[PDF] Romanticism Unit Plan - TWU Digital Learning Commons

7900_1Romanticism_Unit_Plan_Final_PDF_1.pdf ROMANTICISMWordsworthColeridgeByronBurnsKeats1770-18501772-18341788-18241759-17961795-1821

Unit Plan Sub ject(s): Literary Studies 12 Title: Romanticism in English Language Literature (Genre-Specific)Core Competencies Communicate •with kindness, gentleness, grace, generosity, and humility •with confidence to address an audience in a purposeful way •with well constructed forms that draw upon the tradition of English literature and its conventions Create •with a sense of newness and value •with a heart for collaboration and teamwork •with a willingness to build on the work of others in a humble and joyful spirit Critique •with a love for others and a desire to encourage your friends •with the rigour of careful and meaningful analysis •with a desire to explore and discover Build Identity •in order to build stronger and more meaningful relationships with others •to develop talents and to discover new ones •to expose the wonderful diversity of human life Build Awareness •to understand and experience the world in a thoughtful way •to advocate for your own rights •to take responsibility for your own virtue and personal development Build Responsibility •to support others in their struggles and their pursuit of their dreams •to care for the local and global environment •to support positive change in the communityBig Idea(s): •the exploration of text and story deepens our understandings of diverse, complex ideas about identity, others, and the world •people understand text differently depending on their world views and perspectives •texts are socially, culturally, geographically, and historically constructed •language shapes ideas and influences others •questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens •literature helps to unfold the human experienceRationale: This unit looks at the history, writers, motivations, and texts of Romantic literature in the English language. What is an age? And how does an age relate to its literature? Beginning in the upheaval and torment of the revolutionary age, many minds turned away from the becoming call of progress and turned instead to a more simple and natural idea of human life. They mined old medieval romances for its unproblematic beauty, and fled to country folds for their peace and capacity for introspection. Their enemy was time, that great dragon that had stolen the damsel of childhood innocence. Their weapons were memory and the ability to return to those places where innocence had flowered in times past. The endeavour these philosophers, artists, and writers embarked upon would make an indelible mark upon the whole subsequent history of English language literature. Decades later, and across an ocean, Canadian and American writers would find it difficult to write without employing the forms and material once woven by writers such as Wordsworth, Cellarage, and Keats. Indeed, even centuries later it is difficult to buy a Christmas card, to watch a commercial on TV, or write an original poem without encountering the ever present ghost of Romanticism still haunting our modern society. Philosophers have even argued that our own age, the Postmodern, is just Romanticism come again. And this is what makes the study of Romantic literature so important for students of the English language today. This literature does not seem to be able to die. It persists in so many forms. So many ideas we think every day are just Romanticism covered in a shroud of dust. One blow - and like a painting left to collect in an attic - the form becomes as bright and engaging as ever. So let us go, you and I, when evening is spread out against the sky, and return to the Age of the Romantics!

STAGE 1 - EXPLORING + TARGETING UNDERSTANDINGSTAGE 2 - ASSESSING FOR UNDERSTANDINGUNDERSTANDLEARNING STANDARDS (DO & KNOW)ASSESSMENT STRATEGIESEnduring Understandings + Essential QuestionsCurricular Competencies Content FormativeSummative HistoricalEU •Both poetry and prose can pierce to the heart of an age, exposing its virtues and flaws EQ •What inspired the this particular age and its English literature?

1.understand the influence of history and place upon text 2.understand that textual traditions have developed in concert with historical developments, and that texts have in turn informed historical developments. 3.understand the influence of personal biography on the created text 4.consider the the social, political, historical and literary context and how this is expressed in the nuances of language•to display an understanding of the historical context for the texts of this literature •to be able to identify authors, their major works, themes and motifs important to those works Portfolio Artifact 1 Thesis Statement TextualEU •Themes, structure, devices, and style are used to communicate meaning EQ •In what way does form and material interrelate? 1.understand and appreciate how different forms, formats, structures, and features of text reflect a variety of purposes, audience, and messages 2.recognize an increasing range of text structures and understand how they contribute to meaning 3.think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts 4.recognize and analyze personal social cultural contexts, values, and perspectives in texts, including culture, gender, sexual orientation, and socio-economic status•to analyze the themes, images, structure, and devices of literary works •to create works of analysis and scholarly critiqueGroup Analysis Quick WritesPortfolio Artifact 2 Themes Portfolio Artifact 3 Structure, Devices, Style

PersonalEU •Literature is an essential part of what it means to be human EQ •What are beauty, goodness, and truth? •In what ways are we the period today? •In what ways has this age ended for good?1.foster a lifelong love for reading and writing 2.construct meaningful personal connections between self, text and world 3.foster an ongoing conversation with influential authors through their texts, a conversation that will transcend the bounds of class time and that will inform their lives with rich and surprising interaction 4.develop personal views, interests, and instincts by interacting with texts 5.respond to text in personal, creative and critical ways•to memorize a portion of a this literature and to justify this act of memorization •to collect visual, textual, and musical artifacts that connect their world to the world of the textReading Circles Corners Lines Think-Pair-SharePortfolio Artifact 4 Connections TranscendentalEU •Literature enables us to share our experience with one another •Literature enables us to grow in our understanding, interests, and hopes EQ •How can this literature inform our world today? •How can this literature work to expose injustice? •How can these texts help us to build a more kind, just, and loving world? 1.respectfully exchange ideas and viewpoints from diverse perspective to build shared understanding and transform thinking 2.connect texts to First Nations issues and to the ongoing process of reconciliation 3.transform ideas and information to create original texts, using various genres, forms, structures, and styles 4.use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences•to work together in groups of their peers to discuss their learning and to build understandingJigsaw Portfolio Artifact 5 LS Analysis Form Portfolio Artifact 6 Concluding Essay

WordsworthColeridgeByronBurnsKeats1770-18501772-18341788-18241759-17961795-1821WorksRime Of The Ancient MarinerWritten After Swimming From...My Heart Leaps UpTo A MouseOde To A NightingaleTintern AbbeyApostrophe To The OceanWhen I Have Fears

WordsworthColeridgeByronBurnsKeats1770-18501772-18341788-18241759-17961795-1821ThemesInnocenceMystical ExperienceIdentityFolk CultureClassicalChildhoodJourneyJourneyCountryJourney's EndReturn to the WildInsightBodySimplicityMindIndividualismNationalismPrayerIndividualismDeath

WordsworthColeridgeByronBurnsKeats1770-18501772-18341788-18241759-17961795-1821ImagesCloudAlbatrossLaurelMouseGrecian UrnEarthOceanOceanCountry HouseBooksRuinsCavernsAutumn LeavesSleepHeartDomePathless Woods

STAGE 3 - PLANNING FOR UNDERSTANDING Engage - HistoricalLesson 1 - Setting the Stage, A Romantic Age Guiding Question: Was the Romantic Age as romantic as is claimed for itself? In this lesson I introduce the Romantic Age, setting it in its historical context as a response to the Enlightenment. This examination explores both the character of the age, and its contradictions. Video: Video: Stanley Kubrick's Barry Lyndon - https://www.youtube.com/watch?v=KkJZOxqB-qk Activity: Poem Analysis, "My Heart Leaps Up" by William Wordsworth Learning Standards: H1, H2 Lesson 2 - Setting the Stage, Romanticism and the Lake District Guiding Question: What is the relationship between place and art? In this lesson we look at the Lake District, this important rural area that became the spiritual Mecca of Romanticism in England, inspiring writers such as Wordsworth, and painters such as William Turner. Text: Tintern Abbey (pg. 475 in Adventures in English Literature) Activity: Group Analysis, "The World Is Too Much With Us", by William Wordsworth Video: Wordsworth's Sense of Place - https://www.youtube.com/watch?v=tWGaSvk1vUg&t=49s Video: Rick Steve's Wordsworth and the Lake District - https://www.youtube.com/watch?v=sgQXbfaRzfE Learning Standards: H1, H2

Explore - TextualLesson 3 - William Wordsworth, Tintern Abbey I Guiding Question: Is the natural world truly a place of innocence? In this lesson we examine the role that nature plays in Romantic literature, examining William Wordsworth's poem Tintern Abbey. For Wordsworth the natural world was a return to Eden, a path to a deeper happiness impossible within his contemporary modernizing world. Text: "Tintern Abbey" (pg. 475-476 in Adventures in English Literature) Activity: Group Analysis, "The World Is Too Much With Us", by William Wordsworth Video: The Thin Red Line (Opening) - https://www.youtube.com/watch?v=lW0tbvYamQ0 Image: Where Do We Come From? What Are We? Where Are We Going? by Paul Gaugin - https://upload.wikimedia.org/wikipedia/commons/6/68/Gauguin_-_D%27ou_venons-nous_Que_sommes-nous_Ou_allons-nous.jpg Learning Standards: Lesson 4 - William Wordsworth, Tintern Abbey II Guiding Question: Is the natural world truly a place of innocence? In this lesson we continue with our examination of the natural world in Romantic literature, furthering our examination of Tintern Abbey by William Wordsworth. Text: "Tintern Abbey" (pg. 475-476 in Adventures in English Literature) Activity: LS English Literature and Composition Review Sheet for Lines Composed a Few Miles Above Tintern Abbey Video: School of Life, Romanticism - "https://www.youtube.com/watch?v=OiRWBI0JTYQ Exit Question: In what ways are we still romantics? In what ways are we not? Learning Standards: Lesson 5 - William Wordsworth, Tintern Abbey III Guiding Question: Is the natural world truly a place of innocence? In this lesson we continue with our examination of the natural world in Romantic literature, furthering our examination of Tintern Abbey by William Wordsworth. Text: "Tintern Abbey" (pg. 475-476 in Adventures in English Literature) Activity: LS English Literature and Composition Review Sheet for Lines Composed a Few Miles Above Tintern Abbey Images: The Journey of Life, by Thomas Cole Exit Question: Do you think Wordsworth could have written Tintern Abbey as an old man? Is this the work of youth? Maturity? Learning Standards:

Connect - PersonalLesson 6 - Samuel Taylor Coleridge, Kubla Khan Guiding Question: What is more real, the world or our minds? In this lesson we enter the interior and mystical landscapes of Samuel Taylor Coleridge. We explore his poem Kubla Khan, and wonder at what it means to be human, to dream, and to think. Lecture: On the Life of Coleridge and Literary Archetypes Text: "Kubla Khan", by Samuel Taylor Coleridge (pg. 513-514 in Adventures in English Literature) Activity: Artifact I, Write a short essay describing the historical, social, and intellectual currents of Romanticism Video: Kubla Khan, read by Benedict Cumberbatch - https://www.youtube.com/watch?v=Hfrx_JQcIsI Learning Standards: Lesson 7 - The Rime of the Ancient Mariner Guiding Question: Why does he set the poem at the advent of a wedding? Here we begin our examination of the Rime of the Ancient Mariner by Coleridge. Text: "The Rime of the Ancient Mariner" (pg. 493-511 in Adventures in English Literature) Activity: Circles, The Rime of the Ancient Mariner Learning Standards: Lesson 8 - The Rime of the Ancient Mariner II Guiding Question: What is the nature of this journey? We continue our analysis of the Rime of the Ancient Mariner. Text: Text: "The Rime of the Ancient Mariner" (pg. 493-511 in Adventures in English Literature) Activity: Artifact II, Identify and describe five work of art of music that capture the heart of romanticism Video: The Rime of the Ancient Mariner, read by Ian McKellen - https://www.youtube.com/watch?v=1raSUYAr0s0 Learning Standards:

Lesson 9 - The Rime of the Ancient Mariner III Guiding Question: What role does death play in this poem? Describe the image of the Albatross? Text: "The Rime of the Ancient Mariner" (pg. 493-511 in Adventures in English Literature) Activity: Circles, The Rime of the Ancient Mariner Activity: Portfolio Artifact III: Themes Video: Iron Maiden, the Rime of the Ancient Mariner - https://www.youtube.com/watch?v=HQxmRYwEgng Learning Standards: Lesson 10 - George Gordon, Lord Byron Guiding Question: How does adventure fit into the Romantic ethos? In this lesson we examine the life of George Gordon, Lord Byron, highlighting the themes and sources of his works. In particular we will focus on the poem "Written After Swimming from Sestos to Abydos," examining the idea of travel and adventure in literature. Text: "Written After Swimming from Sestos to Abydos" (pg.528-529 in Adventures in English Literature) Activity: Online Group Analysis Jigsaw: Exploring the many travels and faces of Lord Byron Video: The Secret Life of Lord Byron - https://www.youtube.com/watch?v=Dpxj4ahPgKU Learning Standards: Lesson 11 - Lord Byron, Apostrophe to the Ocean Guiding Question: Is nature a friend or an enemy in the Romantic vision? In this lesson we begin our examination of Lord Byron's poem Apostrophe to the Ocean. We will begin with an examination of the themes, and how these themes relate to the Romantic movement as a whole. Text: Lord Byron, Apostrophe to the Ocean - https://www.poemhunter.com/best-poems/george-gordon-byron-3/apostrophe-to-the-ocean/ Activity: Reading Circles Learning Standards: Lesson 12 - Lord Byron, Apostrophe to the Ocean II Guiding Question: What is the relationship between form and material in Lord Byron's poetry? Which rules over the other? In this lesson we continue our examination of Lord Byron's poem "Apostrophe to the Ocean," now examining the structure, devices, and style that the poet uses to communicate his intent. Text: Lord Byron, Apostrophe to the Ocean - https://www.poemhunter.com/best-poems/george-gordon-byron-3/apostrophe-to-the-ocean/ Activity: Portfolio Artifact IV: Structure, Devices, and Style Video:Ellie Hughes, Favourite Poem -- https://www.youtube.com/watch?v=8tfc057fiQc

Share - TranscendentalLesson 13 - John Keats Guiding Question: How does classicism relate to the Romantic movement? In this lesson we examine the life of John Keats and his role as a late Romantic Poet? Is he merely hanging onto outworn forms at this point, or is he offering a fresh vision of the Romantic ideals? Text: Introduction to John Keats (p. 561 in Adventures in English Literature) Activity: Jigsaw - The Life of John Keats Video: John Keats, Life and Legacy - https://www.youtube.com/watch?v=_kd9qjZWeko Learning Standards: Lesson 14 - Keats, Ode to a Nightingale Guiding Question: Why has the Ode become so funny to the ear? In this lesson we examine the poem "Ode to a Nightingale," by John Keats. Here we will examine the literary form of the Ode, wodnering at its place in English literature, and what is sought to communicate Text: "Ode to a Nightingale," by John Keats (p.575-577 in Adventures in English Literature) Activity: Reading Circle Activity: Portfolio Artifact IV - Structure, Devices, and Style Video: Benedict Cumberbatch reads "Ode to a Nightingale" - https://www.youtube.com/watch?v=TdphtMWjies Lesson 15 - Keats, When I have Fears that I may Cease to Be Guiding Question: Do literary movements ever truly end? Or do they keep coming back to life? In this lesson we turn to Keats most famous poem "When I have Fears that I may Cease to Be," examining the themes and relating these themes to the more general treatment of death in English literature. Text: "When I have Fears that I may Cease to Be" - https://www.poetryfoundation.org/poems/44488/when-i-have-fears-that-i-may-cease-to-be Activity: Portfolio Artifact III - Themes

ASSESSING FOR UNDERSTANDING AND DIFFERENTIATED UNDERSTANDINGFormative Reading Circles: We read a text in a circle, each student taking a turn as the reader, allowing our analysis to be led by a guiding question. After each time around we give time for the students to offer their own questions, and collect these questions in a document. Jigsaws: Students do on-the-spot research of individualized topics and present their findings to the class. Online Group Analysis: Students analyze selected texts through Google Docs as a group in real-time. Corners: Students transform the physical space of the classroom into an expression of their own personal opinions on various topics. Quick Writes: These are quick on-the-spot writing assignments designed to get students to think and to explore their own prior learning Summative Portfolio Thesis Statement This short one-paragraph (8-10 sentence) essay introduces the portfolio. It begins with the words "I [am/am not] a romantic because..." and explores this theme. In this work of opinion, the author seeks to both define and describe the romantic movement and to explain their relationship to this period in English literature. 1 - Clear Thesis 2 - Quality of Argument 2 - Style ______________________ 5 Marks Visual Story on the History of Romantic Literature Students will create a visual presentation (12-15 images) that tells the story of both the broader romantic movement and how this was expressed in English literature. There are so many aspects to this story: economics, scientific, philosophical, exploration, urbanization, and more. However, the journalist should seek to tell a focused a coherent story. 2 - Completion 8 - Storytelling 5 - Style and Creativity ______________________ 15 Marks

LS Literature Analysis Sheet Students must complete an LS Literature Analysis sheet for two of the poems that we cover in our unit. 5 - Clarity 10 - Quality of Analysis ______________________ 15 Marks, Each Inquiry Based Project Students will research a guiding question arising from the poems and poets of our unit and present this research in a formal essay (but that may exhibit and original style). The purpose of the essay is for students to show their research, analysis, and conclusions. Students can either formulate their own lines of inquiry of follow a provided question. Question Options: Who is the narrator in the Rime of the Ancient Mariner? Are the poems of Coleridge opium-fuelled nonsense? 5 - Explanation of and Engagement with Research Question 5 - Depth and Breadth of Research 10 - Quality of Analysis and Conclusions 5 - Organization 5 - Quality of Writing ______________________ 30 Marks Conclusion In this short (two-paragraph) concluding essay, students will explore one of four theses: 1.Romanticism is gone and good riddance! 2.Romanticism is gone but should come again! 3.Romanticism is here and now let's end it! 4.Romanticism is here and alleluia!