Unit Title: Romanticism
Specific Topic: See Class Activity Details below.
Learning Goal: 1-Strengthen our ability to make inferences
2-Develop an understanding of the human condition
3-Connect literature with its historical setting
4-Analyze the deeper meanings of symbols, whether they be tangible or intangible
5-Understand the benefits of summarization
6-Develop a further understanding of how setting influences a text
Class Activity DetailsIf you see a poem, story, excerpt, etc., listed in the activities below, and you do not have a textbook for whatever reason,ALWAYSdo a search on the internet to see if it appears there. Almost everythingwe study in this class appears somewhere on the internet. / 1AB / 2A / 2B / 4B / 5AB
Tutorials
are required. / Notes on Historical Context (Prezi presentation) / Thur1-19-17 / Began
Wed 1-18-17 / To slide 11 on
Thur 1-18-17 / To slide 10 on
Thur 1-18-17 / To slide 5 on
Wed 1-18-17
Finished
Thur 1-19-17
Can be completed at home. / Read W. Irving bio info (pg. 318) / Fri 1-20-17 / Fri 1-20-17 / Mon 1-23-17 / Mon 1-23-17 / Thur 1-19-17
Can be completed at home. / Read/Listen to “Rip Van Winkle” (Obtain a paper copy from Ms. Solomon or copy and paste this link into your browser: / Fri 1-20-17 / Fri 1-20-17 / Mon 1-23-17 / Mon 1-23-17 / Mon 1-23-17
Tutorials
are required. / Complete partner/self questions
(Go back to website and click on the orange link under the Class Minutes link to access these questions.) / Mon 1-23-17 / HOMEWORK
Due Tues 1-24-17
(Students chose to watch the inauguration instead of working on this in class.) / Began
Mon 1-23-17
Finish for HW
Due
Wed 1-25-17
Choice of 2/3/4
(2B and 4B only) / HOMEWORK
Due
Wed 1-25-17
Choice of 2/3/4
(2B and 4B only) / HOMEWORK
Due Tues 1-24-17
Tutorials
are required. / Discuss homework and turn it in / Tues 1-24-17 / Tues 1-24-17 / Wed 1-25-17 / Fri 1-27-17
(Ms. S. forgot to do this on 1-25) / Tues 1-24-17
Tutorials
are required. / Introduction to Faustian Legend
- Ms. Solomon reads the legend of Dr. Johann Faustus
- Robert Johnston’s music and video clip from, “Oh, Brother…”
- Ms. Solomon tells the story of the Devil and Daniel Webster and discusses the Daniel Webster/farmer/Devil court case
- Video clip of, “The Devil and Homer Simpson”
Can be completed at home. / Read/Listen to “The Devil and Tom Walker” (pgs. 320-332) / Wed 1-25-17 / Began
Tues 1-24-17
Finish for HW
Due
Thur 1-26-17 / Began
Wed 1-25-17
Finish for HW
Due
Fri 1-27-17 / Began
Wed 1-25-17
Finish for HW
Due
Fri 1-27-17 / Wed 1-25-17
Tutorials
are required. / Blue Opener/Closer
- Question 1: Evidence in story of Irving’s having been an abolitionist?
- Question 2: This Romantic technique is called?
Can be completed at home. / Intro to Fireside Poets (pg. 310)
- William Cullen Bryant (pg. 336)
- Henry Wadsworth Longfellow (pg. 342)
- Oliver Wendell Holmes (pg. 348)
- John Greenleaf Whittier (pg. 354)
- James Russell Lowell (also pg. 354)
Can be completed at home. / Choose a poem from any of the 5 Fireside Poets (listed above), and complete analysis of chosen poem. Analysis sheet appears on teacher website directly under the link for these Class Minutes. / Fri 1-27-17
and
Mon 1-30-17 / Thur 1-26-17
and
Mon 1-30-17 / Tues 1-31-17 / Tues 1-31-17 / Fri 1-27-17
and
Mon 1-30-17
Tutorials
are required. /
- Randomly chosen students present analysis.
- All students turn in analysis.
(ran out of time) / Tues 1-31-17 / Tues 1-31-17 / Tues 1-31-17
All listed reading can be completed at home.
Tutorials
are required for the video sections. / Introduction to E. A. Poe’s “The Raven”
- Read the first three paragraphs of “American Gothic: The Brooding Romantics” (pg. 312)
- Read Poe’s bio info (pg. 410)
- Read King’s bio info (pg. 444)
- Read the excerpt from King’s Danse Macabre (pgs. 455-456)
- Short Youtube video: Mystique, the talking Raven
- Video clip: The Simpsons’ version of “The Raven”
Can be completed at home. / Ms. Solomon reads aloud the poem in its entirety as the class follows along in the book. (pgs. 436-440) / Mon 2-6-17 / Fri 2-3-17 / Mon 2-6-17 / X / X
Tutorials
are required. / Scanning Activity
- Copy assigned stanza(s) onto scanning sheet.
- Swap copied stanza(s) with neighbor for proofreading to ensure the stanza(s) are copied EXACTLY as they appear in book.
- Define terms needed for this activity.
- Discuss what it means to “scan” a poem.
- Each student “scans” his/her assigned stanza with classmate and teacher help.
Mon 2-6-17
#s 3 thru 5
Tues 2-7-17
Finish #5 for HW if not finished in class. / Tues 2-7-17
(Did not define terms in writing yet, only verbally. All other activities completed.)
Finish #5 for HW if not finished in class. / #s 1 and 2
Mon 2-6-17
#s 3 thru 5
Wed 2-8-17
Finish #5 for HW if not finished in class. / #s 1 thru 5
Wed 2-8-17
Finish #5 for HW if not finished in class. / #s 1 and 2
Mon 2-6-17
#s 3 thru 5
Tues 2-7-17
Finish #5 for HW if not finished in class.
Tutorials are required. / Stanza Analysis
1. In one of your assigned stanza(s), highlight or circle any word that
a)you don’t know flat out,
b)you couldn’t teach to the class without stumbling over your thoughts or words,
c)makes you say, “Hmmm…I THINK that word means…”, and/or
d)Poe uses in a way that is not familiar to you, even if the word is USUALLY familiar to you.
2. On notebook paper, write down the words you highlighted or circled.
3. Using a dictionary, and exploring all of the available definitions, define each of the highlighted or circled words with the definition that makes the most sense after you have explored the context of how the word is used in the poem.
4. Rewrite each stanza, line by line when possible, in language (word choice AND word order) that a 2nd grader could understand.
5. One per stanza:
a)Choosing a different one for each stanza, identify the location of an intentionally used poetic device, and state which device it is.
b)How does this poetic device affect the meaning of the poem?
c)How does the use of this poetic device affect the reader?
d)Make any other observations you feel are worth mentioning about this stanza.
6. Discuss findings with class.
7. Discuss POEtry Assignment (see orange links on website under these class minutes for full explanation). / #s 1 thru 3
Wed 2-8-7
Finish for HW if not finished in class.
#s 4 and 5
Wed 2-15-17
and
Thurs 2-16-17
Finish for HW if not finished in class.
Due 2-22-17
#7:
With sub:
2-21
With Solomon:
2-22
Due 3-3-17 / #s 1 thru 5
Wed 2-15-17
Finish for HW if not finished in class.
Due 2-21-17
(Give to Coach Stephenson.)
#7:
With sub:
2-21
With Solomon:
2-23
Due 3-6-17 / #s 1 thru 3
Wed 2-8-7
Finish for HW if not finished in class.
#s 4 and 5
Thurs 2-16-17
Finish for HW if not finished in class.
Due 2-22-17
#7:
Wed 2-22
Due 3-3-17 / #s 1 thru 3
Wed 2-8-7
Finish for HW if not finished in class.
#s 4 and 5
Thurs 2-16-17
Finish for HW if not finished in class.
Due 2-22-17
#7:
Wed 2-22
Due 3-3-17 / #s 1 thru 3
Wed 2-8-7
Finish for HW if not finished in class.
#s 4 and 5
Wed 2-15-17
and
Thurs 2-16-17
Finish for HW if not finished in class.
Due 2-22-17
#7:
With sub:
2-21
With Solomon:
2-22
Due 3-3-17
Tutorials are suggested. / Transcendentalism: Go back to the website and click on the orange links provided there under these class minutes. You will find the 3 documents you need to read as well as the questions you need to answer with instructions for answering them. / Thurs 2-9-17
& Fri 2-10-17
read and answer questions
Mon 2-13-17
class discussion on the reading
Tues 2-14-17
students finish answering questions / Thurs 2-9-17
read and answer questions
Mon 2-13-17
collect
Raven HW
>class discussion on the reading
>students finish answering questions / Fri 2-10-17
read and answer questions
Tues 2-14-17
collect
Raven HW
>class discussion on the reading
>students finish answering questions / Fri 2-10-17
read and answer questions
Tues 2-14-17
collect
Raven HW
>class discussion on the reading
>students finish answering questions / Thurs 2-9-17
& Fri 2-10-17
read and answer questions
Mon 2-13-17
students finish answering questions
Tues 2-14-17
class discussion on the reading
Weight / Work Assigned
During this Unit / 1AB / 2A / 2B / 4B / 5AB
40% / “Rip Van Winkle” Partner/Self Questions / Tues 1-24-17 / Tues 1-24-17 / Wed 1-25-17 / Wed 1-25-17 / Tues 1-24-17
60% / Fireside Poem Analysis / Tues 1-31-17 / Mon 1-30-17 / Tues 1-31-17 / Tues 1-31-17 / Tues 1-31-17
40% / “Raven” Assigned Stanza Scanning / Mon 2-13-17 / Mon 2-13-17 / Tues 2-14-17 / Tues 2-14-17 / Mon 2-13-17
60% / Synthesis Questions: Transcendentalism / Wed 2-15-17 / Wed 2-15-17 / Thurs 2-16-17 / Thurs 2-16-17 / Wed 2-15-17
The information listed in the TEKS table on the next page is for administrative purposes only.
You are welcome to read it if you are a student or parent, but there is nothing in it that you are responsible for.
ReadingTEKS / (9) Comprehension of Informational Texts/Expository
- draw conclusions
- make inferences
- summarize
- inductive vs. deductive
- defend conclusions
- synthesize and connect with other literature
- clear thesis
- quotations
- analyze author’s use of stylistic devices
- identifies ambiguities, nuances, complexities
- anticipates conflict
- gather evidence
- evaluate source reliability
- organize using outlines, concept maps, etc.
- determine between fact and opinion in sources
- paraphrase and summarize
- determine between primary and secondary sources
(1) Vocab Development
- determine meaning
- draw conclusions
- understand nuance
- infer through word relationships
- use dictionaries, thesauri, glossaries, etc
- analyze effects of purpose and audience on tone
- rhetorical strategies and logical fallacies
- clearly stated purpose
- modify research question to refocus research plan
- evaluate theories and evidence for applicability to and support of a cogent argument
- critique steps to implement change as needed
(2) Comprehension of Literary Texts/Theme and Genre
- relationship to human condition
- relate historical texts to modern texts
- relate main ideas to PSD in historical and cultural setting
- evaluate logic of the sequence of presented info
- interpret graphs, diagrams, charts, maps
- clear thesis or position
- support position
- accurate and honest representation of divergent views
- organizing structure appropriate to purpose, audience, and context
- wide range of relevant perspectives
- consider source reliability
- rhetorical strategies used to move a disinterested audience
- provide analysis that supports and develops personal opinions
- use rhetorical strategies to argue thesis
- provide for discrepancies in sources
- anticipate and refute counter-arguments
- use style manual
- sufficient length
(3) Comprehension of Literary Texts/Poetry
- analyze elements of poetry
- evaluate effect of society and culture on media in ways different from traditional texts
- evaluate media techniques
- evaluate bias
- evaluate tone
TEKS / Listening/Speaking TEKS
(4) Comprehension of Literary Texts/Drama
- analyze elements of drama
TEKS / (17) Conventions/Sentence Structure
- use and understand clauses and phrases
- use and understand a variety of sentence structures
- listen attentively
- listen responsively
- evaluate speaker’s impact on an audience
(5) Comprehension of Literary Texts/Fiction
- how literary elements shape plot
- analyze characters
- narrative point of view
- familiarity with time periods in Amer Lit
- plan
- draft
- organize
- employ rhetorical devices to add meaning
- revise drafts
- edit for conventions
- revise final drafts after feedback
- write legibly
- use appropriate capitalization
- use appropriate punctuation
- speak clearly and to the point
- give presentation that exhibits logical structure, smooth transition, accurate evidence, details, rhetorical devices
- maintain eye contact, appropriate volume, purposeful gestures
(6) Comprehension of Literary Texts/Literary Nonfiction
- analyze effects of rhetorical techniques
- write engaging story with full plot, conflict, mood, tone, etc.
- write poem with awareness of poetic devices
- write script with theme
- spell correctly using various resources to check spelling
- offer ideas
- ask relevant questions
- tolerate a range of positions
- evaluate group work based on agreed upon criteria
(7) Comprehension of Literary Texts/Sensory Language
- analyze effects of sensory language
- write analytical essay with intro and conclusion
- rhetorical devices
- transitions
- thesis/controlling statement
- organizational schema
- evidence and details
- resources and varying perspectives
TEKS /
(8) Comprehension of Informational Texts/Culture and History
- analyze effects of author’s culture and history on the writing
- clearly stated purpose
- appropriate format
- relevant questions that engage readers
- accurate technical language
- organization with facts and details
- formulate guiding research question
- formulate plan for multi-faceted project