Lesson Plan Title: Romanticism
| Subject/Grade: H. English IV | |
| Developed by: Kimberly Livaudais | |
| JCS Unit Plan Name: Romanticism | |
| Pacing: 3 weeks | |
| CCSS Standard(s):
CCSS.ELA-Literacy RL. 12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.RL12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.L. 12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
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Timeline of Implementation: |
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| Day 1 | romanticsintroppt (2)
Romanticism Introduction power point William Blake’s poems “The Tyger” and “The Lamb”
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| Day 2 | Lyrical Ballads Preface
Lyrical Ballads Preface – annotate and discuss changes in philosophy |
| Day 3 | We Are Seven TPCASTT
Wordsworth – We Are Seven – TPCASTT; paired discussion |
| Day 4-5 | Tintern Abbey – Wordsworth
Lines Composed a Few Miles Above Tintern Abbey – Worksheet Wordsworth – Tintern Abbey – look at Symbolism, poetry structure, tone |
| Day 6-7 | Cristabel reading and assignment
Coleridge – Cristabel |
| Day 8-9 | RIME-OF-THE-ANCIENT-MARINER text
Rime of the Ancient Mariner questions Coleridge – Rime of the Ancient Mariner |
| Day 10-11 | Byron and Shelley
Second Gen Romantics Romanticism Common Assessment |
| Materials and Resources (include digital resources):
English IV textbook, access to the Internet and powerpoint, Gulliver’s Travels |
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Essential Question(s): (Big ideas written as questions… should be written as open ended to allow for in depth exploration)
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| Activating Prior Knowledge: (What do students need to know for success and for understanding?)
Review of poetical terms and the Romantic era
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| Teacher Input (TIP): (What are the main concepts that will be explicitly taught by the teacher? Include details in the timeline)
Day One – Teacher will give background on poetical terms and the Romantic era Day Two– The teacher will give copies of the Preface to Lyrical Ballads and facilitate annotation and assist with analysis Day Three – The teacher will give students copies of “We are Seven” and a TPCASTT. The teacher will then put students in pairs and facilitate discussion Day Four – The teacher will read Tintern Abbey and request that students annotate for structure, symbolism, and figurative language Day Five – The teacher will assign students to read Cristabel and lead analysis discussion of theme Day Six-Seven – The teacher will read “Rime of the Ancient Mariner” and put students into groups to discuss use of symbolism and figurative language as it is used to enhance theme Day Eight-Nine – The teacher will put students into groups of four and have students read and answer analysis questions on the second generation Romantic poets.
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| Literary Text Considerations:
“Preface to Lyrical Ballads,” Wordsworth and Coleridge poems, Second Gen poems |
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| Informational Text Considerations:
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| Language/Grammar Focus:
Symbolism and Figurative Language |
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| Language/Academic Vocabulary:
SAT words |
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| Speaking & Listening:
Analyze presentation of satirical arguments |
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| Writing:
Literary Analysis of poetry |
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| Evidence of Success/Closure/Assessment:
Romanticism Common Assessment
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