Teacher: Mr. Hanson Course: British Literature

Unit Two:The English Renaissance1485-1660

Part I—Aspects of Love; Part II—A Passion for Power; and Part III—Facing Life’s Limitations

(27 days)

Unit description: Development of the English language and literary history
NVACS ELA Standards: (Look in the NVACS)
Day / Daily Outcomes/
Content / Resources
Day 1
26October / Objectives for the Day
  • Understand the principal elements of the history behind the English literary renaissance.
Activities for the Day
  • Review and discuss the major aspects of the early modern times of British literature covered since the beginning of the school year.
  • Review and discuss the quotation on page 272 as it relates to the illustration on page 273.
  • Relive world-history from two years ago as by reviewing and discussing the timeline on page 274-275. Then read and discuss the historical background English Renaissance on pages 276-279, The Rise of the Stuarts.
  • ENGAGEMENT ACTIVITY: Students will participate in the “Stand up/Sit Down” engagement strategy to answer questions concerning the issues surrounding the role of government in the USA today as compared to the role of government in Great Britain during its renaissance.
  • Complete reading the historical background English Renaissance from pages 279, The Rise of the Stuarts, to the end on page 281.
/
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature
  • Classroom displays of Rigor and Relevance and Bloom’s taxonomy

Day 2
30 October / Objectives for the Day
• Literary Analysis—Students will identify the rhyme scheme of a poem.
• Literary Analysis—Making Inferences: students will identify the central issue of a poem.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned in the last class session in reading about the English Renaissance.
  • In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 283 from the My Lute Awake!, and On Monsieur’s Departure.
  • Begin reading My Lute Awake! by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 284-285 at least in part aloud together; then vary reading strategies.
  • ENGAGEMENT ACTIVITY: Write on your neighbor’s paper. Students will hand their paper to the student behind them to write the answer to question one on page 285, then pass the paper to the next student behind them to answer question two, and so forth until all five questions are answered. Students at the back of the row will take their papers to the student at the front. At the conclusion, each student will receive her/his paper back from whichever student had it as the exercise concludes.
  • Read On Monsieur’s Departure on page 286 at least in part aloud together; then vary reading strategies.
Students will answer questions 1-6 on page 287 on the daily writing sheets. /
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature

Day 3
31 October / Objectives for the Day
  • Literary Analysis—Understand and appreciate two pastoral poems.
  • Active Reading—Use strategies for comparing and contrasting speakers in poetry.
  • Understand the literary terms pertaining to sonnets: Italian Sonnet, Petrarchan Sonnet, Shakespearean Sonnet, Octave, Sestet, Quatrain, Couplet.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned in the last class session about the English Renaissance and the two poems by Sir Thomas Wyatt and Queen Elizabeth I respectively.
  • In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 289 from The Passionate Shepherd to His Love, and The Nymph’s Reply to the Shepherd.
  • In the Language of Literature textbook, review in class the short biographies of Christopher Marlowe and Sir Walter Raleigh.
  • The Passionate Shepherd to His Love: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 290-291 at least in part aloud together; then vary reading strategies.
  • ENGAGEMENT ACTIVITY: Students will create one short paragraph on the topic of what they think will be the response of the Shepherd’s lady love to his proposal of life together. They will exchange their responses using the slide rule strategy.
  • The Nymph’s Reply to the Shepherd: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading page 292 at least in part aloud together; then vary reading strategies
  • In the Language of Literature textbook, review in class the information in the “Learning the Language of Literature” presentation on pages 295-296 concerning the form of poetry known as the sonnet.
  • Students will answer questions 1-5 on page 293 on the daily writing sheets.
/
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature

Day 4
1 November / Objectives for the Day
  • Literary Analysis—Understand and appreciate Spenserian Sonnets.
  • Active Reading—Use strategies for summoning major ideas in poetry.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned in the last class session about pastoral poetry.
  • In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 297: sonnets 30 and 75 by Edmund Spenser.
  • In the Language of Literature textbook, review in class the short biography of Christopher Marlowe on page 301.
  • Edmund Spenser Sonnets 30 and 75: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 298-299 at least in part aloud together; then vary reading strategies.
  • ENGAGEMENT ACTIVITY: Students will create a one-question quiz on one of the definitions pertaining to sonnets learned in the last class session; they will mingle to music to find a partner to quiz.
  • In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 302: sonnets 29, 116, and 130 by William Shakespeare.
  • In the Language of Literature textbook, review in class the first pages of the Author Study of William Shakespeare on pages 314-316.
Students will answer questions 1-3 on page 298, and questions 1-4 on page 300 on the daily writing sheets. /
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature

Day 5
2November / Objectives for the Day
  • Literary Analysis—Understand and appreciate classic Shakespearean sonnets.
  • Literary Analysis—Identify and examine similes and metaphors as examples of figurative language.
  • Active Reading—Analyze strategies for understanding sensory language.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned in the last class session about Spenserian sonnets and the life and work of William Shakespeare.
  • William Shakespeare sonnets 29 and 116: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 303-304 at least in part aloud together; then vary reading strategies.
  • ENGAGEMENT ACTIVITY: Students will answer for themselves the question: “Is there any poetry worth memorizing” and use the cross the room activities to engage in a short debate on the answers.
  • William Shakespeare sonnet 130: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading on page 305 at least in part aloud together; then vary reading strategies.
Students will answer questions 1-6 on page 306 on the daily writing sheets. /
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature

Day 6
6 November / Objectives for the Day
  • Literary Analysis—Understand and appreciate classic Italian sonnets.
  • Active Reading—Summarize major ideas in poems.
  • Recognize and discuss connections that cross cultures.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned in the last class session about Shakespearean sonnets.
  • In the Language of Literature textbook, review in class the “Preparing to Read” selection on page 308: sonnets 169 and 292 by Francesco Petrarch.
  • In the Language of Literature textbook, review in class the short biography of Francesco Petrarch on page 312.
  • Francesco Petrarch sonnets 169 and 292: begin by scanning the entire text to note headings, pieces of art, and called-out quotations; then begin the text reading from page 309-310 at least in part aloud together; then vary reading strategies.
  • ENGAGEMENT ACTIVITY: Move to the Center—the instructor will read selected lines from several of the sonnets studied during this week; students will form a large circle in an appropriate space and move to the center to the degree in which they feel confident they know which author and sonnet have been quoted by the instructor.
  • In the Language of Literature textbook, complete in class the remaining pages of the Author Study of William Shakespeare on pages 317-319.
  • Students will answer questions 1,2, 4, and 5 on page 306 on the daily writing sheets.
/
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature

Day 7
7 November /
  • Unit Two The English Renaissance, Part Two A Passion for Power.
Objectives for the Day
  • Understand the following literary terms: comedy, comic relief, tragic hero, tragic flaw, antagonist, and catastrophe.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned last In the last class session about Italian sonnets; compare and contrast them with the English sonnet.
  • In the Language of Literature textbook, review in class page 313 to introduce Unit Two The English Renaissance, Part Two A Passion for Power.
  • In the Language of Literature textbook, review in class theAuthor Study of William Shakespeare on pages 314-317.
  • ENGAGEMENT ACTIVITY: Students will identify their favorite tragic character from the world of contemporary film and use the slide-rule strategy to exchange why that character enchants them.
  • Students will continue reading and reviewing theAuthor Study of William Shakespeare from page 318 through page322.
  • Students will identify three characteristics pf tragedy on the daily writing sheets, and identify why they feel which one represents the most powerful aspect of tragedy; then in their own words will define comedy, comic relief, tragic hero, tragic flaw, antagonist, and catastrophe.

8
8November / Objectives for the Day
  • Literary Analysis—Understand and appreciate a classic Shakespearean tragedy.
  • Literary Analysis—Identify and examine blank verse.
  • Active Reading—Use strategies for reading drama.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned in the last class session about William Shakespeare.
  • In the Language of Literature textbook, review in class pages 324-325 to review the aspects of literary analysis and active reading skills to be used in reading the “Scottish Play.”
  • ENGAGEMENT ACTIVITY: Sonnet Review! Students will create a three-question quiz on three of the definitions pertaining to sonnets learned last week; they will mingle to music to find a partner to quiz.
  • Begin reading the day’s selections from the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then begin reading pages 326-336(through Act I Scene Four) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act I Scenes One through Three.
  • Students will compare and contrast on the daily writing sheets the contemporary meaning of the following three terms with their different connotations as used in Shakespeare’s day: (1) memorize, (2) become, (3) present.
/
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature

Day 9
9November / Objectives for the Day
  • Literary Analysis—Identify and examine soliloquies and asides.
  • Vocabulary Building—Expand vocabulary by listening, using context, and discussing.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned in the last class session about Act I through Scene Three of the “Scottish Play.”
  • In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 337(Act I Scene Four) to the bottom of page 342 (Act I Scene Six) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act I Scenes Four through Six.
  • ENGAGEMENT ACTIVITY: Look on your neighbor’s paper. Each student will look at the paper of an adjacent student to verify if all the objectives of the day are written on the daily writing sheet in the objectives area.
  • Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 343through page 345 (Act I Scene Seven) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act I Scene Seven.
  • On the daily writing sheets, answer questions one through six on page 346.
/
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature

Day 10
13 November / Objectives for the Day
  • Literary Analysis—Evaluate the use of blank verse in drama.
  • Active Reading—Analyze the aspects of and evaluate the strategies for reading drama.
Activities for the Day
  • Word for the Day—students will use the daily writing sheets to write the word of the day, its definition, and lastly a full, properly punctuated and grammatically correct paragraph in which they use the day’s word while writing about an original topic.
  • Review what was learned in the last class session about Act I through Scene Seven of the “Scottish Play.”
  • In the Language of Literature textbook, continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from pages 347(Act 2 Scene One) to the bottom of page 353 (Act 2 Scene Two) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 2 Scenes One and Two.
  • ENGAGEMENT ACTIVITY: CITY OR COUNTRY Students will spend one minute writing which character they feel is the most vile in the “Scottish Play” so far, and with which one the they would prefer living if they had to live with one of them under the same roof; they will then use the May pole activity in the hallway
  • Continue reading the “Scottish Play” by scanning the text to note headings, pieces of art, and called-out quotations; then read from page 354(Act 2 Scene Three) through page 360 (Act 2 Scene Seven) at least in part aloud together; at least half of the reading should be done by assigning students the roles of the characters in the scenes of Act 2 Scenes Three through Seven.
  • In the Language of Literature textbook, read and discuss in class “Duncan’s Murder” from the Holinshed’s Chronicles on page 361.
On the daily writing sheets, answer questions two through seven on page 362. /
  • Classroom Text: McDougal LittellThe Language of Literature, British Literature