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The first Horatian reading has some wonderful concrete details if they need reminding.

Be sure students remember how specific they need to be for concrete details to be truly concrete.

â Or how would he describe urban life to make it unappealing?.

â How would Horace describe suburban or rural life today to make it sound attractive?.

Those who are struggling might receive a narrower task:.

Those who are finding it easy might consider coming up with details that are more Juvenalian.

Yet other times it means grouping ELLs with students whose proficiency level is lower so that ELLs get to play the supportive role. Other times it means grouping ELLs with students who are at the same level of language skills so they can take a more active role and work things out together. Sometimes this means grouping them with native speakers so ELLs can learn from the native counterpartsâ language skills.

ELL: In forming pairs or small groups, be aware of your ELLs and ensure that they have a learning environment where they can be productive.

As you circulate, youâll notice whoâs struggling with this assignment, and whoâs flourishing.

Ask students for lines or descriptions that are especially gentle.

Ask students to consider the tone of the story, which is certainly gentle.

â What is Horace criticizing in society?.

Next, consider the story in terms of satire:.

Situational irony occurs when the audience expects one thing to occur and something else happens instead.

You can introduce the term situational irony here since students will most likely have expected the country mouse to fall in love with life in the city.

A sample annotation is provided, noting aspects of Horaceâs tone and concrete details.

Always make sure that all ELLs feel encouraged to share even if their command of the language is weaker and their pace might be slower.

ELL: Monitor that ELLs do not avoid this activity by staying quiet and not sharing.If you consider it necessary, speak to students about the importance of allowing enough time for everybody to participate. As youâre facilitating the discussions, be aware of how much SWDs are sharing. SWD: Be sure that all SWDs feel encouraged and welcomed to share even though they may work at a slower pace and need more wait-time than other students.Ground them in the plot before moving to analysis. Beginning broadly and moving more and more narrowly into the satire, ask students what actually occurred in the satire.