3-WeekRomanticism Unit Plan

EDCI 422November 21, 2006

Created By: Candace Cook, Whitney George, Diana Sarlitto, & Josh

Roadruck

Contents Introduction

Unit plan calendar

Lesson PlansRomanticism IntroductionRip Van WinkleSnow BoundThanatopsisIntroduction to PoeRavenHouse of UsherLegend of Sleepy Hollow

Jeopardy Review (attached as a PowerPoint)

Cumulative Unit Test

Bibliography

IntroductionWe chose Romanticism because of our own personal interests (specifically Edgar

Allan Poe) and because of the accessibility of the time period. All of our stories and

poems are ones that are found in standard high school anthologies, making it easier for

the teacher to teach them. Since “Rip Van Winkle” demonstrates the classic

characteristics of Romanticism, we chose it to start off our unit plan. We then jumped

into poetry, using “Snowbound: A Winter Idyll” and “Thanatopsis.” Again, both poems

involve typical themes within Romanticism. Moreover, we chose “Thanatopsis” because

it transitions nicely into Poe since the poem is about death. For the remainder of the unit

plan, we focused on the darker side of Romanticism because we felt it was the most

interesting for students. We used the works “The Raven” and “The Fall of the House of

Usher” by Edgar Allan Poe, as well as “The Legend of Sleepy Hollow” by Washington

Irving.

One of the limitations of Romanticism is the lack of diversity amongst the

authors. White male authors dominate this time period and do not allow for much

flexibility. To counter this, we tried to vary the assignments and activities in a way that

would keep the students’ attention. The very first day of this unit is crucial because the

activity shows what exactly Romanticism is and what it is not; we wanted to make clear

that Romanticism is not about love—in fact, it is far from it. Along with that, we wanted

to combat the notion that Romanticism is about “a bunch of old dead guys” and has no

meaning in today’s society. The Starburst activity is a fun and interactive way of

transitioning from the previous unit and introducing Romanticism. We incorporated a

newscast that permits students to use their imagination and have fun interpreting “Rip

Van Winkle.” After reading “Thanatopsis,” students create a double entry journal that

allows them to personally respond to the poem. Some days within our unit called for

group work and class discussions, while other days students did individual work. The

Jeopardy PowerPoint review game allows them to study for the final test while still

having fun. We feel variation within our unit plan is a great strength because it can play

to the different strengths of the students.

We all agreed that technology should go hand and hand with education in a

positive and meaningful way. The Internet plays such a huge role in today’s society that

we found it vital giving them the proper training in finding good sources. We used the

Internet as a tool of research, preparing them for their senior year of high school and

beyond. We found an interactive “The Raven” poem online that emphasizes the elements

of poetry, which we feel sheds light on a topic that many students find boring. In poetry,

we agreed that it is important for students to hear the poem read with the correct tone,

which is why we used audio recordings for a few of the poems. We also wanted to show

the students how these stories have been expressed in modern times by showing them the

movie “The Legend of Sleepy Hollow.” Using technology in the classroom we feel

would peak the students involvement and interest.

Throughout the three-week unit, students will complete several worksheets and

other assignments to check their comprehension of the material. These assignments are

also an easy means to get points for the students since most of the work will be done in

class. The final exam tests their comprehension but also asks them to apply their

knowledge of Romanticism. We feel that juniors are now capable of answering these

higher level questions, and should be prepared to do so for their post secondary

educational career.

We all came to the conclusion that we would like to teach this unit plan; not only

because of our own interest in Romanticism, but also because of the way this specific unit

is set up. It allows for fun and learning to occur at the same time, something that students

might find unique. It also blends with pop culture, which is something we find very

important in sparking student interest. Our unit appeals to the different strengths of

students—visual learners, hands-on learners, those who work best in groups, those who

work best alone, etc. We feel our unit also integrates the different intelligences,

specifically linguistic, interpersonal, and interpersonal relationships. With all of these

strengths, we hope students will someday find this unit plan as fun and stimulating as we

do.

Romanticism Unit Plan CalendarSunday Monday Tuesday Wednesday Thursday Friday Saturday

ENGL 11 1 2 3

4 5

Intro to Romanticism(In-class activity)

HW: Read Rip Van Winkle

6

Rip Van Winkle(In-class activity)HW: prepare for

newscast

7

Rip Van Winkle(record newscast)

HW: none

8

Snow Bound(In-class activity)

HW: none

9

Thanatopsis(In-class activity)

HW: none

10

11 12

Intro to Poe(In-class activity)

HW: Read The Raven

13

Raven cont.(In-class activity)

HW: none

14

Raven cont.(In-class activity)

HW: none

15

House of Usher(In-class activity)

HW: none

16

House of Usher(In-class activity)

HW: Read Legend of Sleepy Hollow

17

18 19

Sleepy Hollow cont.(In-class activity)

HW: none

20

Sleep Hollow cont.(view film scenes)

HW: none

21

Sleepy Hollow cont.(In-class activity)

HW: none

22

Romanticism Review Day

(review game)HW: STUDY!

23

Romanticism Unit TestHW: Have a HAPPY

Holiday Break!!

24

25 26 27 28 29 30 31

Introduction to RomanticismAuthor: Whitney George

(Adapted from lesson submitted by Melanie Hundley @ http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?

Session_Stamp=&LPID=19309)

Grade Level: 11Time Duration: 50 mins.

Overview:After completing an intro activity designed to gain student interest, class will use group work to do a mini-research lesson and create a collaborative definition for Romanticism.

Objective:The objective of this lesson is to introduce the literary period of Romanticism, clarify the defining elements of the literature in this category, and emphasize the fact that there is little to no connection between Romanticism as a literary period and the Harlequin romance with which students are currently most familiar.

Standards:11.3.511.4.711.4.8

Materials: 1. Large bag of Starburst candies2. Overhead projector3. Overhead pen4. Graphic Organizer worksheet (25 copies)5. Computer lab6. Internet access

Procedures/Activities:1. Ask students to fold a piece of paper in half long-ways to create a crease that

separates paper into two columns. Students label one column “Logic” and the other “Creative”. Give each student two or three Starburst candies. Have students record all of the logical things they can do with the candy under the Logic category. Next, have the student record all of the creative things they could do with the candy in the Creative category. When all students have finished writing,

open the class for discussion and sharing of both logical and creative ideas. Relate the logical category to the literature the students were exposed to in the class’s previous unit (Age of Reason), then explain the creative category is a segway into the unit we will now be exploring, called Romanticism. (10 mins.)

2. Write the word Romanticism on the overhead. Have students suggest definitions for the word or characteristics that define it. Before letting them give answers, explain that this Romanticism has nothing to do with love stories. Because many students will have nothing to contribute at this time, tell them they will be splitting into pairs and doing research to find out what Romanticism is when referring to the literary movement. Divide students in teams of 2 and pass out graphic organizer for Romanticism and review each research point so students are understand what information they are looking for. (5 mins.) Graphic Organizer

3. Take students to lab and suggest they use the search term “American Romanticism” to begin their Internet research. Remind students to seek reputable sources based on information and tactics they learned in previous research lessons. Tell students each team must complete one graphic organizer before lab time is over. (20 mins.)

4. Return to classroom and overhead with Romanticism title. With completed graphic organizer as reference, ask students again to contribute information about Romanticism, and create a class definition of the word, as well as a list of defining characteristics.

Conclusions:1. Collect graphic organizers from groups for assessment and tell students you

will have individual copies of the collaborative definition and characteristic list when they come to class tomorrow.

2. Ask class to read short story Rip Van Winkle in their textbooks by the beginning of class tomorrow.

Materials

ConceptsWhat are the guiding

beliefs? The important philosophies?

Romanticism

CharacteristicsWhat elements can be

used to identify a work or author as a Romantic?

What traits are characteristic of Romanticism?

DefinitionHow does the textbook define Romanticism?

DefinitionHow do the online sources

define Romanticism?

LiteratureWho are the writers? What are their works?

Time PeriodWhat does the historical and cultural landscape look like?

What was going on in America at the time? What impacted the development of Romanticism?

Rip Van Winkle: Importance of Setting

Author: Whitney George*Adapted from lesson submitted by Melanie Hundley @

http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=19314)

Grade Level: 11

Time Duration: 50 mins.

Overview:Using Jigsaw group work, students will explore the setting of Rip Van Winkle in depth, and will work on collaboration skills.

Objective:The objective of this lesson is to refresh student memory about setting as an element of fiction and help students identify the significance of setting in Rip Van Winkle, specifically.

Standards:11.7.111.2.211.2.4

Materials: 1. Student text of Rip Van Winkle2. Setting handout

Procedures/Activities:1. Ask students to give a brief description of setting. Allow students to explain as

much as possible, but if they get stuck, prompt them to recall that setting includes the physical (place), geographical (country, region, etc), and historical point in time where a story takes place. Explain that setting is an extremely important part of Rip Van Winkle, and hopefully they took notice of that as they individually read the story the night before. (5 mins.)

2. Count students off from 1 to 5. Allow them to form groups, and then let them know that each group is responsible for a section of the text, which was predetermined. Tell each group the beginning and ending page numbers of their section of the text. Pass out one copy of the setting worksheet to EACH student. Tell students to complete the table for their section of the text under the number heading that corresponds to their group number. Each group will identify 3 instances in their section for which each the physical, geographical, and historical setting are significant. Remind students that it is important that each group member fills out their own chart (15 mins.) Setting Worksheet

2. As the students work in their numbered groups go around and assign a letter, A-E, to each student. Tell the students to remember their letters. Once the number groups have completed their charts, ask the students to reassemble, this time grouping according to their letter. This new configuration will have one student representative of each number (1-5) in each letter group. Each student is now an “expert” on one section of the text, and in order of 1-5 will present their setting findings to the rest of the group. Other group members will record the presented information of their charts, resulting in each student having a completely filled chart. (15 mins.)

3. Bring the class back together and ask how the setting affects the plot of Rip Van Winkle. Also ask students to identify which setting characteristics they recorded are also characteristics of Romanticism (i.e. references to nature, references to the past). (5 mins.)

Conclusions: In the time remaining, tell the students that tomorrow’s lesson will be focused on shifting the setting from the one Washington Irving created to present day. Students will be creating a 3 minute newscast covering the story as if it were unfolding today. Assign cast and crew parts to students and tell them to be thinking of ideas for their part for the next day’s class. Encourage them to bring costume pieces and any props they think may “enhance” their performance.

Rip Van WinkleSetting

Place Geographical Historical1

2

3

4

5

Rip Van Winkle: Breaking News

Author: Whitney George (Lesson inspired by blurb @ http://www.etvconsortium.com/)

Grade Level: 11

Time Duration: 50 mins.

Overview:Students will be assigned various roles (both as cast and crew) and will work together to create a news segment covering Rip Van Winkle’s story as if it were set in the present. He has been reported missing by his family, and students will portray Dame Van Winkle,Nickolas Vedder, Rip Van Winkle’s neighbors, men from the “club”, news reporters, etc. as they cover the breaking news of his mysterious disappearance.

Objective:The objective of this lesson is to introduce drama and performance as an intelligence and allow students an opportunity to produce a creative product inspired by literature. Students will have to work together to succeed and consciously manage their class time.

Standards:11.4.311.4.611.5.711.5.8

Materials: 1. Video camera2. Cue cards3. Black marker4. Microphone5. Newscast props6. Character costume pieces

Procedures/Activities:

1. At the beginning of class, stress the idea of time management to students. Remind them that they will have to work together to complete their newscast, and each of their grades depends on each other, as an A grade cannot be earned by anyone if the segment isn’t taped by the end of the hour. Have students break into groups of cast members who will be acting in front of the camera, and crew members who will be working behind the scenes. Allow these groups time to collaborate and create a plan for their part of the newscast. (15 mins.)

2. Bring both groups back together and have them present their plan of action to the other group. Discuss and settle any concerns. Anyone who needs to change into costume can do so immediately following plan presentations. (10 mins.)

3. Students now have 35 minutes to tape their news segment. Suggest a few rehearsals before the camera starts rolling, but allow students to take the lead. Monitor students and prompt them to keep on task if necessary, and give frequent time updates. If they have not already, students must make an attempt at their final cut when 10 minutes are left in the class period. (35 mins.)

Conclusions:Have students put the room back in order and change out of costumes. Collect all A/V equipment used in taping. Tell students you will have a copy of the news segment ready for class viewing the next day.

“Snow-Bound: A Winter Idyll”Author: Josh Roadruck

*Adapted from Kelly Carpenter—McCutcheon High School

Grade Level:11

Time:50 minutes

Objectives:Students will discuss the components of “home.”Students will learn information on John Greenleaf Whittier.Students will read “Snow-Bound: A Winter Idyll” Students will find sensory descriptions in the poem. Students will present their findings to the rest of the class.

Standards: 11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.11.3.4 Analyze ways in which poetry or prose uses imagery, personification, figures of speech, and sounds to evoke readers’ emotions11.5.2 Write responses to literature that: demonstrate a comprehensive understanding of the significant ideas in works or passages. Analyze the use of imagery, language, universal themes, and unique aspects of the text. Support statements with evidence from the text. Demonstrate an understanding of the author’s style and an appreciation of the effects created.Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Materials:Textbook Pencil / pen (provided by student)25 copies of “Senses in ‘Snow-Bound: A Winter Idyll’”

Instructions:1. Discuss fond memories of the students’ homes, and what constitutes a “home” (5 minutes)2. Introduce John Greenleaf Whittier and give some background information (5 minutes)3. Define and give examples o the word “idyll” (2 minutes)

4. Have students read poem silently (8 minutes)5. Discuss the meaning and importance of the poem (5 minutes)5. Have students find partner and hand out “Senses” worksheet. Tell each group what sense (sight, hear, smell, touch, taste) they are to look for throughout the poem (2 minutes)6. Allow groups to complete worksheet (15 minutes)7. Have students present their findings to the whole class (5 minutes)8. Wrap-up discussion: Why is appealing to the senses important when writing?

Name____________________________________ Date_________ Period_______

Sensory Descriptions in “Snow-Bound: A Winter Idyll”

Now that you’ve read “Snow-Bound: A Winter Idyll” by John Greenleaf Whittier, find examples from the text that appeal to the sense that your group is given. Be sure to give the line numbers and exact quotations from the text.

My sense is __________________.

1. Line number: ____Example:

2. Line number: _____Example:

3. Line number: _____Example:

4. Line number: _____Example:

5. Line number: _____Example:

Thanatopsis Lesson PlanAuthor: Josh Roadruck

* Adapted from combination of lesson plans from Kelly Carpenter McCutcheon High School

& http://www.huffenglish.com/handouts/thanatopsis2.rtf

Grade Level: 11

Time: 50 minutes

Objectives: Students will discuss their own views of death. Students will analyze and interpret poem about death.Students will respond to poem with personal experiences in a journal. Students will more clearly understand the elements of Romanticism.

Standards:11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim11.3.4 Analyze ways in which poetry or prose uses imagery, personification, figures of speech, and sounds to evoke readers’ emotions.11.5.3 Write reflective compositions that: explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion.Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.Maintain a balance in describing individual events and relating those events to more general and abstract ideas.

Materials:Textbook

Pencil / pen (supplied by student)25 worksheets

Instructions:1. Introduce poet William Cullen Bryant (2 minutes)

Composed this poem when he was 162. Explain the meaning of the word thanatopsis (combination of two Greek words: thanatos—death, opsis—seeing; this poem is about how to view death) (2 minutes)3. Discuss as a class how students view death. (5 minutes) Is it something to be feared? Do you have any control over death?4. Read the story out loud to the class (5 minutes)While reading, have them pick out specific points that stand out to them that will later be used in a journal writing exercise5. Discuss the class’ reaction to the poem. (5 minutes)Do you agree with that outlook on death? Were there any words or metaphors that were confusing?6. Pass out and explain worksheet (3 minutes)7. Have students work individually on worksheet (20 minutes)8. Wrap up discussion: review questions on worksheet and discuss any questions the students had. The worksheet will be assigned as homework if not completed in class. (3 minutes)

Name__________________________________ Date___________ Period_________

Responding to ThanatopsisAfter read Thanatopsis by William Cullen Bryant, answer the following questions.

Define the following words; consider the context of the poem: shroud, pall, narrow house, and sepulcher. How do these words and their meanings impact the meaning of the poem?

Is this a poem about life or is this a poem about death? Explain your answer.

The tone of this poem shifts. What is the tone in the first part of the poem? When does the tone shift? What is the tone after the shift?

Thanatopsis is an ELEGY. What is an elegy? What are the conventions of an elegy? What elements of Thanatopsis meet those conventions?

This poem was written early in the nineteenth century. The type of landscape art during this time period favored sweeping panoramas, wild vistas, untamed landscapes, and views of the sky. Look at Thanatopsis as a visual description of a painting. What elements of the poem are like a painting? What images are created in the poem? What landscape is created? 6. What makes this poem a Romantic poem? Identify three specific examples

Now create a double entry journal. In the left column, record passages (at least 5) from the poem that particularly interests you. In the right column, jot down your own response to the passage. Do you agree with what the passage is saying? Does it spark a specific memory within you? Does it remind you of anything you’ve ever seen? Pay special attention to Nature’s “lesson” starting with line 17 and ending with line 72.

Passage from poem Personal response to passage

Introduction to PoeAuthor: Candace Cook

*Adapted from: http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=252&SSUID=200&SSTitle=American+Literature+

Grade Level:11

Objective:Students will be able to answer: Who is Poe? Who and what were his influences? How did Poe's early life impact his work?

Topic: Reading/Literature

Materials: Internet for Research, Handout

Standards:11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.11.3.5 Analyze or evaluate works of literary or cultural significance in history (American, English, or world) that: reflect a variety of genres in each of the respective historical periods.were written by important authors in the respective major historical periods.reveal contrasts in major themes, styles, and trends. reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time.11.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.

The purpose of this lesson is to provide students with background information on the life of Poe, before they begin studying his work. Students will use their knowledge of the internet to locate the answers to questions on a worksheet. You will need to print out the handout from the Web site for students to use.

Web Resources Step 1Title: Poe HandoutURL: http://members.aol.com/odysseybms/PoeTRACKSTAR.htmAnnotation: Provides link to Poe handout needed for the assignment.

Duration: 5 minutesExplain to the students that they will be using the Internet to research the life of Edgar Allan Poe. Distribute the handout and take the students to the computer lab. Break students into pairs if there are not enough computers available. Explain to the students that they will be completing an internet activity; once the activity is completed, they will be able to answer all of the questions on the handout. Tell the students to type in the URL attached below. (The URL may be written on the board or typed onto the worksheet).

***For more advanced students, allow them to do their own internet search without providing them with specific websites. You can also omit the worksheet and provide them with an outline format with which to use to give a synopsis of Poe’s life.***

Web Resources for Step 2Title: Poe information sitesURL: http://members.aol.com/odysseybms/poe.htm. Duration: 45 mintuesOnce the students have typed in the URL, they will see a TrackStar page. Have them choose the “Click here to go directly to the Internet links.” hyperlink at the top of the page. This will take them to the list of Poe links with which to complete the activity. All of the links to the information they need are on these pages. Allow the students time to complete the handout.Duration: 10 minutes:Collect the handouts. Discuss the answers to the questions.

HomeworkAssign students to read Edgar Allan Poe’s “The Raven” and to become familiar with the text for the following day.

Background Information:  Edgar Allan PoeAdapted from: http://members.aol.com/odysseybms/PoeTRACKSTAR.htm

1.  Name three reasons Poe considered himself a Virginian.

2.  Who is Elizabeth Arnold Poe?

4.  Where was Poe born?

5.  Who raised Edgar Poe after his mother's death?

6.  Which military school did Poe attend?

8.  Who did Poe marry, and what was her relationship to him?

 9.  Why did John Allan withdraw his financial support?

10. Name four different genres developed by Poe and give one example of his literature in each genre.

11. Find the meaning of the term "ratiocination."

12. In what year was "The Raven" penned?

13.  What was Poe's lifetime goal?

14.  What caused Poe's death?

15.  Name the specific site (building/city) chosen as the national memorial dedicated to Poe's memory.

The Raven Lesson PlanAuthor: Candace Cook

Grade Level:11

Objective: Students will become familiar with on of Poe’s famous works, “The Raven.” The students will view the poem in a variety of forms, and from this will gather a deeper understanding of the poet’s style and rhetoric.

Context: Student’s should be familiar with literary terms associated with poetry prior to the lesson such as: stanza, internal rhyme, etc.

Standards:Understand unfamiliar words that refer to characters or themes in literature or history.11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound”

of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.

11.3.4 Analyze ways in which poetry or prose uses imagery, personification, figures of speech, and sounds to evoke readers’ emotions.11.3.5 Analyze or evaluate works of literary or cultural significance in history (American, English, or world) that: 11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a call for action.11.7.1 Summarize a speaker’s purpose and point of view and ask questions to draw interpretations of the speaker’s content and attitude toward the subject.11.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertising; perpetuating of stereotypes; and using visual representations, special effects, and language). 11.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience.

Materials: Copies of “The Raven” by Poe for students, audio version of poem, Simpson’s cartoon version of the poem, and Raven worksheet available at: http://readwritethink.org/lesson_images/lesson411/RavenWorksheet.pdf

Instructions:1) Audio Recording (8 minutes)Recording available online at: http://town.hall.org/Archives/radio/IMS/HarperAudio/011594_harp_ITH.html

Have students take out copies of “The Raven” ( or pass out copies) to follow along as the audio recording is played. When recording is finished, lead students in a discussion of what they thought of the recording:

1. Did you like hearing the poem read aloud rather than reading it yourself? Why?What did the reader do to enhance the poem? Do you think it had this effect?

2. Visual Representation (12 minutes) Have students view excerpts from the Simpson’s Halloween Special of “The Raven.” Once again ask questions, to get some feedback on how students liked this media.

3. Student Worksheet and Online Resource: (40 minutes)

4. Break students into pairs. Pass out “The Raven” worksheet to have students complete. Have available computers (possibly three or so) which have the interactive site http://www.teachersfirst.com/share/raven/st14.html pulled up for students to access. Explain to them how the site works: When you hold your mouse over the highlighted words it gives you definitions or literary terms and explanations. Students can use their copies of the poem to answer the questions, and can take turns using the computers to help with the first few questions which cover vocabulary and devices. If students do not complete the worksheets, assign it for homework.

***(worksheet modified from the one found at http://readwritethink.org/lesson_images/lesson411/RavenWorksheet.pdf***)

Name:____________________________________

****For help go to: http://www.teachersfirst.com/share/raven/st14.html****

Choose 5 vocabulary words from this list to define: (2 points each)quaint lore chamber bleak implore token obeisance beguiling decorum countenance discourse relevancy placid dirges melancholy ominous censer nepenthe tempest undaunted balm

1).____________________________________________________________________________

____________________________________________

2).____________________________________________________________________________

____________________________________________

3).____________________________________________________________________________

____________________________________________

4).____________________________________________________________________________

____________________________________________

5).____________________________________________________________________________

_________________________________________

Define the underlined word in each sentence below: (1 point each)

“'Tis some visitor entreating entrance at my chamber door...” 6).______________________

“with mien of lord or lady, perched above my chamber door...” 7)._____________________

“oh quaff this kind nepenthe, and forget this lost Lenore!” 8)._________________________

“Leave no black plume as a token of that lie thy soul hath spoken!” 9)._________________

“From my books surcease of sorrow - sorrow for the lost Lenore...” 10)._________________

Poetic Elements Once upon a midnight dreary, while I pondered weak and weary, While I nodded, nearly napping, suddenly there came a tapping,

Find the two words that are an example of internal rhyme and record them: 11).________________________________ 12).________________________________

Find the three words that are an example of alliteration and record them: 13)._______________________ 14)._______________________ 15).______________________

What is the setting of “The Raven”? Include month and weather. 16).________________________________________________________________________________________________________________________________________________________________________________________________ Explain the conflict in “The Raven.” 17)._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In what ways does the author create “mood” in the opening stanza? 18).__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Is there any indication that the narrator may have dreamt the entire episode? 19).__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What is he hoping the Raven can tell him? 20)._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________

Copy and identify one form of figurative language used in the poem: 21).__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Throughout the poem, many words are repeated (ex: chamber, sorrow, Nevermore, Lenore). Why does Poe do this? What type of effect does it have on the reader? 22).__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 23). Put the events in “The Raven” in order by writing the numbers 1-6 on the lines provided. (1/2 pt. per blank)

____The raven comes in and perches above the narrator’s door. ____The narrator yells at the raven to leave. ____The narrator whispers “Lenore” into the hallway. ____The narrator questions whether the bird is natural or supernatural. ____The narrator reads by the fire. ____The narrator hears something at the window and opens it.

Textual Analysis

Open here I flung the shutter, when, with many a flirt and flutter, In there stepped a stately raven of the saintly days of yore. Not the least obeisance made he; not an instant stopped or stayed he; But, with mien of lord or lady, perched above my chamber door - Perched upon a bust of Pallas just above my chamber door - Perched, and sat, and nothing more. Explain what happens in the stanza above: (4 points) _________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________________________ What word does the raven always use to answer the narrator’s questions? (1 point) ______________ Questions I have now that we’ve finished “The Raven.” (Extra Credit: 1 point per question up to 5 points)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Descriptive WritingAuthor: Josh Roadruck

*Adapted from: http://members.aol.com/odysseybms/PoeTRACKSTAR.htm

Grade Level: 11

Time: 50 minutes

Objectives:Students will become more familiar with the style of Poe.Students will compare and contrast the different types of Romanticism.Students will write descriptively using “The Fall of the House of Usher” as an example

Standards: Analyze characteristics of subgenres, types of writings such as satire, parody,

allegory, and pastoral that is used in poetry, prose, plays, novels, short stories, essays, and other basic genres.11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.

Analyze ways in which poetry or prose uses imagery, personification, figures of speech, and sounds to evoke readers’ emotions.

Use language in creative and vivid ways to establish a specific tone.

Materials:Copy of “The Fall of the House of Usher” by Edgar Allan PoePaper and pencil / pen (provided by students)13 pictures / scenes13 blank pieces of paper

Introduction:(Students have already read “The Fall of the House of Usher” prior to lesson)

Instructions:1) Ask the students some beginning questions: What do you already know about Poe? How is dark Romanticism different than regular Romanticism? Poe established detective fiction and horror fiction—major genres in the entertainment industry today (CSI, Saw I,II,III, etc.)2) Have students read opening paragraph out loud, then discuss how Poe’s style creates tone, mood, and visual picture3) Explain group activity, split into groups (of 2), pass out pictures4) Students write in as much detail as possible to describe picture they are given.

5) Groups pass their description to another group, and then try to draw the picture they are given6) Discuss how descriptions could have been better and the importance of descriptive writing in any genre

Background Information:  Edgar Allan Poe1.  Name three reasons Poe considered himself a Virginian.2.  Who is Elizabeth Arnold Poe?4.  Where was Poe born?5.  Who raised Edgar Poe after his mother's death?6.  Which military school did Poe attend?8.  Who did Poe marry, and what was her relationship to him?  9.  Why did John Allan withdraw his financial support?10. Name four different genres developed by Poe and give one example of his literature in each genre. 11. Find the meaning of the term "ratiocination." 12. In what year was "The Raven" penned?13.  What was Poe's lifetime goal?14.  What caused Poe's death?15.  Name the specific site (building/city) chosen as the national memorial dedicated to Poe's memory.

Interpreting “The Fall of the House of Usher”

Author: Josh Roadruck*Adapted from Kelly Carpenter—McCutcheon High School

Grade Level:11

Time:50 minutes

Objectives:Students will respond to the story “The Fall of the House of Usher.”Students will complete study guide showing their understanding of the story. Students will choose one interpretation (given in a handout) and analyze story.Students will back up their interpretation with passages from the texts.

Standards:11.3.8 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. 11.5.2 Write responses to literature that:demonstrate a comprehensive understanding of the significant ideas in works or passages. Analyze the use of imagery, language, universal themes, and unique aspects of the text. support statements with evidence from the text. Demonstrate an understanding of the author’s style and an appreciation of the effects created. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Materials:Textbook that includes “The Fall of the House of Usher” by Edgar Allan PoePencil / pen (provided by student)25 copies of study guide25 “Interpreting ‘The Fall of the House of Usher” worksheets

Instructions:(Students have already read story prior to class)1. Discuss the class’ likes and dislikes of the story and their reasoning. (3 minutes)2. Pass out study guide and allow students to work in partners to complete it. (30 minutes)3. Have students return to their regular seats and address any questions that arose while completing the study guide. Students will then turn in their study guides. (5 minutes)4. Pass out “Interpreting ‘The Fall of the House of Usher” worksheet. (1 minute)5. Discuss the contents of the worksheet (the five most popular interpretations of the story) and address any questions the students have. (8 minutes)

5. Allow students to work individually on the worksheet for the remainder of class. This is a homework assignment that is due tomorrow.

Name___________________________________ Date___________ Period_________

“The Fall of the House of Usher” Study Guide1. What is the setting of this story?

2. Using the textual clues from the first few pages of the story, draw a picture of the house. It does not have to be fancy, but make sure you include the specific features given.

3. What is meant by “the entire family lay in direct line of descent, and had always, with very trifling and very temporary variation, so lain”?

4. Look at the picture of Poe in the preface to the story and the narrator’s description of Roderick. Do you see any similarities or differences? Be specific.

5. What is the nature of Roderick’s illness? Of Madeline’s? Describe in detail.

6. Why had Poe made Roderick and Madeline twins and not just brother and sister? What does Madeline seem to represent? What does Roderick seem to represent?

7. Summarize the plot of the narrative poem “The Haunted Palace.”

8. What does Roderick believe is causing his illness?

9. Where does Roderick bury his sister? Why is this location chosen?

10. What could Madeline’s Vault symbolize? How does the place and nature of Madeline’s burial contribute to the meaning of the story?

11. How does Roderick react to Madeline’s death and burial?

12. “The Mad Trist” is a fictitious tale. What is a “trist”? (Hint: It could be spelled differently.) What does “mad” mean besides angry? What happens in “The Mad Trist” that parallels what is happening in the story?

13. What exactly happens to Madeline after her death?

14. Why doesn’t Roderick rescue her after he realizes she is still alive?

15. How does Roderick die?

16. What does the structural problem with the house have to do with the ending of the story? How does it relate to the illness Roderick suffers? Use textual evidence to support your answer.

17. How does the house break apart? Why does the house break apart?

18. Who is the narrator of the story? Why is that significant?

Name______________________________________ Date_________ Period______

Interpreting Poe’s “The Fall of the House of Usher”

Students and scholars from all over the world have attempted to analyze this famous short story. Dozens of different interpretations exist, but the most common five are listed below. Select the interpretation that you believe offers the best explanation of the story. Then find textual evidence from the story to support your interpretation. Be sure to include the page numbers where you found your evidence. Then explain how your evidence supports the interpretation you have chosen.

The five most common interpretations of “The Fall of the House of Usher”:

1. Isolation: The mind and body of the Ushers have been destroyed due to their isolation from the rest of the world.

2. Conscious vs. Unconscious Mind: Roderick represents the conscious half of the mind; Madeline represents the unconscious half. Roderick (the conscious mind) tries to bury or deny the needs and desires of Madeline (the unconscious mind), but cannot. Ultimately the unconscious desires destroy the conscious.

3. Mind vs. Body: Roderick represents the mind; Madeline represents the body. Roderick tries to bury the body and the desires of the body, but cannot do this without also destroying himself—the mind.

4. Incest: Roderick and Madeline were guilty of incest. He buried her to try to escape his guilt, but his guilt destroys them both.

5. Autobiographical: Poe’s mind vs. Poe’s body; Poe’s conscious vs. Poe’s unconscious. Poe tries to deny his body (Madeline) and its needs, but cannot. Or Poe tries to deny the needs of his unconscious mind (Madeline), but cannot.

Your choice: _______________________________________________________________

Your support from the text:

Your explanation:

Legend of Sleepy Hollow and Figurative Language

Author: Diana Sarlitto*Adapted from:

http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=18959

Some questions to consider:What figurative language does Irving use in his story? What are examples of his use of figurative language? What is figurative language?

Objectives: The students will be able to identify literary devices throughout the text.The students will mimic the author’s style showing their understanding of the literary

devices.

Standards: 12.3.3Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.12.3.4Analyze ways in which poets use imagery, personification, figures of speech, and

sounds to evoke readers’ emotions.

Materials and Equipment: Text of story, chart, Internet for research

Procedures/Activities:1) This activity should be done after students have read the story "The Legend of Sleepy Hollow." 2)  5-10 minutes: Ask the students to define figurative language. If they are unable to come up with a definition, have them look it up in a glossary of literary terms. Discuss the definition and examples. Divide the students into groups of two or three and explain that they will be looking for examples of figurative language in the story. Distribute the chart and take students to the computer lab.3) 30 minutes: When the students are in the computer lab, take them to the Web site listed in the Web Resources portion of this step. This site is an interactive essay on the figurative language in the story. Have them read the essay and follow the links. After they have read the essay, have them find examples of figurative language in the story. They will need to record this information in the chart. URL: http://www.e-tutor.com/demo/lessons/1/#study 4) 15-20 minutes: Discuss the terms and examples from the text. How does figurative language

add to the story? What details about the characters do you learn as a result of the figurative language? What evidence shows that this piece is part of the romanticism genre?

AssessmentTo evaluate class participation, consider the following: active participation in discussion, active participation in group work, and notes from discussion.

ExtensionHave the students write their own short legend using figurative language.Literary Term Definition Examples

metaphor

simile

hyperbole

personification

onomatopoeia

Sleepy Hollow the MovieAuthor: Diana Sarlitto

Grade Level: 11 Objectives: The students will watch the movie and discover the differences between the text and the movie.The students will critically analyze the scene’s setup and how it differs from a text’s setup of a scene.The students will be able to visually represent Sleepy Hollow from their point of view from the movie.

Standards: 12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text.12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.12.3.9 Evaluate the philosophical arguments presented in literary works and the use of dialogue to reveal character to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters.

Materials: Movie (any version, preferably the newer one by Tim Burton since it is more pop culture); Blank storyboard worksheet

Procedure:1)   5-10 minutes: Write the word legend on the overhead or board and ask the students to provide a definition of the term. The definition should include some of the following: a fictional story that is part of a particular culture, handed down from generation to generation. The story will include information about the culture, the region in which the culture developed, and information about the past. Explain to the students that they will be looking at the story/movie as an example of a legend that someone recorded.2) 5 minutes: The teacher will introduce film as a literary text and how film can comment on society as well as text; focus on differences between text and film which include how they each get their image across.3) 5-10 minutes: The teacher will briefly go over vocabulary that will be used to describe the scenes that the students will be drawing on the storyboard, such as wide angle, close-up, fading in and dissolving. 4) Watch the movie: duration: the rest of this introduction lesson and the following day.

Assessment:Participation in the discussions, and completion of storyboard with detailed observations.

Extension:The students should have the storyboard completed and after the test, within an appropriate time frame, will turn in a 1-2 page analysis on how different the text and film were and how the film portrayed the similar scenes from the text in a different way.

Sleepy Hollow Notes

Romanticism Unit ReviewAuthors: Diana Sarlitto, Whitney George,

Candace Cook, & Josh Roadruck

Jeopardy-themed unit review game in PowerPoint format:

Romanticism Jeopardy Review

American Literature 11 Romanticism Unit TestName:________________________

Multiple Choice:

1. Who is the author of Rip Van Winkle?

A: Washington IrvingB: Edgar Allan PoeC: Nathanial HawthorneD: None of these

2. What element of fiction defines the physical, geographical, and historial time period of a story?

A: PlotB: SettingC: Rising ActionD: Background

3. What years are categorized as Age of Romanticism?

A: 1790-1815B: 1820-1845C: 1865-1900D: 1830-1865

4. Romanticism is most closely related to:

A: Country life and CreativityB: Country Life and LogicC: City Life and CreativityD: None of these

Fill In the Blank and Short answer:

5. The unnamed narrator of Rip Van Winkle tells us the story was "found among the papers of the late _____________________________________.

6. What is the town called in Sleepy Hollow? ____________________________________.

7. What is Ichabod Crane's role in sleepy hollow? ___________________________________________________________________________________________________________________________________.

8. What do the townspeople believe happened to the headless horseman to make him

headless? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

9. Why is Sleepy Hollow considered to be under the romanticism category? Give one reason and explain.

10. What is figurative language and give an example:

Why did the narrator go to the house of Usher?

11. How did Roderick Usher die? ______________________________________________.

12. What is the name of the poem that Roderick reads to the narrator? __________________________________________________________________________________________________________________________________.

Short Essay: Choose Two of the following and answer completely.

1). Name and describe three of the five most common interpretations of the story “The House of Usher.”

2). Choose one of the works we have read in this unit and give evidence that it is Romantic.

Discuss why you think “The Raven” is so popular. What does Poe do in the poem to interest the reader? Is it effective and why? Be sure to use some of the literary terms that we discussed such as internal rhyme.

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BibliographyBlurb @ http://www.etvconsortium.com/

Kelly Carpenter—McCutcheon High School; http://www.huffenglish.com/handouts/thanatopsis2.rtf

MelanieHundley http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=19309);http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=19314

http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=252&SSUID=200&SSTitle=American+Literature+

http://members.aol.com/odysseybms/PoeTRACKSTAR.htm

http://members.aol.com/odysseybms/PoeTRACKSTAR.htm

http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=18959