Examples of Romanticism in E.A. Poe’s The Black Cat and Realism in J. London’s To Build a

Fire.

11—12 Grade, English

Prepared by:

Yuliya Grebneva

for

William Simpson

EDFOUND 291 Principles of Teaching

Spring 2014, BU

1

Introduction

As we know, Edgar Allan Poe and Jack London were influential writers, who were

famous around the world. It is important for students to be able to distinguish Romanticism from

Realism. Knowing the difference between the styles, students will be able to write according to

their needs, the needs of their audience and understand literature better.

Students should be interested in their education. Being able to differentiate Realism and

Romanticism is something that an educated person should be able to do. Since those are

concepts, they work the brains and the souls. To every period in literature there is a historical

cause. Knowing literature is as much important as knowing history. We never know when the

information we learned will be used, that is why education is so intriguing. Knowing why the

writer used certain style, knowing how this style works, will help students to know the writer

better and read the work closer.

Novice teachers should be able to write a unit plan. It will help to set a track for certain

period of time, stay focused on the things that need to be taught. Having a unit plan, teacher will

not be getting flustered and worried that something will be missed. Unit plans are like a teacher’s

dairy. Things can be altered on order for the teacher to get better.

2

General Objectives

1) Upon completion of this unit, students will be able to distinguish Romanticism from

Realism

2) Students will work in groups discussing The Black Cat by E.A. Poe and To Build a Fire

by J. London.

3) Students will choose one of the two discussed styles and write a short autobiography in

this style.

Preassessment

Every student will receive a KWL chart. Questions to consider:

Have you read anything by E.A. Poe and his writing style? If you do, list the works you

remember. If you didn’t get to read his works yet but you know about them, list them.

What do you know about Romanticism, its characteristics?

Can you name any works of literature or cinematography that were made in

Romantic/Realistic style?

What do you know about Realism?

Are you familiar with Jack London and his works?

Would you be interested in writing a memoir using one of those styles?

Body

Motivational Device

A silly YouTube video that gives a nice insight on both Romanticism and Realism.

http://www.youtube.com/watch?v=t0vqu7PILxc

Topical Outline

Lesson 1: E.A. Poe and Romanticism.

Standards

o CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in

texts.

3

o CC.1.3.11-12.A: Determine and analyze the relationship between two or more

themes or central ideas of a text, including the development and interaction of the

themes; provide an objective summary of the text.

o L.N.2.3: Use appropriate strategies to compare, analyze, and evaluate literary

elements

o CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative

discussions on grades level topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.

Assessment Anchors: none

Lesson Methodology: direct instruction, cooperative learning and discussion

Supporting points

o Romanticism in The Black Cat

o Poe’s language that increases suspense

Lesson 2: Jack London and Realism

Standards

o CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in

texts.

o CC.1.3.11-12.A: Determine and analyze the relationship between two or more

themes or central ideas of a text, including the development and interaction of the

themes; provide an objective summary of the text.

o L.N.2.3: Use appropriate strategies to compare, analyze, and evaluate literary

elements

o CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative

discussions on grades level topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.

Assessment Anchors : none

Lesson Methodology: co-discovery learning and discussion

Supporting Points:

o Realism in To Build a Fire

o J. London’s use of language

4

Lesson 3: Romanticism or Realism? Drafting the Memoir Standards

o CC.1.3.11-12.J: Acquire and use accurately general academic and domain-

specific words and phrases, sufficient for reading, writing, speaking, and listening

at the college and career readiness level; demonstrate independence in gathering

vocabulary knowledge when considering a word or phrase important to

comprehension or expression.

o 1.7.12.A: Analyze the role and place of standard American English in speech,

writing, and literature. Evaluate as a reader how an author’s choice of words

advances the theme or purpose of a work. Choose words appropriately, when

writing, to advance the theme or purpose of a work.

o 1.5.12.D: Write with an understanding of style using a variety of sentence

structures and descriptive word choices. Create tone and voice through the use of

precise language.

Assessment anchors: none

Lesson Methodology: cooperative learning, individual work in class

Supporting Points:

o Choosing the style will determine how language will be used

o Comparison of Romanticism and Realism prior to drafting a memoir

5

Unit Test

Multiple Choice (may have more than one answer correct)

The Black Cat

1) In “The Black Cat,” what is the name of the narrator’s first cat?

a) Saturn

b) Pluto

c) Mercury

d) Peabody

2) In “The Black Cat,” what shape does the second cat’s white fur form?

a) A judge’s gravel

b) The gallows

c) The scales of justice

d) An electric chair

3) What’s the narrator’s “immediate purpose” in The Black Cat?

a) Win sympathy

b) Make money

c) Confess

d) Lay out a series of events

4) What thing(s) did the narrator ill-use?

a) His wife

b) His pets

c) His house

d) His friends

5) What did the narrator burry in his wife’s brain?

a) Knife

b) Axe

c) Bat

d) Sword

6) What was Poe’s greatest fear?

a) to die

b) to be buried alive

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c) to be poisoned

d) to suffer

7) The narrator’s wife’s disposition was

a) Like his mother’s

b) Like his own

c) Totally different

d) Crazy lady-like

8) Hanging and axing are examples of which theme?

a) Violence

b) Madness

c) Black humor

d) Confinement

9) The narrator tells his story from

a) A sane asylum

b) A prison cell

c) His house

d) It’s the Cat telling the story o.O

10) Temperance in the text means

a) Repentance

b) Sobriety

c) Story-telling

d) Temper

To Build a Fire

11) In his panicked run for the camp the man compares himself to a “winged Mercury” because

a) He feels like a Superman

b) He feels as if a God was carrying him

c) His feet are nub and he can’t feel them hit the ground

d) His body starts to feel hot

12) What does the narrator mean by saying that "one hundred and seven degrees of frost

obtained?" (6)

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a) The frost is really heating up

b) It's time to call it quits and face death

c) It is seventy-five degrees below zero, one hundred and seven degrees below

freezing, and it's cold enough for spit to crackle in the air

d) It's time to eat some bacon

13) What is the only name that comes up in the story?

a) Dan

b) Guy

c) Bud

d) None of the above

14)  What event happens just before the following line: "The man was shocked. It was as though

he had just heard his own sentence of death"?

a) He uses the last of his matches.

b) The wolf dog attacks him.

c) He reaches into his jacket and finds that his food is gone.

d) Falling snow smothers his fire.

15) What causes the man's frozen beard to have "the color and solidity of amber"?

a) Tobacco

b) Whiskey

c) Licorice

d) Dirt

16) The man's idea of killing his dog and warming his hands inside it are inspired by a similar

story about a man who killed a(n):

a) Deer

b) Steer

c) Elk

d) Wolf

17) What does the man carry in his pocket to help him kindle a fire?

a) Twigs

b) Birch bark

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c) Matches

d) He has a lighter!

18) How does the main character "lack imagination," according to the narrator?

a) It didn’t occur to him to become friends with a husky

b) He doesn’t think beyond the surfaces of things

c) He didn’t think that he might die there alone

d) He can’t see that the husky doesn’t trust him

19) What does the narrator’s tone suggest us about nature?

a) It doesn’t care a bit about a poor guy

b) Nature is indifferent and hostile to us

c) The man definitely won’t survive

d) The husky has a chance

20) Why does the man take off the mittens for the first time?

a) To get rid of ice between husky’s toes

b) To fetch some bacon and biscuits

c) To get his birch bark out

d) To get tobacco

Romanticism and Realism

21) Literary language is a feature of Realism

a) True

b) False

22) The author is interested in contemporary life is an example of Realism

a) True

b) False

23) 1820-1865 is a time frame for Romanticism

a) True

b) False

24) Dialect is a feature of Romanticism

a) True

b) False

9

Short answer. Answer each question in 5 sentences or less. Be precise

25) Could having the husky’s instinct have saved the man, or was he doomed from the moment

he set out in such cold weather?

He shouldn’t have come out without a partner to begin with, especially not having a

normal relationship with a husky as his pet. These two follies doomed him. On the other

hand, if he paid attention to his husky and stayed by the fire and cuddled up with it, he’d

warm up and possibly survive.

26) How would the story be different if the man was just some arctic newbie who had no clue

what he was doing at all?

Then we wouldn’t have gotten a bigger lesson that nature is indifferent to human suffering.

In such weather conditions no matter how experienced one is, without human help and

trusting in his dog, survival seems to be impossible. Another lesson is that everyone makes

mistakes and some of them are impossible to fix.

27) Does it mean anything that the dog howls at the man's dying, or is it just an instinctual

response to the smell of death?

Maybe the dog pays respects for what the man has done for it: fed it, removed ice from

between its tows. It also shows that dogs have very strong instincts and they may be even

more sensitive than people. And of course it is an instinctual response to the smell of death.

10

Bibliography

American Realism, Naturalism and Regionalism 1865-1914 . (n.d.). North Bergen School

District. Retrieved April 8, 2014, from http://www.northbergen.k12.nj.us/cms/lib05

Baym, N. (2008). The Norton anthology of American literature (Shorter 7th ed.). New York:

W.W. Norton.

Cruickshank, D.R., Jenkins, D.B., & Metcalf, K. K. (2012). The act of teaching (6th ed.). Boston,

MA: McGraw-Hill

Edgar Allan Poe. (2014, July 4).Wikipedia. Retrieved April 8, 2014, from

http://en.wikipedia.org/wiki/Edgar_Allan_P

Jack London. (2014, October 4).Wikipedia. Retrieved April 10, 2014, from

http://en.wikipedia.org/wiki/Jack_London

Lesson Plans See All Lesson Plans. (n.d.).readwritethink.org. Retrieved April 10, 2014, from

http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-

romanticism-through-poetry-1142.

Literary realism. (2014, September 4).Wikipedia. Retrieved April 10, 2014, from

http://en.wikipedia.org/wiki/Literary_realis

Mager, R. F. (1997). Preparing instructional objectives: a critical tool in the development of

effective instruction(3rd ed.). Atlanta, GA: Center for Effective Performance.

Poe, E. A., & Brower, C. (2007). Great tales and poems of Edgar Allan Poe. New York: Pocket

Books.

Realism vs Romanticism Comparison Table. (n.d.). Realism vs Romanticism Comparison Table.

Retrieved April 10, 2014, from http://webs.anokaramsey.edu/stankey/eng

Romanticism. (2014, August 4).Wikipedia. Retrieved April 8, 2014, from

http://en.wikipedia.org/wiki/Romanticism

11

SAS - Pennsylvania Department of Education Standards Aligned System. (n.d.). SAS -

Pennsylvania Department of Education Standards Aligned System. Retrieved April 10,

2014, from http://www.pdesas.org/

Shmoop Editorial Team. (2008, November 11). The Black Cat. Retrieved April 10, 2014 from

http://www.shmoop.com/black-cat-poe/

Shmoop Editorial Team. (2008, November 11). To Build a Fire. Retrieved April 10, 2014 from

http://www.shmoop.com/to-build-a-fire/

12

Yuliya Grebneva

2/28/2014

I. LESSON FOUNDATION

Lesson title: Edgar Allan Poe and Romanticism

Unit Title: Examples of Romanticism in E.A. Poe’s The Black Cat and Realism in J. London’s

To Build a Fire.

Grade Levels: 11--12

Subject Area: English

Lesson Number w/in Unit: 1

Time Allotted: 45 minutes

Standards and Anchors:

o CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

o CC.1.3.11-12.A: Determine and analyze the relationship between two or more themes or

central ideas of a text, including the development and interaction of the themes; provide

an objective summary of the text.

o L.N.2.3: Use appropriate strategies to compare, analyze, and evaluate literary elements

o CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions

on grades level topics, texts, and issues, building on others’ ideas and expressing their

own clearly and persuasively.

Essential Questions

1) What is Romanticism and what are its distinguished characteristics?

2) What is the time frame for Romanticism?

3) How is The Black Cat considered romantic short story?

4) What are the central ideas of the text?

5) How does Poe’s use of language increase suspense in the story?

13

Instructional Objectives:

After instruction on Romanticism and reading The Black Cat independently and parts of it in

class, students will

Demonstrate the knowledge of distinguishing characteristics of Romanticism by finding

them in the text and filling in a graphic organizer

Discuss how Poe’s choice of words and his writing technique influence the mood of

suspense in the text

Explore the central ideas of the text by pointing them out during the class discussion

Write a paragraph in Romantic style on free topic

Formative Assessment

The class will be divided into five groups and each group will be responsible for one of

the questions. Groups will share their thoughts in class.

1) How does Poe’s use of language increase suspense in the story? Point out specific

examples.

2) How many cats are really in the story? Why do you think so?

3) Do you think the narrator is sane like he says? What makes you think so?

4) What are the themes explored in the text?

5) What do you think cats symbolize? Why?

Summative Assessment

Every student will write a paragraph in Romantic style on free topic

II. LESSON BODY

Introduction. Edgar Allan Poe was a big influence on American and World literature. His

distinguished style of writing makes him easily identifiable. The Black Cat is one of Poe’s most

famous short horror stories and certainly it is an example of Romanticism. The students will

explore Poe’s dark, creepy, gothic style with shreds of irony and melancholy.

14

Teaching procedures

Methods

o Direct instruction about Romanticism: its history, time frame and distinguishing

features. (Wikipedia)

o Brainstorm “What do we know about good old Poe.”

o Materials from Wikipedia will be used to learn more about Poe’s biography

o Cooperative learning. Students will be working in groups of five for 3-5 minutes to

answer the questions that will be discussed in class afterwards.

o Class discussion of The Black Cat.

Guided Practice

o Students will be given a handout with characteristics of Romanticism

o Students will do a shout-out of Romantic features they find in the story that will be

written on the board

Independent Practice

o Students will independently fill out an “Is it Romantic?” graphic organizer using the

information from the board.

o Students will write a paragraph in Romantic style on free topic as a homework

assignment.

CLOSURE

As we saw, Poe is a representative of dark Romanticism. In The Black Cat he explores such

topics as guilt, remorse, alcoholism, madness. His stories were influenced by his own fears, such

as a fear of being buried alive. Poe wrote his stories from a psychological angle where madness

of the characters made narration intense.

III. LESSON ESSENTIALS

DIFFERENTIATED LEARNING ACTIVITIES

Short group work in order for all students to exchange opinions with their group

members and to move around a little bit which will be helpful and refreshing for

kinesthetic learners especially

15

Individual work will help students who are shy to get things done and let

everyone to settle the ideas.

Graphic organizers will assist everyone, especially students who are visual

learners

Direct instruction and cooperative learning will help auditory learners

INSTRUCTIONAL MATERIALS, RESOURCES AND TECHNOLOGY

Wikipedia

Computer and interactive white board or projector

Graphic organizer and handout on Romanticism from Read.Write.Think.org

http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-

romanticism-through-poetry-1142 .

KWL chart

E.A. Poe’s The Black Cat

Information about The Black Cat from Shmoop.com

http://www.shmoop.com/black-cat-poe/

IV. ANALYSIS OF TEACHING

1) Planning and preparation. Lesson plan is logical. Transitions seem to be

smooth.

2) Classroom environment. Friendly environment with class discussions. Teacher

talks the less amount possible giving students the opportunity to talk.

3) Instruction. Flexible instruction, not too much packed with information that

allows more time for discussions.

4) Professional responsibilities as related to instructional objectives or

standards. Lesson corresponded with the objectives and the anchors.

16

Yuliya Grebneva

4/08/2014

I. LESSON FOUNDATION

Lesson Title: Jack London and Realism

Unit title: Examples of Romanticism in E.A. Poe’s The Black Cat and Realism in J. London’s

To Build a Fire.

Grade Levels: 11—12 Time Allotted: 45 min

Subject Area: English Lesson # w/in Unit: 2

Standards and Anchors:

o CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

o CC.1.3.11-12.A: Determine and analyze the relationship between two or more themes or

central ideas of a text, including the development and interaction of the themes; provide

an objective summary of the text.

o L.N.2.3: Use appropriate strategies to compare, analyze, and evaluate literary elements

o CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions

on grades level topics, texts, and issues, building on others’ ideas and expressing their

own clearly and persuasively.

Essential Questions

1) What is Realism and what are its distinguished characteristics?

2) What is the time frame for Realism?

3) How is To Build a Fire considered realistic short story?

4) What are the central ideas of the text?

5) How does London’s use of language convey Realism?

Instructional Objectives:

After reading To Build a Fire independently, students will be given information about Realism.

They will have to

Demonstrate the knowledge of distinguishing characteristics of Realism by finding them

in the text and filling in a graphic organizer

17

Discuss how London’s choice of words and his writing technique influence the mood of

the text

Explore the central ideas of the text by pointing them out during the class discussion

Write a paragraph in Realistic style on free topic

Formative Assessment

Class again will be divided into 5 different groups. Each group will answer one of the questions

and share with class.

1) Why do you think the stories about survival in the wilderness are so popular? What do

you think makes us so interested in them?

2) Does it seem believable to you that the narrator in the story didn’t realize how cold it

was? Do you think he wax experienced enough to go outside without another human?

Why?

3) How old do you think the narrator is? What makes you think so?

4) What do you think was the major mistake of the narrator? Explain your answer.

5) Since the story takes place around 1900, how different do you think it would be today?

Could the outcome be similar to one in the story?

Summative Assessment

Every student will write a paragraph on free subject in Realistic style

II. LESSON BODY

Introduction. Jack London was “one of the first fiction writers to obtain worldwide celebrity

and a large fortune from his fiction alone” (Wikipedia). His extremely realistic short story To

Build a Fire describes the journey of a man with a husky back to the camp at -75 degrees.

Teaching Procedures

Methods

o Co-discovery learning – class will be divided into five groups and given a

printout about Realism. Students will read through and define Realism and its

characteristics

o Discussion of the findings on Realism and To Build a Fire

18

o Group work – answering questions posted under Formative Assessment

Guided Practice

o Students will independently list realistic and, if found, unrealistic traits that the

narrator possesses

o Students will do a shout-out of the traits they came up with that will be written on

the board

Independent Practice

o Students will write a paragraph in Realistic style on free subject as a homework

assignment

CLOSURE

To Build a Fire, as we discover with class, explores such themes as pride, man in the wild,

indifference of nature, foolishness, and perseverance. We learn from the narrator’s experience

and death that man cannot control nature and if not carefully approached, nature can kill.

III. LESSON ESSESNTIALS

Differentiated Learning Activities

o Group work in order for students to exchange ideas and to communicate with

each other and generally to move around a bit

o Individual work will convey a sense of responsibility

o Co-discovery learning with other group members will give the students the sense

of owning their knowledge without a teacher lecturing them

o Graphic organizer will assist not only visual learners but everyone

Instructional Materials, Resources and Technology

o Wikipedia

o American Realism Notes from

http://www.northbergen.k12.nj.us/cms/lib05/NJ01000984/Centricity/Domain/

590/American_Realism_Notes10.pdf

o Computer and interactive white board or projector

o Graphic organizer

o J. London’s To Build a Fire

19

o Info about To Build a Fire from Shmoop.com

IV. ANALYSIS OF THEACHING

1) Planning and Preparation. Was it effective?

2) Classroom Env-t. Was it friendly, inviting and work-oriented?

3) Instruction. Was it clear and to the point?

4) Professional Responsibilities as related to instr. objectives. Were the instr.

objectives met and covered in class?

20

21

REALISM

Yuliya Grebneva

04/10/2014

I. LESSON FOUNDATION

Lesson Title: Romanticism or Realism? Drafting the Memoir

Unit title: Examples of Romanticism in E.A. Poe’s The Black Cat and Realism in J. London’s

To Build a Fire.

Grade Levels: 11—12 Time Allotted: 45 min

Subject Area: English Lesson # w/in Unit: 3

Standards and Anchors:

o CC.1.3.11-12.J: Acquire and use accurately general academic and domain- specific words

and phrases, sufficient for reading, writing, speaking, and listening at the college and

career readiness level; demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension or expression.

o 1.7.12.A: Analyze the role and place of standard American English in speech, writing,

and literature. Evaluate as a reader how an author’s choice of words advances the theme

or purpose of a work. Choose words appropriately, when writing, to advance the theme or

purpose of a work.

o 1.5.12.D: Write with an understanding of style using a variety of sentence structures and

descriptive word choices. Create tone and voice through the use of precise language.

Essential Questions

1) How is Romanticism different from Realism?

2) How different will my story be in two different styles?

3) Which style should I use depending on the nature of my memoir?

Instructional Objectives

Students will fill out a brainstorming chart Realism vs. Romanticism and My Story

Students will chose a style and start an essay

Students, after drafting some of the essay, will get in groups and share their ideas with

each other.

Formative Assessment

The teacher will call on some students to see what stylistic differences students came up with

22

Summative Assessment

Students will submit their essays and Realism vs. Romanticism and My Story chart. This

assessment will serve as a homework assignment.

II. LESSON BODY

Introduction. Since we covered both Romanticism and Realism and two short stories that

illustrate these styles, now it is time for the students to become writers and write a short, 3 page-

double-spaced memoir. This assignment will be a hands-on experience.

Teaching Procedures

Methods

o Cooperative learning

o Some discussion

o Independent work in class

Guided Practice

o Students, after filling out their Realism vs. Romanticism and My Story charts, will

be asked to share their ideas

o Students, after completing some of the essay, will get in groups to discuss their

essays. The teacher will be circling around, giving suggestions

Independent Practice

o Realism vs. Romanticism and My Story chart

o Drafting the essay

CLOSURE

We all saw how styles influence the writing. Choosing a right style is important in order to

convey an idea and create a desired atmosphere.

III. LESSON ESSENTIALS

Differentiated Learning Activities

Cooperative Learning to help students exchange ideas and discuss their works in small

groups where everyone will get attention.

Discussion will be a means of short formative assessment

No direct instruction and independent work will give the students some freedom.

23

Instructional Resources

Realism vs. Romanticism and My Story chart from

http://webs.anokaramsey.edu/stankey/eng2230/docs2230/romantic/romretbl.htm

Romanticism vs. Realism chart

IV. ANALYSIS OF TEACHING

1) Planning and Preparation. Was it effective?

2) Classroom Env-t. Was it friendly, inviting and work-oriented?

3) Instruction. Was it clear and to the point?

4) Professional Responsibilities as related to instr. objectives. Were the instr.

objectives met and covered in class?

24

ROMANTICISM vs. REALISM

Romanticism1780-1840

Realismc. 1850 - 1930

 

Characters may be “larger than life” -- e.g. Rip Van Winkle, Ichabod Crane, Brom Bones, Natty Bumppo, Ralph Hepdurn, Bartleby

Characters resemble ordinary people -- e.g. Huck Finn, Editha, Frederick Winterbourne, Daisy Miller, Sylvia, Louisa, Edna Pontellier

Plot contains unusual events, mystery, or high adventure -- e.g. Poe's stories, Melville’s Typee

Plot is developed with ordinary events and circumstances

Ending is often happy Ending might be unhappy

The language is often “literary” (inflated, formal, etc.)

Writer uses ordinary speech and dialect -- common vernacular (the everyday language spoken by a people)

Settings often made up; if actual settings are used, the focus is on the exotic, strange, mysterious -- e.g. Melville’s Marquesas islands (S. Pacific), Cooper’s woods and frontier, Poe's gothic chambers

Settings actually exist or have actual prototypes

Images of childhoodInterest in perfectionIndividualismEmotion and intuitionSuffering of humanity but there is hope

Realistic descriptions of objects Focus on here and nowActions and their consequencesContinuum of timeOpen ending

Writer is interested in history or legend -- e.g. Irving, Poe

Writer is interested in recent or contemporary life

I.

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Realism vs. Romanticism and My Story

26