Unit: American Romanticism Part One (1800-1860) Dates: November 25, 2013- December 13, 2013 Instructor: Tristen

Scott Subject: American Literature Grade: 11 Standards (NCTE/ NCATE): See Lesson Plans

Rationale This unit focuses on the inspection of American Romanticism and the elements of this age of literature. The primary focus is poetry. The essential questions of this unit, What are the values of the Romantics and how do these values effect their work and Are elements of Romanticism still seen today, is so where are inspected each day of the unit. The creation of this unit, following the Backwards Design approach, uses several lesson plans to give the students the ability to answer these essential questions thoughtfully (Wiggins and McTighe 2005). The students will develop an ability to understand elements of Romanticism and elements of poetry to such an extent that they will be able to create poetry of their own; the unit will enable students to embrace [their] writing voice, thus empowering them to express themselves through poetry (Kinloch 2011). This unit has lessons to make literature relevant to the students. Relevance will ensure the lessons are remembered and the elements of Romanticism will be seen through pop culture they experience daily. Their experiences and feelings can be written and shared with the class, as a safe environment will be created. Romanticism is about expression of the self and inspection of beauty; the students will be writing poetry of their own, and when they share these poems the elements will be enforced, and they will share their real feelings through words. The unit is meant to further the students ability to gain power through words (Weinstein, 2009). The unit will show students that poetry can be seen in their everyday life through music. They will learn to recognize poetry through the lyrics of songs they hear on the radio almost every day (Milner 2012). Poetry should be more relatable for the students; once they see the elements of poetry through music, they will understand traditional Romantic poetry on a deeper level. Reading comprehension and writing is a social responsibility (The Social Responsibility that Writing Is 1993). This unit will reinforce, just as the units to follow, the idea that words are

power; everyone has the ability to change the world if they know how to express their thoughts and feelings comprehensibly. Lastly, this unit largely depends on the input and thoughts of each student. Their analyzing, critical thinking, and judgments will be imperative to the functionality and assessment of this unit as a whole. The dialogic discussions techniques presented by Wendy Keyser will be incorporated into this unit design; the exploration of multiple perspectives, slowing down and revisiting, elaboration on thoughts, refining, finding relationships between perspectives and ideas are a few techniques that will be implemented during discussions. Goals Students will be able to meet several expectations by the end of this unit. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. What were the goals of 18th Century America? Define Romanticism. Where and when did it originate? How did the Romantics view the city? Romantics placed a greater value on what as opposed to what? How did Romantics view poetry? How did the Fireside poets get their name? Name a Fireside poet. Did the Romantics continue to imitate European writers in their poetry and novels? If so, how? What is the difference between Romanticism and Transcendentalism? Who is the primary Transcendentalist writer? What is the main thought behind the Transcendentalist philosophy?

Assessments *Formative Assessments can be seen in the lesson plans below* Unit Pre-Assessment: -Students will read the historical background for the Age of Romanticism in the textbook. They will write a paragraph relating these events to 3 elements of Romanticism. -Question: Unit Midway Assessment: -Students will analyze a painting for the elements of Romanticism. -Questions: 1) What do you see? 2) What elements of Romanticism are present? 3) Use specific examples to explain how these elements are represented. Unit Final Assessment: -Students will be assigned an analytical essay to inspect for elements of Romanticism and/or Transcendentalism. The essay will have a main thesis statement to express their intentions. They will use specific examples from their chosen text (painting, short story, or poem) to support their thoughts/ findings about the elements present.

Timeline Date 11/25/2013 Lesson *Digital Story* -Introduction to Romanticism textbook work (pgs. 204-209) -Elements of poetry and connection to music lyrics lesson -Continuation of poetry elements and song lesson -Image reading for elements of Romanticism Lesson -Fireside Poets> Painting The Mount of the Holy Cross & The Cross of Snow *Double Block Day* -Fireside Poet Lesson > Finish The Cross of Snow And The Chambered Nautilus *Double Block Day* -Fireside Poet Lesson > Finish The Cross of Snow And The Chambered Nautilus -Fireside Poets: The Chambered Nautilus *Digital Story* Introduction to Transcendentalism Ralph Waldo Emerson: SelfReliance *Double Block Day* -Finish Self- Reliance excerpt analysis -Begin Resistance to Civil Government excerpt analysis *Double Block Day* -Finish Self- Reliance excerpt analysis -Begin Resistance to Civil Government excerpt analysis -Finish Resistance to Civil Government & Conclude Transcendentalism Homework -3 tasks assigned in class (Notes, Paragraph, and Yes/ No sheet) -3 tasks assigned in class (Notes, Paragraph, and Yes/ No sheet) -3 tasks assigned in class (Notes, Paragraph, and Yes/ No sheet) -Short story with 15 vocabulary words (lessons 1-3) -Short story with 15 vocabulary words (lessons 1-3) -Part 1 of poetry project

11/26/2013 11/27/2013 12/02/2013 12/03/2013

12/04/2013

12/05/2013

-Part 1 of poetry project

12/06/2013 12/09/2012 12/10/2013 12/11/2013

-Part 1 of poetry project -Read excerpt from SelfReliance -Read excerpt of Resistance to Civil Government -Vocabulary 4 packet

12/12/2013

-Vocabulary 4 packet

12/13/2013

-Vocabulary 4 packet

Specific Lessons & Activities DAILY LESSON PLAN 11/26/2013 AGENDA Standard: (2.5) Create a connection between literature and the world the students are living in. The students will have the ability to make relevant connections to their everyday lives. Lesson Objective: Students will understand major poetic devices, and have the ability to identify these devices within classic poetry, modern poetry, and music. The students will begin to hear these poetic devices in the music they listen to every day on the radio or on their iPods. Activator: What is a poem? Write down a few poem titles or poet names; you can write down a poem you have heard of, read, listened to, etc. and you can write a few poets names. When you hear the word poetry, what comes to mind? Mini Lesson: Review and introduce poetic devices (see sheet attached). The students will take turns reading each out loud. I will give examples of each poetic device being used to increase students understanding. Learning Activities: Allow students to complete and discuss the What is Poetry sheet in small groups of their choosing for 10 minutes. The students will consider which quote is a song or poem and discuss these thoughts with each other. They will prepare explanations of why they think one way or another. Afterwards, the sheet will be projected on the smart board and we will go over and debate whether a quote is a poem, song, or neither. After this group activity, the students will have a copy of Blackbird by The Beetles. They will listen to the song and find examples of poetic devices within the lyrics. The class will then discuss the presence of poetic devices within this song. The students will chose a song or poem from a hat and analyze this song with their group for poetic devices present. Checking for Understanding: Students will offer their own definition/ understanding of certain poetic devices throughout the mini-lesson

Checking for Understanding: At the end of the learning activity What is Poetry?, students will volunteer to define what can be viewed as a poem.

Wrap Up: The students write down more poets or poems they know of, and they can write if their perception about what poetry is has been changed. Homework: The students will have chosen a song or poem from a hat. They can chose to search for some poetic devices individually before meeting in their groups the next day.

Formative Assessment: Students will demonstrate their understanding of poetic devices while they volunteer their findings within Blackbird and within their individual poems and songs tomorrow. Differentiation Strategies Used/Accommodations Made: n/a Materials and resources needed: List of poetry terms What is Poetry sheet? Blackbird lyrics Several different songs and poems, and multiple copies of each. Smart Board Smart Board Camera

DAILY LESSON PLAN 12/02/2013 AGENDA Standard: (2.6, 3.33, 4.9) Students will develop strategies to analyze, interpret, and appreciate a variety of texts. Students will learn that reading comprehension strategies are flexible and can be used to analyze more than just the traditional text. Lesson Objective: Students will use their knowledge of the elements of Romanticism to analyze and interpret a few paintings from the American Age of Romanticism. Activator: Spend a couple of minutes writing down the elements of Romanticism that you remember; after a minute or two students can discuss with a partner to try to remember all ten elements. Mini Lesson: I show the students Thomas Coles The Oxbow. Together, we discuss the elements of Romanticism seen in the image. They must use specific examples from what they see in the image. The students will write down what we say while analyzing as a group. Learning Activities: The students are given Albert Bierstadts painting Storm in the Rocky Mountains, Thomas Coles The Voyage of Life: Childhood, or Albert Bierstadts Sunset at Yosemite Valley. They must analyze the painting (with a partner) and write a paragraph about the elements of Romanticism they find within they painting. In the paragraph, they must use specific examples to show how it is a Romantic painting. Checking for Understanding: Randomly call on students (cold calling) to determine if they can say at least one thought/ connection to the painting and Romanticism.

Checking for Understanding: Before the task begins, a student restates the task they are expected to perform. I will walk around the room as students are discussing with one another to check and be sure they understand how to analyze a painting for the elements they are familiar with.

Wrap Up: The students finish their paragraphs and turn them in. They can offer a few thoughts for the rest of class if they want to (not a required presentation). Homework: Work on vocabulary story.

Formative Assessment: Reading the paragraphs written by the pairs will show their understanding of the painting, understanding of elements of Romanticism, and ability to make connections between the painting and Romanticism. Summative Assessment: N/A (See assessment section above) Differentiation Strategies Used/Accommodations Made: While they work in pairs, I will walk around and assist those that need assisting. For IEP and 504 students (depending on level), the students will be assigned 2 or 3 elements of Romanticism to find within the painting. They will know what they are looking for; thus, they can write what the connection is, rather than spend all the time trying to find all the elements of Romanticism. Materials and resources needed: Smart board Copies of The Oxbow Several copies of the four paintings Paper Smart board camera What images do you see right away in Coles painting? What elements of Romanticism are present?

DAILY LESSON PLAN 12/03/2013 AGENDA Standard: (2.6, 3.33, 3.2.5) Students will develop strategies to analyze, interpret, and appreciate a variety of texts. Students will learn that reading comprehension strategies are flexible and can be used to analyze more than just the traditional text. Lesson Objective: Students will link image analysis with poetry analyze through the inspection of the painting The Mount of the Holy Cross by Thomas Moran and the poem The Cross of Snow by Henry Wadsworth Longfellow. Students will learn to paraphrase a poem, outline rhyme scheme, outline iambic pentameter, and recognize a Petrarchan Sonnet. Activator: Look at the image of The Mount of the Holyoke Cross. Write: 1) A list of what you immediately see 2) Write a paragraph answering how this painting illustrates the

elements of Romanticism. -Use specific examples from the image. Share a few paragraphs from volunteers. (Collect paragraphs) Mini Lesson: -Biography of Henry Wadsworth Longfellow. -Explain Iambic Pentameter -Introduce what a sonnet is; specifically, a Petrarchan sonnet. Learning Activities: -Read The Cross of Snow out loud (student volunteers) -Paraphrase each sentence in the poem together (4 sentences) -Students work independently or in pairs to outline rhyme scheme and iambic pentameter. Checking for Understanding: Have a few students volunteer to share their thoughts on Longfellows life.

Checking for Understanding: Illustrate students understand iambic pentameter and rhyme scheme by walking around the room while they work on the outlining. Afterwards, have a few students to volunteer to show their work under the Smart Board camera.

Wrap Up: Discuss/ analyze the connections to the poem and the death of Longfellows wife. Homework: Short story with 15 vocabulary words

Formative Assessment: 1) Read the image analysis paragraphs to assess students understanding of image analysis and elements of Romanticism. 2) Students volunteering to show work under the Smart Board camera. Summative Assessment: N/A (See assessment section above) Differentiation Strategies Used/Accommodations Made: -Paraprofessional with work with them during individual/ pair assignment Materials and resources needed: Smart Board camera 85 copies of The Cross of Snow Photo of Mount of the Holy Cross

DAILY LESSON PLAN 12/04/2013 -12/05/2013 AGENDA Standard: (2.4 & 4.8) Students will widen their critical thinking skills; they will pull meaning from a text through their analysis and personal response. Lesson Objective: Students will be introduced to another Fireside poet (Oliver Wendell Holmes). The students will be able to identify three new poetic devices through analyzing The Chambered

Nautilus. Activator: Pull out your Poetic Devices Sheet and add the three poetic devices to the sheet from the board; while writing consider these definitions meaning in your own words. Mini Lesson: Explain apostrophe, allusion, and extended metaphor to the students using examples of each. Learning Activities: -Five students volunteer to read a stanza each -Find the rhyme scheme together (under Smart Board camera) -Have students work individually or in pairs to find the Extended metaphor, the 2 allusions, and the 2 apostrophes. Checking for Understanding: Ask a few students to think of an example of (at least) apostrophe and allusion. Checking for Understanding: Walk around the room while students work together; listen and watch how they analyze the poem for these devices and be present enough for the students if they need help.

Wrap Up: Have students volunteer to come circles their findings under the Smart Board camera or verbally share their findings. Homework: Part 1 of poetry project

Formative Assessment: 1)Students demonstrate understanding of three new poetic devices when offering and discussing their findings within The Chambered Nautilus 2)Exit Ticket: Show your rhyme scheme Summative Assessment: N/A (See assessment section above) Differentiation Strategies Used/Accommodations Made: -Use independent/ partner work to check- in with IEP and 504 students to assess their understanding of these new devices. Provide assistance in their analysis of The Chambered Nautilus as needed. -Use independent/ partner work to chick-in with the excelling students to provide an opportunity to analysis deeper (paraphrase the stanzas). Materials and resources needed: 85 copies of The Chambered Nautilus Smart Board Camera

DAILY LESSON PLAN 12/09/13 AGENDA Standard: (2.5 & 4.5) Students will participate in a discussion within a community of learners, accept one anothers thoughts, and use appropriate speech and behavior to express their thoughts. While making connections between an American literary movement and modern culture and society.

Lesson Objective: Students will be introduced to Transcendentalism. They will leave this class knowing specific Transcendentalist thinkers, Transcendentalist ideals, and examples of Transcendentalism in modern culture.

Activator: -How are you affected by nature? Do you reflect the moods of nature? -What is meant by an individual's spiritual side? How to you define it? -Is there a connection between the individual's spirit and nature? If so, what is that connection? -What does it mean to know something intuitively? For example, has a parent or a sibling ever known something was wrong with you without having talked with or seen you? What do we mean when we say "I just know it"? -How do you demonstrate that you are an individual? Do you think independently of others or do you follow the crowd? Mini Lesson: *Digital Story* -After students watch the digital story, I will clarify who Ralph Waldo Emerson and Henry David Thoreau are to the Transcendentalist movement. I will explain that Transcendentalism is a philosophy NOT a religion. Learning Activities: Students will use their answers for the warm- up to discuss Transcendentalism and how it relates to the questions they answered. From this discussion, we will build the class definition of Transcendentalism. Checking for Understanding: Have students share some elements/ facts they pulled from the digital story.

Checking for Understanding: While students share their answers to the earlier questions and make connections to the facts from the digital story, they will be demonstrating their understanding of Transcendentalist philosophy.

Wrap Up: Go over the classs definition of Transcendentalism and confirm with the students that everything is present within their definition (major writers, ideals, quotes, ect). Assure them this definition will remain hanging in the room. Homework: Read Self-Reliance Formative Assessment: 1) Students sharing out their observations and thoughts on the digital story. This is a low- stakes assessment, but will demonstrate their understanding of the key elements present within the video. Summative Assessment: N/A (See assessment section above) Differentiation Strategies Used/Accommodations Made: IEP and 504 students will be given certain excerpts from Self- Reliance to read for homework; and they will be given the opportunity to listen to Self- Reliance in its entirety in the Learning Center. Materials and resources needed:

Internet YouTube access Smart Board Poster Paper 76 Copies of Self-Reliance 11 copies of Self-Reliance excerpts Deliver recording of Self- Reliance to the Learning Center

Citations

Gilyard, Keith. (1993). Community Review. The Social Repsonsibility that Writing is- and Writing Instruction too. Vol. 13, p39. Milner, J.O., Milner, L.E. M., & Mitchell, J. F. (2012). Bridging English (5th edition). Upper Saddle River, NJ: Merrill/Prentice Hall. Kinloch, Valerie. (2005). Literocracy: A New Way of Think about Literacy and Democracy. Pp. 96- 114. Poetry, Literacy and Creativity. Vol. 37, No. 2. English Education. Weinstein, S. (2009). Feel these words: Writing in the lives of urban youth. Albany, NY: State University of New York Press. Wiggins and McTighe, (2005). Backwards Planning: Understanding by Design, 2nd edition. New York: Pearson.