Warm Up #9

• Write a short poem in the style of Romanticism (remember: not romance, but the ideas of the Romantic Movement) about any topic you want.

• 3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. Structural Features of Literature 3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Narrative Analysis of Grade-Level-Appropriate Text 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. 3.3 Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both. 3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions. 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare's tragedy Macbeth). 3.7 Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern). b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

• Students will be able to recall past knowledge about poetry to apply to new unit of study.

• Students will be able to differentiate between romantic and romanticism and apply the new idea of Romanticism to their own writing.

• Students will be able to define and utilize the important terms and literary devices for this unit.

• Students will be able to construct an informational document that outlines important aspects, events, and people of the romantic period.

• Students will be able to break down their chosen poem and compare and contrast it to the idea of romanticism.

• Students will be able to interpret the symbols and ideas from Blake’s poetry and relate it to their own beliefs.

The Romantic Period

Historical background and BlakeDay 2

Your Poem

• What stands out to you about your poem? • Identify any figurative language in your poem.• What is the tone of your poem?• What is the theme of your poem?• On a scale of 1-10 how well does your poem

fit in with the idea of romanticism? Explain how it is similar and different.

Time Periodyear-year

•brief overview of the big events in Britain and the world•social issues• literature of the period• the

beginnings• the poets• prose work

The Changing English language• Expanding of

English empire along with the language• Incorporation of

other languages

Create your own brochure…rough

draft in class, final for homework!

What comes to mind?

What does this image cause us to think?Opposites?

good/evilright/wrongheaven/hellHappy/sad

– According to William Blake theses ideas were ultimately false. He believed in overturning these simple terms in order to find a new vision of life. He sought a unified vision of life free from hypocrisy, shame, and self-righteousness. Look for the oppositions in his works and how he challenges them.

Pure opposites

Who was William Blake?

• Read his biography on page 638.– how would you describe Blake?– How do you think others could have viewed him?– what aspects of Blake’s life tie him in to

romanticism?

I must create a system or be enslaved by another mans; I will not reason and compare: my business is to create.William Blake

The Lamb and The Tyger•What oppositions do you see presented in these two poems?•What questions are presented in this poem?•Are these questions ever answered?

•What does this fact suggest about Blake’s purpose in writing these poems?

•What symbols are presented in these poems?•Do you think it would be better to view the world as a lamb, a tyger, as both, or as neither? Explain your choice.

• Bring your textbook (selections: The Lamb, The Tyger, Coleridge bio, and Rime of the Ancient Mariner)

• Answer Blake bio questions and The Lamb and The Tyger questions (previous two slides)

• Bring in another poem that you like!• Romanticism brochure due first class of next week!