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Romanticism Era

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.

Timeline of Implementation:

Day 1 romanticsintroppt (2)

Romanticism Introduction power point

The Tyger and Lamb Blake

William Blake’s poems “The Tyger” and “The Lamb”


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

Cristabel Ending Rubric

Coleridge – Cristabel


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

Essential Question(s): (Big ideas written as questions… should be written as open ended to allow for in depth exploration)

  1. How do poets use structure to affect meaning?
  2. How do poets use tone to affect theme?
  3. How do poets use symbolism and figurative language to enhance meaning?


Activating Prior Knowledge: (What do students need to know for success and for understanding?)

Review of poetical terms and the Romantic era



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. 


Literary Text Considerations: 

“Preface to Lyrical Ballads,” Wordsworth and Coleridge poems, Second Gen poems

Informational Text Considerations:


Language/Grammar Focus:

Symbolism and Figurative Language

Language/Academic Vocabulary:

SAT words

Speaking & Listening:

Analyze presentation of satirical arguments


Literary Analysis of poetry

Evidence of Success/Closure/Assessment:

Romanticism Common Assessment



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