Lesson 1: Paired Text: To A Mouse
Duration of Days: 3
Lesson Objective
Students will be able to analyze the speaker's tone and how it shifts throughout the poem, demonstrating an understanding of the poem's central themes of empathy, regret, and the shared vulnerability of living creatures.
How does the speaker's attitude towards the mouse change throughout the poem, and what specific lines or phrases reveal these shifts? What does this tell us about the poem's central message about empathy and shared vulnerability?
foresight -noun
mortal-adjective
mortal-noun
prospect-noun
scheme-noun
vain- adjective
CCSS: RI.9-10.4 RL.9-10.1 RL.9-10.2 RL.9-10.4 RL.9-10.6 W.9-10.1.A W.9-10.1.B W.9-10.3.A
In the context of the SAT, "SAT Connect" refers to the skills tested in the Writing and Language section that focus on how sentences and clauses are linked together, emphasizing proper punctuation and grammatical structure to ensure clear and logical flow within a passage.
DOK levels 1-5
To effectively teach students to analyze primary sources, they will read a historical document and construct a paragraph summarizing the author's main argument, supported by specific textual evidence. This task aims to develop their analytical skills, enabling them to identify key arguments and justify their interpretations.
To make "To a Mouse" by Robert Burns relevant, educators can employ real-world, culturally relevant connections by exploring themes of empathy and the impact of human actions on nature, relating the poem's rural setting to contemporary environmental concerns and diverse perspectives on animal welfare. This approach bridges Burns' 18th-century work with modern issues, fostering meaningful engagement and understanding.
Literal interpretation of the mouse, missing metaphorical meaning.
Difficulty understanding Scots dialect.
Misunderstanding the speaker's emotional tone.
Lack of historical context.
Oversimplification of the poem's themes.
Missing the philosophical shift in the ending.
Assuming the poem is only relevant to rural people.
Glossary of Scots dialect.
Sentence stems/cloze activities.
Paired/small group reading.
Visual aids (images, organizers).
Audio recordings/summaries.
Library Prompt #1
Why does Burns feel the need to apologize to the mouse? Do you think his sympathy is justified? Cite evidence from the poem in a response of 200 words or more.
CCSS: RL.9-10.1 W.9-10.1.A
Library Prompt #2
In the last stanza, Burns thinks the mouse is better off compared with him. Do you agree with his conclusion? Analyze his reasoning in a response of 300 words.
CCSS: RL.9-10.1 W.9-10.1.B
Library Prompt #3
What examples in your own life and/or in the world prove Burns’s point that “the best-laid schemes o’ mice an’ men gang aft agley”? Respond in a narrative of 300 words.
CCSS: RL.9-10.6 W.9-10.3.A
https://apps.studysync.com/#!/library/texts/782/read