American Romanticism in Grade 12 English, Schemes and Mind Maps of Literature

Download American Romanticism in Grade 12 English and more Schemes and Mind Maps Literature in PDF only on Docsity! American Romanticism Grade 12 English Prepared by: Kimberly West for Dr. Ralph M. Feather, Jr. ED FOUND 291.03: Principles of Teaching Fall 2011, BU 2 Introduction (Rationale and Importance) 1. This unit is important for my students to learn because American Romanticism was a movement that not only touched literature, but the arts and industry as well. This movement was progressive from the Neoclassical era that had preceded it. It touched all people in the era, whether that be negatively or positively. This movement demonstrated massive changes in our culture, and is one of the most significant periods in American literature. 2. Students will think this is important to them and their needs and interests because there are pieces of Romantic literature that are still widely popular today such as pieces by Edgar Allan Poe, and reflections of Transcendentalist ideals in song lyrics and movies that the students are familiar with. 3. Writing a unit plan is important to the novice teacher because it not only helps them plan for the long term, but it also helps them keep track of their day-to-day activities. Knowing what you’re going to teach and exactly how you want it to be taught can help with classroom management and being an effective teacher. Having every minute planned out helps control students and can keep students actively engaged instead of them having to refocus attention after you’ve spent time looking for what you mean to be doing. 5 Body Motivational Device for the Unit Plan: In order to get students excited about the upcoming activity, I will write four titles on the board. I will have students number off from one to four and assign a title to each number. After each student has a title, I will give them a piece of 8 x 11” computer paper. Up front I will have colored pencils and markers available. I will ask the students to create a movie poster of what they know about the pieces of literature. No outside sources should be used. This is based on basic knowledge. 1. Titles of works: a. Nature b. “The Fall of the House of Usher” c. “Song of Myself” d. Walden Topical Outline: Lesson 1: Gothic Romanticism and Edgar Allan Poe 1. Academic Standards:  1.1.12.B: Use context clues, knowledge of root words and word origins as well as reference sources to decode and understand new words.  1.3.12.A: Interpret significant works from various forms of literature to make deeper and subtler interpretations of the meaning of the text. Analyze the way in which a work of literature is related to the themes and issues of its historical period.  1.6.12.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. 2. Assessment Anchors:  R11.A.1.1.1: Identify and/or apply meaning of multiple meaning words used in text.  R.11.A.1.3: Make inferences, draw conclusions and make generalizations based on text.  Lesson Methodology – Discussion (Small and Large Group)  Supporting point or points of the lesson content: o Gothic Romanticism is defined. o Poe’s short stories are discussed.  The Black Cat 6  The Cask of Amontillado  The Tell-Tale Heart  The Fall of the House of Usher  Relationship between Romanticism and Gothicism is discussed. Lesson 2: Transcendentalism, Emerson and Thoreau  Academic Standards for this lesson:  1.1.12. D: Demonstrate comprehension/understanding before reading, during reading and after reading on a variety of grade level texts to support understanding of a variety of literary works from different culture and literary movements.  1.7.12.A: Analyze the role and place of standard American English in speech, writing, and literature. Evaluate as a reader how an author’s choice of words advances the theme or purpose of a work. Choose words appropriately, when writing, to advance the theme or purpose of a work.  1.2.12.D: Indentify, interpret, and analyze the author’s skill in employing literary devices in various genres. (e.g. figurative language, imagery, allegory, and symbolism). o Identify, explain, and analyze the effects of sound, form, and structure of poems.  Assessment anchor descriptors for the lesson:  R.11.B.1: Understand components within and between texts.  R.11.B.2: Understand literary devices in fictional and nonfictional text.  Lesson Methodology – Independent Study  Supporting point or points of the lesson content o Transcendentalism is defined. o Emerson, his book Nature, and his addresses (both The Divinity School Address and The American Scholar) are addressed. o Thoreau and Walden are discussed. o Students will put together a nature journal to mirror Emerson and Thoreau’s experiences. o Students will discuss the effects of Transcendentalism still felt today. o Annie Dillard & Pilgrim at Tinker Creek will be discussed. Lesson 3: Walt Whitman  Academic standards for the lesson: 7  1.2.L.D: Analyze textual evidence to make subtle inferences and draw complex conclusions.  1.4.12.A: Write poems, short stories, and plays with various organizational methods, literary elements and devices. o Construct a strong story line with illustrative details that address a complex idea or examine a complex experience. o Choose a method of organization that supports the intended purpose. o Continue to exhibit a personal writing style. o Demonstrate a sophisticated control of grammar, mechanics, spelling, usage, and sentence formation.  1.1.12.A: Apply appropriate strategies to construct meaning though interpretation and to analyze and evaluate author’s use of techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes.  Assessment anchor descriptors for the lesson:  L.F.2: Analyzing and interpreting literature – Fiction  R11.A.1.6: Identify, describe, and analyze genre of text  Lesson methodology – Discovery Learning  Supporting point or points of the lesson content: o Students will learn about modern poetry. o Students will learn about Walt Whitman’s personal life. o Students will read “Song of Myself.” o Students will complete a Walt Whitman Webquest. o Students will write their own “song of themselves.” 10 1. While students are discussing their key words, the fill-in notesheet will be passed out. 2. Discussion will be wrapped up and transition to the power point lecture will be started. 3. Provide the definition of Gothicism: a literary style popular during the end of the 18 th century and the beginning of the 19 th . This style is usually portrayed with fantastic tales dealing with horror, despair, the grotesque and other “dark” objects. 4. “Can any of you think of an author who might fit into this description of Gothicism?” 5. Introduce Edgar Allan Poe slides with a transition slide with his pictures on it. 6. The next three slides will have his biography and literary time line on tem. a. Will include his alcoholism, his marriages, his use of opiates, his relationship with his father, his chronic illness and a timeline of works he has written. 7. Before moving on to the group work, ask if there are any questions. a. If there are questions, and students don’t seem to understand the concept, I will modify the rest of my lesson plan to go back over the content and adjust to the time remaining. B. Group Work (15 minutes) 1. In the previous class students were given copies of Poe stories to read. 2. They will be split into groups according to the number on their papers. 3. These groups will consist of four students per group and seven groups. 4. Students were asked to highlight particular parts that stood out to them in these stories. 5. I will ask them to discuss this in their groups and also to come up with a respone to the following task. 6. I will ask students to highlight passages (with the highlighters that I give them) that fit the definition of Romanticism that we decided on together in the previous class. 7. “You will be given ten minutes to discover passages and write them down.” C. Class Discussion (10 minutes) 11 1. After the fifteen minutes of small group discussions are up, the floor will be open to the groups to share their passages. 2. One student from each group will share what the groups have decided upon as their key passages. 3. When all groups are finished, I will open up the discussion to individuals who have discovered other passages that fit the definition of romanticism. 4. If I feel as though students have left anything out, I will explain passages that I think are Romantic and how they fit into the description. III. Summary (7 minutes.) A. On the same not card that was passed out at the beginning of the class, please write two new things on the back side of the card that you have learned today. (2 minutes) B. Closure ( 5 minutes) 1. “Who wants to share something new that they’ve learned today?” 2. Pick 5 students, or until majority of the main points are covered. KEY QUESTIONS: 1. Knowing the definition of the word gothic in regards to literature, do you think that Edgar Allan Poe fits this category? Justify your answer. 2. Why do you think that Gothicism is a sub-genre of Romanticism? 3. Nature is highly regarded in American literature. How is this reflected in Poe’s works? CLOSURE: In order to close the class, I will have the students share their answers they’ve written on their index cards explaining new things that they’ve learned in class today. I will allow five minutes for this. DIFFERENTIATED LEARNING ACTIVITIES (Include at least three): 1. In case there are students who have difficulty hearing, I will provide note sheets to all students in order to allow the students to pay more attention to the lecture rather than struggling to write down everything I say verbatim. 2. I will make sure that all font sizes on my power point are enlarged for students who have difficulty seeing. If students have difficulty reading the slides, I will have ten copies available in the front of the classroom. 12 3. Because this lesson in particular contains a lot of reading, I will provide the students who may have difficulty reading and comprehending the text with a track of myself reading the assigned texts. FORMATIVE ASSESSMENTS: 1. I will walk around and encourage contribution to the discussion. I will provide assistance if the group seems to be confused. If this is a common feeling among the groups I will halt the small group discussion and review the concepts/ideas we’d discussed in the earlier portion of the class. 2. During the power point, I will ask if anyone has questions at the end of every two to three slides to check for understanding. HOMEWORK: Students will be asked to formulate a thesis answering the question: How do Edgar Allan Poe and Gothic literature coincide with American Romanticism? Students are allowed to use notes from class, discussions from class, and outside resources, but the work MUST BE ENTIRELY THEIR OWN. The thesis is only to be 3-5 sentences long. In conjunction with this assignment, to prepare for the next lesson, students will be asked to read two short passages from the following texts: Nature by Ralph Waldo Emerson and the first 25 pages of Walden: Where I Lived and What I Lived For by Henry David Thoreau. While reading students should be noting important passages or passages that they find to be interesting. REFLECTION: 1. Did I teach the content effectively, so that students will understand the content? 2. Did I allow enough time for students to discuss their ideas in the groups? 3. Was I an enabler to the student’s feelings when they opened up to discussion? If not, how can I be more supportive of students with incorrect responses? 15 1. “Can anyone tell me what Transcendentalism is?” 2. I will take 2-3 volunteers and then move on into the power point lesson. II. Power Point Lesson (15-18 minutes) A. Transcendentalism 1. Defintion – being in search of solitude and finding oneself through nature and the natural. a. Transcendentalists sought after “truth” in beauty. b. “True Beauty” was an ideal that could only be found once looking inside. 2. Transcendentalist Authors a. Ralph Waldo Emerson – basically the first and most important. i. wrote essays including : “Self Reliance” ii. wrote addresses – “The Divinity School Address” and “The American Scholar.” b. Henry David Thoreau – lived out in seclusion and nature. c. Annie Dillard – wrote most recently; seventies 3. Effects on the culture at the time B. Examples 1. Nature a. Written by Emerson b. Was a book c. Was different from things that were being published at the time. d. Immense detail about ever minute form of life in nature. 2. Walden a. Written by Thoreau after his stay on Walden Pond. b. Split up into different sections. c. Sarcastic tone; disgust in obsession of material possessions. 3. Pilgrim at Tinker Creek a. Written in the seventies. b. About Annie’s experience on Tinker Creek. c. Focuses a lot on light. d. In awe of everything natural. 16 III. Outdoor Activity (20 minutes) A. Instructions 1. “Put on anything you think necessary to wear outside.” 2. “Get your notebooks, pens/pencils, glue, scissors and tape ready to go outside and collect data.” 3. “When we get outside you will collect leaves, twigs, blades of grass, flowers, etc. Basically, collect anything that draws your attention in nature.” 4. “You will have twenty minutes to collect as many specimens as you possibly can.” 5. “Really take in all of the outdoors, from the big picture of the sky to the tiny life going on in the grass.” B. After the outdoor activity, we will move back inside. (10 minutes) 1. “Take out your passages from Walden, Nature, and Pilgrim at Tinker Creek.” 2. “Flip through and find passages that you thought were good, interesting, or pertained to what we’ve discussed about Transcendentalism today. “ 3. I will facilitate conversation but allow the students to do most of the talking because it is their opinions I want to hear. IV. Summary (7 minutes) A. To summarize I will ask students to recap some of the lesson’s main points. B. Closure (4 minutes) 1. “Does anyone have any questions about the Transcendentalists?” 2. If there are any questions, I will answer them. KEY QUESTIONS: 1. Debate whether Emerson’s impact on society was negative or positive. 2. Draw conclusions between Emerson, Thoreau and Dillard’s outlook on nature and the self. 3. Does transcendentalism still apply to popular culture today? If yes, can you recall some lyrics from your favorite songs that address nature and feelings. CLOSURE: I will ask if there are any questions about the Transcendentalist authors and if there are I will answer them. 17 DIFFERENTIATED LEARNING ACTIVITIES (Include at least three): 1. For students who are handicapped physically, I will have other students collect specimens for them so that they can still participate in the activity. They will still be able to sit outside, just not collect bits of nature. 2. An interpreter will be made available for students who need them. 3. For students who have ADHD, I will close blinds to remove the distraction of looking out of the window. FORMATIVE ASSESSMENTS (Include at least two): 1. If I feel as though students aren’t getting enough examples, I will walk around and suggest for students to pick up other things. 2. When back in the classroom, I will walk around and double check that students understand the sonnet form and are writing the sonnets according to the pattern and rhyme scheme. HOMEWORK: Students will be asked to finish up the writings in their journals that are incomplete. Students will also be asked to read Ralph Waldo Emerson’s “The Poet” in preparation for the next class. REFLECTION: 1. Were students engaged in the outdoor activity? 2. Was my lesson effective and interesting to students? 3. Did I give clear, concise instructions for all activities? If not, did I offer deeper explanation if it wasn’t clear or concise? 20 4. “After Leaves of Grass, no subject was too controversial. There was nothing that couldn’t be said.” C. Web Quest (20) 1. “Go to your computers and to website indicated on the top of your worksheet.” 2. “This will be an independent activity, meaning you must do the work yourselves. If you have any questions you can ask me.” 3. “Follow the complete instructions on the web quest.” 4. “When you finish the web quest, return to your seats and follow the instructions to write your own song of yourself.” III. Summary (10 minutes) B. Summary (5 minutes) 3.“Who can tell me some facts that they’ve discovered about Walt Whitman today during the web quest?” 4. Look for answers: a.Where/when he was born b.Jobs he’s held 3. Published works 4. Any facts regarding his home life, views on society at the time, etc. C. Closure (5 minutes) 5. “After reading some of the sections of “Song of Myself” can anyone share particular passages that were meaningful to them? Perhaps passages that reflect the writing style of Whitman? Controversial topics? 6. I will allow students to share these passages for the remainder of the five minutes. KEY QUESTIONS: 1. What are some ways that Walt Whitman shattered the poetry rules of the time period? 2. After learning about Emerson, and reading his essay: “The Poet” why do you think Emerson regarded Whitman and his poetry so highly? 3. Given the time period and the examples of poetry I’d read earlier aloud, why do you think that Whitman’s poetry caused so much speculation? Can you give examples of particular passages that would have caused such eruptions? 21 CLOSURE: Discussion of Key Passages that were meaningful or conveyed Whitman and his ideas, style, and conventions particularly well. DIFFERENTIATED LEARNING ACTIVITIES: 1. For students who have difficulty reading for any reason, “Song of Myself” will be available on podcast. 2. For students with poor eye sight, worksheets with larger font will be made available upon request. 3. In case there are students who are sensitive to computer screen light, I will provide hard copies of all the web documents (sans the video clip.) FORMATIVE ASSESSMENTS (Include at least two): 1. While students are working on their web quests, I will walk around and check to see if they are stalled at certain points. If so, I will call attention to the front and explain ways to find the answers. If the answers are still not found, I will explain to them the right answer. 2. When students are writing their poems, I will walk around and offer to view work done and give feedback. This will help students further understand HOMEWORK: Finish working on your “Song of Myself” and be prepared to share them with the class. Follow the rubrics given on the web quest. REFLECTION: 1. Did I convey the importance of Walt Whitman and his poetry properly through the use of the web quest? 2. Did I make myself available to my students when they had questions or were stuck at a certain part during the lesson? 3. Did I engage students in the lesson and maintain that level of interest throughout? 22 Name:_______________________________________________________________________ Walt Whitman Worksheet Part I: Biography 1. What year was Walt Whitman born? 1819 2. Where was Walt Whitman born? Long Island 3. What papers did Whitman write for in his lifetime? Long Islander, Brooklyn Daily Eagle, New Orlean’s Crescent, and The Brooklyn Freeman. 4. What year did Whitman publish Leaves of Grass? 1855 5. What author did Whitman impress with his poetry and style? Emerson 6. **BONUS** What famous author (whom we’ve read before) has his letter published as the preface of Leaves of Grass without his permission? Emerson Part II Construct your very own “Song of Myself”. Don’t groan. Consider this more of a free write, if anything. After having learned about Walt’s ability to express himself and his awe for life, you should be able to easily write about your feelings and outlooks towards your life, your family, your friends, etc. Use vocabulary from your vocabulary notebooks and avoid using words like “sad, happy, glad, mad, etc.” to describe feelings. You may write about anything you’d like, with the only constraint that it’s school appropriate. Lines should not and do not rhyme in free verse. Also, keep in mind that you can say controversial things without being offense or vulgar with language. Good luck! Happy Writing! 25 6. ____________________________ is the darker side of Romanticism. It has a focus on the supernatural and the warped side of nature. A. Gothicism B. Modernism C. Transcendentalism D. Realism 7. Which author wrote “The Poet”? A. Thoreau B. Poe C. Whitman D. Emerson 8. One of the most popular of his short stories is “The Tell Tale Heart”. Which Romantic author is this? A. Whitman B. Emerson C. Thoreau D. Poe 9. Thoreau wrote his most famous work about his experiences on the banks of ______________________. A. Hudson Bay B. Gulf Coast C. Walden Pond D. Mississippi River 26 10. Though Emerson thought highly of this author’s work, his letter of recognition and praise was later published as the preface to which work without permission? A. Sleepy Hallow B. Huckleberry Finn C. Cask of Amontillado D. Leaves of Grass Part II: Completion 1. Prior to the birth of Walt Whitman as a poet, poetry followed rhyme schemes, and set forms. The form that Whitman created is known as _____________ ______________. Free Verse 2.____________________________ spent majority of his career drinking and abusing opiates. The effects of this played well in his gruesome stories. Edgar Allan Poe 3. Pilgrim at Tinker Creek, written by Annie Dillard, focuses on one woman’s experience along the banks of Tinker Creek. Her experiences, though written in the seventies, reflect views of authors who wrote in the branch of Romanticism called __________________________. Transcendentalism 4.The literary period you are being tested on is the ______________________ ____________________. It spanned from 1800-1860. Romantic Period 5.The earlier periods of American literature focused on faith over all else. American Romanticism, transcendentalism in particular, focused on _________________ over ____________________. Feeling/faith over intellect/reason (both forms of the answer are acceptable) 27 Part III: Matching Match the following works to their authors. There may be more than one work per author. 1. “The American Scholar” A A. Ralph Waldo Emerson 2. Walden B B. Henry David Thoreau 3. “The Oval Portrait” C C. Edgar Allan Poe 4. “The Divinity School Address” A D. Annie Dillard 5. Civil Disobedience B E. Walt Whitman 6. Leaves of Grass E 7. Pilgrim at Tinker Creek D 8. Nature A 9. “The Black Cat” C Part IV: Short Essay The following essays should be answered in 3-5 sentences. Proper grammar and correct spelling does matter. 1. Interpret the following passage: “You don’t get a candle to see the sunrise.” Answers will vary, but students should touch on the fact that Emerson, being a Transcendentalist, thought that the only way to actually see nature and learn about yourself was to experience things for yourself. This particular quote exemplifies this idea because it gives the reader a solid picture to put Emerson’s idea to. 2 . Why do you think people considered Whitman to be crude and inappropriate when he was first published? Answers may vary. Students may touch on the fact that Whitman’s content was not something people of the time were used to. It was inappropriate because it addressed the 30 *A good example of this from the text is when Emerson writes in The Divinity School Address about sitting in the pew while the pastor is giving the sermon, but he’s looking out the window. * A good example of Whitman would be that he wrote that he is a deity himself, that his armpits aroma is finer than prayer. When discussing Thoreau and Whitman, the student may answer that Thoreau wrote a novel and some essays. Also, Thoreau’s tone is more of a sarcastic one where as Whitman’s is awful and inspiring. Thoreau has more of a disdain for how society has focused so much on attention on the material things. A good example of Thoreau’s tone would be “for a man is rich in proportion to the number of things which he can afford to let alone.”This demonstrates his sarcasm. To contrast Thoreau’s tone with Whitman’s the student could choose the line where Whitman says “To touch someone is enough, I can hardly stand it.” This shows his excitement towards even the smallest, slightest of touches. When comparing Whitman and Poe, students could touch on the fact that Poe focuses on the gruesome, dark side of human beings and nature. He focuses on the super natural and abrupt deaths. Deals a lot with drinking and opiates, unnatural highs. You could contrast him from Whitman by saying that Whitman deals with the reality of things, and believes in naturally being high off of nature. Examples – Whitman talks a lot about the perfume of the atmosphere, just to breath it all in is enough for him. He’s “mad for it to be in contact with him” Poe, when describing people, like in The Black Cat, chooses evil characteristics. The husband in this story is an alcoholic who kills his wife and conceals her body in the wall. You could also touch on the two different writing styles between them. When comparing Poe to both Emerson or Thoreau, there is one obvious difference. Poe concentrates on the super natural, such as the grotesque dead and talking/personified animals. Emerson and Thoreau both concentrate on nature and experiencing things for yourself. 31 Bibliography Alford, M. (2011). Romantic Period. Retrieved November 2011, from Lord Alford's Page: http://www.lordalford.com/amromantic/rom.htm American romanticism: a webliography. (n.d.). Retrieved from http://www.longwood.esu/staff/lynchrl/English203/american_romanticism Clear standards. (2011). Standards Aligned System: PA Dept. of Ed. Retrieved from, http://www.pdesas.org/Standard/Views Cruickshank, D. R., Jenkins, D. 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Retrieved November 10, 2011, from Zunal: http://zunal.com/webquest.php?w=123096 Whitman, W. (2005). DayPoems poem no. 1900 song of myself. Retrieved November 10, 2011, from DayPoems: http://www.daypoems.net/poems/1900.html