HONORSSENIOR BRITISH

LITERATURE AND LANGUAGE

ARTSGood morning

ENTRY TASK

You will need your workbook, Literature book and timeframe chart for today’s class.

Swift and Pope revision essays on the corner of your desk – please do not staple.

Entry Task: Last class you read four poems by William Blake; what was your favorite of the four? Why did you choose that poem; what appealed to you?

LEARNING GOALS (UNIT)Students will recognize social and economic changes and their effects:

Industrial Revolution

American/French Revolutions

Students will recognize that the term “Romantic” signifies:

Fascination with youth, imagination, innocence

Questioning of authority and tradition for idealistic purposes

Adaptation to change

Belief in the transformative power of nature

Emotional and personal experiences of ordinary people

LEARNING TARGETS FOR 3/6

Students will analyze and draw inferences from a non-fiction text and relate to the satirists of the Restoration era.

Students will read for comprehension and create Cornell notes for study purposes

RESTORATION AND 18TH CENTURYSATIRE – UNIT REVIEW

Unit Test –

Many of you did not do well on the Restoration Unit test. I will give you an opportunity to take a similar test. This test will not replace the score of the original test but will give you an opportunity to show your understanding of the material. I will have the test available starting March 4th and you will need to take it by March 11th. If you received a score of 21 or better you will not have this option.

ROMANTICISM - 751-767

Historical Background – OutlineThe Flowering of Romanticism 1798-1832I. Historical Context A. A Time of Revolution (755-756) B. War with France (756)II. Cultural Influences A. The Down Side of Industry (757-758)III. Romantic Literature A. Revolt Against Neoclassicism (759-760) B. Romanticism Evolves (761-762) C. The Late Romantics (762-763)

ROMANTIC 1798 - 1832Power point notes

..\..\Senior 2nd semester\Romantics\Romantics Background Notes 2.ppt

ROMANTIC – WILLIAM BLAKERead author background on page 768

List 3 significant events (time period chart)

We are analyzing 4 poems from William Blake which can be found in the green workbook starting on page 218.Songs of Innocence

The Lamb (218)

The Chimney Sweeper (220)Songs of Experience

The Tyger (224)The Chimney Sweeper (226)

Read the poems and focus on word choice/fig lang/structure – make notes (Independent work)

TPSSFASTTTitle – Prediction on the title/clue of the content?

Paraphrase – Summarize in your words

Speaker – who is the speaker? Speaker and poet same?

Structure - What is the form? Does it affect the meaning?

Figurative Language – poetic language (simile,metaphor,etc)

Attitude/Tone – speakers attitude toward the subject of poem

Shifts – Make note of a change in speaker, attitude, rhythm …

Title – Examine the title again

Theme – What is the poems subject + what the poet is saying about the subject = Theme

Theme is always in a complete sentence; never one word.

FOR NEXT CLASS

H/W You will need a folder for the next unit on the novel 1984. I.D. cards for check out

EXIT TASK:Reflect on the learning targets for today. Do you feel you met the targets? Students will be exposed to other cultures and time

periods, quality literature and effective/varied writing styles

Students will begin to understand key facts that influenced and developed literature

Students will write effectively in expository mode to examine/analysis a complex idea

1. What is one thing that you completed or learned today that you found interesting? 2. What is one thing that you feel you can improve in future classes?