Frey. (2012). Collaborative learning: ensuring students consolidate

understanding. ​Engaging the Adolescent Learner​. Retrieved from

https://collab.itc.virginia.edu/access/content/group/2762027d-3c8d-40be-8fcb-866be4dc8

390/Class%208%3A%20%20Questioning%20Strategies/Academic%20Discourse%20Art

icles/Fisher%20and%20Frey_2012_Collaborative%20Learning.pdf

Drake. (2015). Hotline Bling. ​Youtube.com​. Retrieved from

​https://www.youtube.com/watch?v=uxpDa-c-4Mc

Drake Lyrics “Hotline Bling.” ​Azlyrics.com​. Retrieved from

http://www.azlyrics.com/lyrics/drake/hotlinebling.html

The life of Sir Thomas Wyatt (1503-1542). Luminarium.com. Retrieved from

http://www.luminarium.org/renlit/wyattbio.htm

Thomas Wyatt + Anne Boleyn [Wilt tho leave me thus]. ​Youtube.com​. Retrieved from

https://www.youtube.com/watch?v=bERSIJ5Y9g8&t=27s

Sir Thomas Wyatt “They Flee From Me” Poem animation. ​Youtube.com​. Retrieved from

https://www.youtube.com/watch?v=-wPv1HNCRzQ

Wyatt, Sir Thomas. They Flee From Me. ​The Poetry Foundation​. Retrieved from

https://www.poetryfoundation.org/poems-and-poets/poems/detail/45589