3-Week
Romanticism
Unit Plan
EDCI 422
November 21, 2006
Created By: Candace Cook, Whitney George,
Diana Sarlitto, & Josh Roadruck
Contents
 Introduction

Unit plan calendar
 Lesson Plans
Romanticism Introduction
Rip Van Winkle
Snow Bound
Thanatopsis
Introduction to Poe
Raven
House of Usher
Legend of Sleepy Hollow
 Jeopardy Review (attached as a PowerPoint)
 Cumulative Unit Test
 Bibliography
Introduction
We chose Romanticism because of our own personal interests (specifically Edgar
Allan Poe) and because of the accessibility of the time period. All of our stories and
poems are ones that are found in standard high school anthologies, making it easier for
the teacher to teach them. Since “Rip Van Winkle” demonstrates the classic
characteristics of Romanticism, we chose it to start off our unit plan. We then jumped
into poetry, using “Snowbound: A Winter Idyll” and “Thanatopsis.” Again, both poems
involve typical themes within Romanticism. Moreover, we chose “Thanatopsis” because
it transitions nicely into Poe since the poem is about death. For the remainder of the unit
plan, we focused on the darker side of Romanticism because we felt it was the most
interesting for students. We used the works “The Raven” and “The Fall of the House of
Usher” by Edgar Allan Poe, as well as “The Legend of Sleepy Hollow” by Washington
Irving.
One of the limitations of Romanticism is the lack of diversity amongst the
authors. White male authors dominate this time period and do not allow for much
flexibility. To counter this, we tried to vary the assignments and activities in a way that
would keep the students’ attention. The very first day of this unit is crucial because the
activity shows what exactly Romanticism is and what it is not; we wanted to make clear
that Romanticism is not about love—in fact, it is far from it. Along with that, we wanted
to combat the notion that Romanticism is about “a bunch of old dead guys” and has no
meaning in today’s society. The Starburst activity is a fun and interactive way of
transitioning from the previous unit and introducing Romanticism. We incorporated a
newscast that permits students to use their imagination and have fun interpreting “Rip
Van Winkle.” After reading “Thanatopsis,” students create a double entry journal that
allows them to personally respond to the poem. Some days within our unit called for
group work and class discussions, while other days students did individual work. The
Jeopardy PowerPoint review game allows them to study for the final test while still
having fun. We feel variation within our unit plan is a great strength because it can play
to the different strengths of the students.
We all agreed that technology should go hand and hand with education in a
positive and meaningful way. The Internet plays such a huge role in today’s society that
we found it vital giving them the proper training in finding good sources. We used the
Internet as a tool of research, preparing them for their senior year of high school and
beyond. We found an interactive “The Raven” poem online that emphasizes the elements
of poetry, which we feel sheds light on a topic that many students find boring. In poetry,
we agreed that it is important for students to hear the poem read with the correct tone,
which is why we used audio recordings for a few of the poems. We also wanted to show
the students how these stories have been expressed in modern times by showing them the
movie “The Legend of Sleepy Hollow.” Using technology in the classroom we feel
would peak the students involvement and interest.
Throughout the three-week unit, students will complete several worksheets and
other assignments to check their comprehension of the material. These assignments are
also an easy means to get points for the students since most of the work will be done in
class. The final exam tests their comprehension but also asks them to apply their
knowledge of Romanticism. We feel that juniors are now capable of answering these
higher level questions, and should be prepared to do so for their post secondary
educational career.
We all came to the conclusion that we would like to teach this unit plan; not only
because of our own interest in Romanticism, but also because of the way this specific unit
is set up. It allows for fun and learning to occur at the same time, something that students
might find unique. It also blends with pop culture, which is something we find very
important in sparking student interest. Our unit appeals to the different strengths of
students—visual learners, hands-on learners, those who work best in groups, those who
work best alone, etc. We feel our unit also integrates the different intelligences,
specifically linguistic, interpersonal, and interpersonal relationships. With all of these
strengths, we hope students will someday find this unit plan as fun and stimulating as we
do.
Romanticism Unit Plan Calendar
Sunday
Monday
Tuesday
Wednesday
ENGL 11
4
5
6
7
Intro to Romanticism
(In-class activity)
HW: Read Rip Van
Winkle
11
12
Rip Van Winkle
(In-class activity)
HW: prepare for
newscast
13
Intro to Poe
(In-class activity)
HW: Read The Raven
18
19
Sleepy Hollow cont.
(In-class activity)
HW: none
25
26
Raven cont.
(In-class activity)
HW: none
Sleep Hollow cont.
(view film scenes)
HW: none
27
3
8
9
10
Snow Bound
(In-class activity)
HW: none
Raven cont.
(In-class activity)
HW: none
22
17
House of Usher
(In-class activity)
HW: Read Legend of
Sleepy Hollow
23
Romanticism
Review Day
(review game)
HW: STUDY!
29
Thanatopsis
(In-class activity)
HW: none
16
House of Usher
(In-class activity)
HW: none
Sleepy Hollow cont.
(In-class activity)
HW: none
28
Saturday
2
15
21
Friday
1
Rip Van Winkle
(record newscast)
HW: none
14
20
Thursday
24
Romanticism Unit Test
HW: Have a HAPPY
Holiday Break!!
30
31
Introduction to Romanticism
Author: Whitney George
(Adapted from lesson submitted by Melanie Hundley @
http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Sess
ion_Stamp=&LPID=19309)
Grade Level:
11
Time Duration:
50 mins.
Overview:
After completing an intro activity designed to gain student interest, class will use group
work to do a mini-research lesson and create a collaborative definition for Romanticism.
Objective:
The objective of this lesson is to introduce the literary period of Romanticism, clarify the
defining elements of the literature in this category, and emphasize the fact that there is
little to no connection between Romanticism as a literary period and the Harlequin
romance with which students are currently most familiar.
Standards:
11.3.5
11.4.7
11.4.8
Materials:
1.
2.
3.
4.
5.
6.
Large bag of Starburst candies
Overhead projector
Overhead pen
Graphic Organizer worksheet (25 copies)
Computer lab
Internet access
Procedures/Activities:
1. Ask students to fold a piece of paper in half long-ways to create a crease that
separates paper into two columns. Students label one column “Logic” and the
other “Creative”. Give each student two or three Starburst candies. Have students
record all of the logical things they can do with the candy under the Logic
category. Next, have the student record all of the creative things they could do
with the candy in the Creative category. When all students have finished writing,
open the class for discussion and sharing of both logical and creative ideas. Relate
the logical category to the literature the students were exposed to in the class’s
previous unit (Age of Reason), then explain the creative category is a segway into
the unit we will now be exploring, called Romanticism. (10 mins.)
2. Write the word Romanticism on the overhead. Have students suggest definitions
for the word or characteristics that define it. Before letting them give answers,
explain that this Romanticism has nothing to do with love stories. Because many
students will have nothing to contribute at this time, tell them they will be
splitting into pairs and doing research to find out what Romanticism is when
referring to the literary movement. Divide students in teams of 2 and pass out
graphic organizer for Romanticism and review each research point so students are
understand what information they are looking for. (5 mins.) Graphic Organizer
3. Take students to lab and suggest they use the search term “American
Romanticism” to begin their Internet research. Remind students to seek reputable
sources based on information and tactics they learned in previous research
lessons. Tell students each team must complete one graphic organizer before lab
time is over. (20 mins.)
4. Return to classroom and overhead with Romanticism title. With completed
graphic organizer as reference, ask students again to contribute information about
Romanticism, and create a class definition of the word, as well as a list of
defining characteristics.
Conclusions:
1. Collect graphic organizers from groups for assessment and tell students you
will have individual copies of the collaborative definition and characteristic
list when they come to class tomorrow.
2. Ask class to read short story Rip Van Winkle in their textbooks by the
beginning of class tomorrow.
Characteristics
What elements can be
used to identify a work or
author as a Romantic?
What traits are
characteristic of
Romanticism?
Concepts
What are the guiding
beliefs? The important
philosophies?
Definition
How does the textbook
define Romanticism?
Materials
Literature
Who are the writers?
What are their works?
Definition
Romanticism
How do the online sources
define Romanticism?
Time Period
What does the historical and
cultural landscape look like?
What was going on in America
at the time? What impacted the
development of Romanticism?
Rip Van Winkle: Importance of Setting
Author: Whitney George
*Adapted from lesson submitted by Melanie Hundley @
http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPI
D=19314)
Grade Level:
11
Time Duration:
50 mins.
Overview:
Using Jigsaw group work, students will explore the setting of Rip Van Winkle in depth,
and will work on collaboration skills.
Objective:
The objective of this lesson is to refresh student memory about setting as an element of
fiction and help students identify the significance of setting in Rip Van Winkle,
specifically.
Standards:
11.7.1
11.2.2
11.2.4
Materials:
1. Student text of Rip Van Winkle
2. Setting handout
Procedures/Activities:
1. Ask students to give a brief description of setting. Allow students to explain as
much as possible, but if they get stuck, prompt them to recall that setting includes
the physical (place), geographical (country, region, etc), and historical point in
time where a story takes place. Explain that setting is an extremely important part
of Rip Van Winkle, and hopefully they took notice of that as they individually
read the story the night before. (5 mins.)
2. Count students off from 1 to 5. Allow them to form groups, and then let them
know that each group is responsible for a section of the text, which was
predetermined. Tell each group the beginning and ending page numbers of their
section of the text. Pass out one copy of the setting worksheet to EACH student.
Tell students to complete the table for their section of the text under the number
heading that corresponds to their group number. Each group will identify 3
instances in their section for which each the physical, geographical, and historical
setting are significant. Remind students that it is important that each group
member fills out their own chart (15 mins.) Setting Worksheet
2. As the students work in their numbered groups go around and assign a letter, A-E,
to each student. Tell the students to remember their letters. Once the number
groups have completed their charts, ask the students to reassemble, this time
grouping according to their letter. This new configuration will have one student
representative of each number (1-5) in each letter group. Each student is now an
“expert” on one section of the text, and in order of 1-5 will present their setting
findings to the rest of the group. Other group members will record the presented
information of their charts, resulting in each student having a completely filled
chart. (15 mins.)
3. Bring the class back together and ask how the setting affects the plot of Rip Van
Winkle. Also ask students to identify which setting characteristics they recorded
are also characteristics of Romanticism (i.e. references to nature, references to the
past). (5 mins.)
Conclusions:
In the time remaining, tell the students that tomorrow’s lesson will be focused on shifting
the setting from the one Washington Irving created to present day. Students will be
creating a 3 minute newscast covering the story as if it were unfolding today. Assign cast
and crew parts to students and tell them to be thinking of ideas for their part for the next
day’s class. Encourage them to bring costume pieces and any props they think may
“enhance” their performance.
Rip Van Winkle
Setting
Place
1
2
3
4
5
Geographical
Historical
Rip Van Winkle: Breaking News
Author: Whitney George
(Lesson inspired by blurb @ http://www.etvconsortium.com/)
Grade Level:
11
Time Duration:
50 mins.
Overview:
Students will be assigned various roles (both as cast and crew) and will work together to
create a news segment covering Rip Van Winkle’s story as if it were set in the present.
He has been reported missing by his family, and students will portray Dame Van Winkle,
Nickolas Vedder, Rip Van Winkle’s neighbors, men from the “club”, news reporters, etc.
as they cover the breaking news of his mysterious disappearance.
Objective:
The objective of this lesson is to introduce drama and performance as an intelligence and
allow students an opportunity to produce a creative product inspired by literature.
Students will have to work together to succeed and consciously manage their class time.
Standards:
11.4.3
11.4.6
11.5.7
11.5.8
Materials:
1.
2.
3.
4.
5.
6.
Video camera
Cue cards
Black marker
Microphone
Newscast props
Character costume pieces
Procedures/Activities:
1. At the beginning of class, stress the idea of time management to students. Remind
them that they will have to work together to complete their newscast, and each of
their grades depends on each other, as an A grade cannot be earned by anyone if
the segment isn’t taped by the end of the hour. Have students break into groups
of cast members who will be acting in front of the camera, and crew members
who will be working behind the scenes. Allow these groups time to collaborate
and create a plan for their part of the newscast. (15 mins.)
2. Bring both groups back together and have them present their plan of action to the
other group. Discuss and settle any concerns. Anyone who needs to change into
costume can do so immediately following plan presentations. (10 mins.)
3. Students now have 35 minutes to tape their news segment. Suggest a few
rehearsals before the camera starts rolling, but allow students to take the lead.
Monitor students and prompt them to keep on task if necessary, and give frequent
time updates. If they have not already, students must make an attempt at their
final cut when 10 minutes are left in the class period. (35 mins.)
Conclusions:
Have students put the room back in order and change out of costumes. Collect all
A/V equipment used in taping. Tell students you will have a copy of the news
segment ready for class viewing the next day.
“Snow-Bound: A Winter Idyll”
Author: Josh Roadruck
*Adapted from Kelly Carpenter—McCutcheon High School
Grade Level:
11
Time:
50 minutes
Objectives:
Students will discuss the components of “home.”
Students will learn information on John Greenleaf Whittier.
Students will read “Snow-Bound: A Winter Idyll”
Students will find sensory descriptions in the poem.
Students will present their findings to the rest of the class.
Standards:
11.3.2 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.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of
language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
11.3.4 Analyze ways in which poetry or prose uses imagery, personification, figures of speech,
and sounds to evoke readers’ emotions
11.5.2 Write responses to literature that: demonstrate a comprehensive understanding of the
significant ideas in works or passages. Analyze the use of imagery, language, universal themes,
and unique aspects of the text.
Support statements with evidence from the text. Demonstrate an understanding of the author’s
style and an appreciation of the effects created.
Identify and assess the impact of perceived ambiguities, nuances, and complexities within the
text.
Materials:
Textbook
Pencil / pen (provided by student)
25 copies of “Senses in ‘Snow-Bound: A Winter Idyll’”
Instructions:
1. Discuss fond memories of the students’ homes, and what constitutes a “home” (5 minutes)
2. Introduce John Greenleaf Whittier and give some background information (5 minutes)
3. Define and give examples o the word “idyll” (2 minutes)
4. Have students read poem silently (8 minutes)
5. Discuss the meaning and importance of the poem (5 minutes)
5. Have students find partner and hand out “Senses” worksheet. Tell each group what sense
(sight, hear, smell, touch, taste) they are to look for throughout the poem (2 minutes)
6. Allow groups to complete worksheet (15 minutes)
7. Have students present their findings to the whole class (5 minutes)
8. Wrap-up discussion: Why is appealing to the senses important when writing?
Name____________________________________
Date_________ Period_______
Sensory Descriptions in “Snow-Bound: A Winter Idyll”
Now that you’ve read “Snow-Bound: A Winter Idyll” by John Greenleaf Whittier, find examples
from the text that appeal to the sense that your group is given. Be sure to give the line numbers
and exact quotations from the text.
My sense is __________________.
1.
Line number: ____
Example:
2.
Line number: _____
Example:
3.
Line number: _____
Example:
4.
Line number: _____
Example:
5.
Line number: _____
Example:
Thanatopsis Lesson Plan
Author: Josh Roadruck
* Adapted from combination of lesson plans from Kelly Carpenter
McCutcheon High School
& http://www.huffenglish.com/handouts/thanatopsis2.rtf
Grade Level:
11
Time:
50 minutes
Objectives:
Students will discuss their own views of death.
Students will analyze and interpret poem about death.
Students will respond to poem with personal experiences in a journal.
Students will more clearly understand the elements of Romanticism.
Standards:
11.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization,
repetition of the main ideas, organization of language, and word choice in the text.
11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to
defend and clarify interpretations.
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory,
and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic
genres.
11.3.2 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
11.3.4 Analyze ways in which poetry or prose uses imagery, personification, figures of speech,
and sounds to evoke readers’ emotions.
11.5.3 Write reflective compositions that: explore the significance of personal experiences,
events, conditions, or concerns by using rhetorical strategies, including narration, description,
exposition, and persuasion.
Draw comparisons between specific incidents and broader themes that illustrate the writer’s
important beliefs or generalizations about life.
Maintain a balance in describing individual events and relating those events to more general and
abstract ideas.
Materials:
Textbook
Pencil / pen (supplied by student)
25 worksheets
Instructions:
1. Introduce poet William Cullen Bryant (2 minutes)
Composed this poem when he was 16
2. Explain the meaning of the word thanatopsis (combination of two Greek words: thanatos—
death, opsis—seeing; this poem is about how to view death) (2 minutes)
3. Discuss as a class how students view death. (5 minutes)
Is it something to be feared? Do you have any control over death?
4. Read the story out loud to the class (5 minutes)
While reading, have them pick out specific points that stand out to them that will later be used in
a journal writing exercise
5. Discuss the class’ reaction to the poem. (5 minutes)
Do you agree with that outlook on death? Were there any words or metaphors that were
confusing?
6. Pass out and explain worksheet (3 minutes)
7. Have students work individually on worksheet (20 minutes)
8. Wrap up discussion: review questions on worksheet and discuss any questions the students had.
The worksheet will be assigned as homework if not completed in class. (3 minutes)
Name__________________________________
Date___________ Period_________
Responding to Thanatopsis
After read Thanatopsis by William Cullen Bryant, answer the following questions.
Define the following words; consider the context of the poem: shroud, pall, narrow house, and
sepulcher. How do these words and their meanings impact the meaning of the poem?
Is this a poem about life or is this a poem about death? Explain your answer.
The tone of this poem shifts. What is the tone in the first part of the poem? When does the tone
shift? What is the tone after the shift?
Thanatopsis is an ELEGY. What is an elegy? What are the conventions of an elegy? What
elements of Thanatopsis meet those conventions?
This poem was written early in the nineteenth century. The type of landscape art during this time
period favored sweeping panoramas, wild vistas, untamed landscapes, and views of the sky.
Look at Thanatopsis as a visual description of a painting. What elements of the poem are like a
painting? What images are created in the poem? What landscape is created?
6. What makes this poem a Romantic poem? Identify three specific examples
Now create a double entry journal. In the left column, record passages (at least 5) from the poem
that particularly interests you. In the right column, jot down your own response to the passage.
Do you agree with what the passage is saying? Does it spark a specific memory within you? Does
it remind you of anything you’ve ever seen? Pay special attention to Nature’s “lesson” starting
with line 17 and ending with line 72.
Passage from poem
Personal response to passage
Introduction to Poe
Author: Candace Cook
*Adapted from:
http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=252&SSUID=200&SS
Title=American+Literature+
Grade Level:
11
Objective:
Students will be able to answer:
Who is Poe? Who and what were his influences? How did Poe's early life impact his work?
Topic:
Reading/Literature
Materials:
Internet for Research, Handout
Standards:
11.3.1 Analyze characteristics of subgenres, types of writings such as satire,
parody,
novels, short stories, essays, and
allegory, and pastoral that are used in poetry, prose, plays,
other basic genres.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of
language achieve specific rhetorical (persuasive) or
aesthetic (artistic) purposes or both.
11.3.5 Analyze or evaluate works of literary or cultural significance in history (American,
English, or world) that: reflect a variety of genres in each of
the respective historical
periods.were written by important authors in
the respective major historical periods.reveal
contrasts in major themes,
styles, and trends. reflect or shed light on the seminal
philosophical, religious, social, political, or ethical ideas of their time.
11.4.7 Develop presentations using clear research questions and creative
and critical
research strategies, such as conducting field studies,
interviews, and experiments;
researching oral histories; and using
Internet sources.
The purpose of this lesson is to provide students with background information on the life of Poe,
before they begin studying his work. Students will use their knowledge of the internet to locate
the answers to questions on a worksheet. You will need to print out the handout from the Web
site for students to use.
Web Resources Step 1
Title: Poe Handout
URL: http://members.aol.com/odysseybms/PoeTRACKSTAR.htm
Annotation: Provides link to Poe handout needed for the assignment.
Duration: 5 minutes
Explain to the students that they will be using the Internet to research the life of Edgar Allan Poe.
Distribute the handout and take the students to the computer lab. Break students into pairs if there
are not enough computers available. Explain to the students that they will be completing an
internet activity; once the activity is completed, they will be able to answer all of the questions on
the handout. Tell the students to type in the URL attached below. (The URL may be written on
the board or typed onto the worksheet).
***For more advanced students, allow them to do their own internet search without providing
them with specific websites. You can also omit the worksheet and provide them with an outline
format with which to use to give a synopsis of Poe’s life.***
Web Resources for Step 2
Title: Poe information sites
URL: http://members.aol.com/odysseybms/poe.htm
.
Duration: 45 mintues
Once the students have typed in the URL, they will see a TrackStar page. Have them choose the
“Click here to go directly to the Internet links.” hyperlink at the top of the page. This will take
them to the list of Poe links with which to complete the activity. All of the links to the
information they need are on these pages. Allow the students time to complete the handout.
Duration: 10 minutes:
Collect the handouts. Discuss the answers to the questions.
Homework
Assign students to read Edgar Allan Poe’s “The Raven” and to become familiar with the text for
the following day.
Background Information: Edgar Allan Poe
Adapted from: http://members.aol.com/odysseybms/PoeTRACKSTAR.htm
1. Name three reasons Poe considered himself a Virginian.
2. Who is Elizabeth Arnold Poe?
4. Where was Poe born?
5. Who raised Edgar Poe after his mother's death?
6. Which military school did Poe attend?
8. Who did Poe marry, and what was her relationship to him?
9. Why did John Allan withdraw his financial support?
10. Name four different genres developed by Poe and give one example of his literature
in each genre.
11. Find the meaning of the term "ratiocination."
12. In what year was "The Raven" penned?
13. What was Poe's lifetime goal?
14. What caused Poe's death?
15. Name the specific site (building/city) chosen as the national memorial dedicated to
Poe's memory.
The Raven Lesson Plan
Author: Candace Cook
Grade Level:
11
Objective:
Students will become familiar with on of Poe’s famous works, “The Raven.”
The students will view the poem in a variety of forms, and from this will gather a deeper
understanding of the poet’s style and rhetoric.
Context:
Student’s should be familiar with literary terms associated with poetry prior to the
lesson such as: stanza, internal rhyme, etc.
Standards:
Understand unfamiliar words that refer to characters or themes in literature or history.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as
relationships and inferences.
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory,
and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic
genres.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound”
of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes
or both.
11.3.4 Analyze ways in which poetry or prose uses imagery, personification, figures of speech,
and sounds to evoke readers’ emotions.
11.3.5 Analyze or evaluate works of literary or cultural significance in history (American,
English, or world) that:
11.4.5 Enhance meaning using rhetorical devices, including the extended use of parallelism,
repetition, and analogy and the issuance of a call for action.
11.7.1 Summarize a speaker’s purpose and point of view and ask questions to draw
interpretations of the speaker’s content and attitude toward the subject.
11.7.9 Analyze strategies used by the media to inform, persuade, entertain, and transmit culture
(including advertising; perpetuating of stereotypes; and using visual representations, special
effects, and language).
11.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral
communication and the impact the words may have on the audience.
Materials:
Copies of “The Raven” by Poe for students, audio version of poem, Simpson’s
cartoon version of the poem, and Raven worksheet available at:
http://readwritethink.org/lesson_images/lesson411/RavenWorksheet.pdf
Instructions:
1) Audio Recording (8 minutes)
Recording available online at:
http://town.hall.org/Archives/radio/IMS/HarperAudio/011594_harp_ITH.html
Have students take out copies of “The Raven” ( or pass out copies) to follow along as the audio
recording is played. When recording is finished, lead students in a discussion of what they
thought of the recording:
1. Did you like hearing the poem read aloud rather than reading it yourself? Why?What did
the reader do to enhance the poem? Do you think it had this effect?
2. Visual Representation (12 minutes) Have students view excerpts from the Simpson’s
Halloween Special of “The Raven.” Once again ask questions, to get some feedback on
how students liked this media.
3.
Student Worksheet and Online Resource: (40 minutes)
4. Break students into pairs. Pass out “The Raven” worksheet to have students complete.
Have available computers (possibly three or so) which have the interactive site
http://www.teachersfirst.com/share/raven/st14.html pulled up for students to access.
Explain to them how the site works: When you hold your mouse over the highlighted
words it gives you definitions or literary terms and explanations. Students can use their
copies of the poem to answer the questions, and can take turns using the computers to
help with the first few questions which cover vocabulary and devices. If students do not
complete the worksheets, assign it for homework.
***(worksheet modified from the one found at
http://readwritethink.org/lesson_images/lesson411/RavenWorksheet.pdf***)
Name:____________________________________
****For help go to: http://www.teachersfirst.com/share/raven/st14.html****
Choose 5 vocabulary words from this list to define: (2 points each)
quaint
lore
chamber
bleak
implore
token
obeisance
beguiling
decorum
countenance
discourse
relevancy
placid
dirges melancholy
ominous
censer nepenthe
tempest
undaunted
balm
1).____________________________________________________________________________
____________________________________________
2).____________________________________________________________________________
____________________________________________
3).____________________________________________________________________________
____________________________________________
4).____________________________________________________________________________
____________________________________________
5).____________________________________________________________________________
_________________________________________
Define the underlined word in each sentence below: (1 point each)
“'Tis some visitor entreating entrance at my chamber door...”
6).______________________
“with mien of lord or lady, perched above my chamber door...” 7)._____________________
“oh quaff this kind nepenthe, and forget this lost Lenore!” 8)._________________________
“Leave no black plume as a token of that lie thy soul hath spoken!” 9)._________________
“From my books surcease of sorrow - sorrow for the lost Lenore...” 10)._________________
Poetic Elements
Once upon a midnight dreary, while I pondered weak and weary,
While I nodded, nearly napping, suddenly there came a tapping,
Find the two words that are an example of internal rhyme and record them:
11).________________________________ 12).________________________________
Find the three words that are an example of alliteration and record them:
13)._______________________ 14)._______________________ 15).______________________
What is the setting of “The Raven”? Include month and weather.
16).___________________________________________________________________________
______________________________________________________________________________
_______________________________________
Explain the conflict in “The Raven.”
17).___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________
In what ways does the author create “mood” in the opening stanza?
18).___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________
Is there any indication that the narrator may have dreamt the entire episode?
19).___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________
What is he hoping the Raven can tell him?
20).___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________
Copy and identify one form of figurative language used in the poem:
21).___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________
Throughout the poem, many words are repeated (ex: chamber, sorrow, Nevermore, Lenore). Why
does Poe do this? What type of effect does it have on the reader?
22).___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________
23). Put the events in “The Raven” in order by writing the numbers 1-6 on the lines provided. (1/2
pt. per blank)
____The raven comes in and perches above the narrator’s door.
____The narrator yells at the raven to leave.
____The narrator whispers “Lenore” into the hallway.
____The narrator questions whether the bird is natural or supernatural.
____The narrator reads by the fire.
____The narrator hears something at the window and opens it.
Textual Analysis
Open here I flung the shutter, when, with many a flirt and flutter, In there stepped a stately raven
of the saintly days of yore. Not the least obeisance made he; not an instant stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door - Perched upon a bust of Pallas
just above my chamber door - Perched, and sat, and nothing more.
Explain what happens in the stanza above: (4 points)
_________________________________________________________________
_________________________________________________________________
______________________________________________________________________________
____________________________________________________
What word does the raven always use to answer the narrator’s questions? (1 point)
______________
Questions I have now that we’ve finished “The Raven.” (Extra Credit: 1 point per question up to
5 points)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________
Descriptive Writing
Author: Josh Roadruck
*Adapted from:
http://members.aol.com/odysseybms/PoeTRACKSTAR.htm
Grade Level:
11
Time:
50 minutes
Objectives:
Students will become more familiar with the style of Poe.
Students will compare and contrast the different types of Romanticism.
Students will write descriptively using “The Fall of the House of Usher” as an example
Standards:
Analyze characteristics of subgenres, types of writings such as satire,
parody,
allegory, and pastoral that is used in poetry, prose, plays,
novels, short stories, essays, and
other basic genres.
11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of
language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
Analyze ways in which poetry or prose uses imagery, personification,
figures of
speech, and sounds to evoke readers’ emotions.
Use language in creative and vivid ways to establish a specific tone.
Materials:
Copy of “The Fall of the House of Usher” by Edgar Allan Poe
Paper and pencil / pen (provided by students)
13 pictures / scenes
13 blank pieces of paper
Introduction:
(Students have already read “The Fall of the House of Usher” prior to lesson)
Instructions:
1) Ask the students some beginning questions: What do you already know about Poe? How is
dark Romanticism different than regular Romanticism?
Poe established detective fiction and horror fiction—major genres in the entertainment industry
today (CSI, Saw I,II,III, etc.)
2) Have students read opening paragraph out loud, then discuss how Poe’s style creates tone,
mood, and visual picture
3) Explain group activity, split into groups (of 2), pass out pictures
4) Students write in as much detail as possible to describe picture they are given.
5) Groups pass their description to another group, and then try to draw the picture they are given
6) Discuss how descriptions could have been better and the importance of descriptive writing in
any genre
Background Information: Edgar Allan Poe
1.
2.
4.
5.
6.
8.
Name three reasons Poe considered himself a Virginian.
Who is Elizabeth Arnold Poe?
Where was Poe born?
Who raised Edgar Poe after his mother's death?
Which military school did Poe attend?
Who did Poe marry, and what was her relationship to him?
9. Why did John Allan withdraw his financial support?
10. Name four different genres developed by Poe and give one example of his literature in each
genre.
11. Find the meaning of the term "ratiocination."
12. In what year was "The Raven" penned?
13. What was Poe's lifetime goal?
14. What caused Poe's death?
15. Name the specific site (building/city) chosen as the national memorial dedicated to Poe's
memory.
Interpreting “The Fall of the House of Usher”
Author: Josh Roadruck
*Adapted from Kelly Carpenter—McCutcheon High School
Grade Level:
11
Time:
50 minutes
Objectives:
Students will respond to the story “The Fall of the House of Usher.”
Students will complete study guide showing their understanding of the story.
Students will choose one interpretation (given in a handout) and analyze story.
Students will back up their interpretation with passages from the texts.
Standards:
11.3.8 Analyze the philosophical arguments presented in literary works to
determine
whether the authors’ positions have contributed to the quality
of each work and the credibility
of the characters.
11.5.2 Write responses to literature that:demonstrate a comprehensive understanding of the
significant ideas in works or passages. Analyze the use of imagery, language, universal themes,
and unique aspects of the text. support statements with evidence from the text. Demonstrate an
understanding of the author’s style and an appreciation of the effects created. Identify and assess
the impact of perceived ambiguities, nuances, and complexities within the text.
Materials:
Textbook that includes “The Fall of the House of Usher” by Edgar Allan Poe
Pencil / pen (provided by student)
25 copies of study guide
25 “Interpreting ‘The Fall of the House of Usher” worksheets
Instructions:
(Students have already read story prior to class)
1. Discuss the class’ likes and dislikes of the story and their reasoning. (3 minutes)
2. Pass out study guide and allow students to work in partners to complete it. (30 minutes)
3. Have students return to their regular seats and address any questions that arose while
completing the study guide. Students will then turn in their study guides. (5 minutes)
4. Pass out “Interpreting ‘The Fall of the House of Usher” worksheet. (1 minute)
5. Discuss the contents of the worksheet (the five most popular interpretations of the story) and
address any questions the students have. (8 minutes)
5. Allow students to work individually on the worksheet for the remainder of class. This is a
homework assignment that is due tomorrow.
Name___________________________________
Date___________ Period_________
“The Fall of the House of Usher” Study Guide
1. What is the setting of this story?
2. Using the textual clues from the first few pages of the story, draw a picture of the house. It
does not have to be fancy, but make sure you include the specific features given.
3. What is meant by “the entire family lay in direct line of descent, and had always, with very
trifling and very temporary variation, so lain”?
4. Look at the picture of Poe in the preface to the story and the narrator’s description of Roderick.
Do you see any similarities or differences? Be specific.
5. What is the nature of Roderick’s illness? Of Madeline’s? Describe in detail.
6. Why had Poe made Roderick and Madeline twins and not just brother and sister? What does
Madeline seem to represent? What does Roderick seem to represent?
7. Summarize the plot of the narrative poem “The Haunted Palace.”
8. What does Roderick believe is causing his illness?
9. Where does Roderick bury his sister? Why is this location chosen?
10. What could Madeline’s Vault symbolize? How does the place and nature of Madeline’s burial
contribute to the meaning of the story?
11. How does Roderick react to Madeline’s death and burial?
12. “The Mad Trist” is a fictitious tale. What is a “trist”? (Hint: It could be spelled differently.)
What does “mad” mean besides angry? What happens in “The Mad Trist” that parallels what is
happening in the story?
13. What exactly happens to Madeline after her death?
14. Why doesn’t Roderick rescue her after he realizes she is still alive?
15. How does Roderick die?
16. What does the structural problem with the house have to do with the ending of the story? How
does it relate to the illness Roderick suffers? Use textual evidence to support your answer.
17. How does the house break apart? Why does the house break apart?
18. Who is the narrator of the story? Why is that significant?
Name______________________________________
Date_________ Period______
Interpreting Poe’s “The Fall of the House of Usher”
Students and scholars from all over the world have attempted to analyze this famous short story.
Dozens of different interpretations exist, but the most common five are listed below. Select the
interpretation that you believe offers the best explanation of the story. Then find textual evidence
from the story to support your interpretation. Be sure to include the page numbers where you
found your evidence. Then explain how your evidence supports the interpretation you have
chosen.
The five most common interpretations of “The Fall of the House of Usher”:
1. Isolation: The mind and body of the Ushers have been destroyed due to their isolation from the
rest of the world.
2. Conscious vs. Unconscious Mind: Roderick represents the conscious half of the mind;
Madeline represents the unconscious half. Roderick (the conscious mind) tries to bury or deny the
needs and desires of Madeline (the unconscious mind), but cannot. Ultimately the unconscious
desires destroy the conscious.
3. Mind vs. Body: Roderick represents the mind; Madeline represents the body. Roderick tries to
bury the body and the desires of the body, but cannot do this without also destroying himself—
the mind.
4. Incest: Roderick and Madeline were guilty of incest. He buried her to try to escape his guilt,
but his guilt destroys them both.
5. Autobiographical: Poe’s mind vs. Poe’s body; Poe’s conscious vs. Poe’s unconscious. Poe tries
to deny his body (Madeline) and its needs, but cannot. Or Poe tries to deny the needs of his
unconscious mind (Madeline), but cannot.
Your choice: _______________________________________________________________
Your support from the text:
Your explanation:
Legend of Sleepy Hollow and
Figurative Language
Author: Diana Sarlitto
*Adapted from:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp
=&LPID=18959
Some questions to consider:
What figurative language does Irving use in his story? What are examples of his use of figurative
language? What is figurative language?
Objectives:
The students will be able to identify literary devices throughout the text.
The students will mimic the author’s style showing their understanding of the literary
devices.
Standards:
12.3.3Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of
language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
12.3.4Analyze ways in which poets use imagery, personification, figures of speech, and
sounds to evoke readers’ emotions.
Materials and Equipment:
Text of story, chart, Internet for research
Procedures/Activities:
1)
This activity should be done after students have read the story "The Legend of Sleepy
Hollow."
2) 5-10 minutes: Ask the students to define figurative language. If they are unable to come up
with a definition, have them look it up in a glossary of literary terms. Discuss the definition and
examples. Divide the students into groups of two or three and explain that they will be looking for
examples of figurative language in the story. Distribute the chart and take students to the
computer lab.
3) 30 minutes: When the students are in the computer lab, take them to the Web site listed in the
Web Resources portion of this step. This site is an interactive essay on the figurative language in
the story. Have them read the essay and follow the links. After they have read the essay, have
them find examples of figurative language in the story. They will need to record this information
in the chart.
URL: http://www.e-tutor.com/demo/lessons/1/#study
4) 15-20 minutes: Discuss the terms and examples from the text. How does figurative language
add to the story? What details about the characters do you learn as a result of the figurative
language? What evidence shows that this piece is part of the romanticism genre?
Assessment
To evaluate class participation, consider the following: active participation in discussion, active
participation in group work, and notes from discussion.
Extension
Have the students write their own short legend using figurative language.
Literary Term
metaphor
simile
hyperbole
personification
onomatopoeia
Definition
Examples
Sleepy Hollow the Movie
Author: Diana Sarlitto
Grade Level:
11
Objectives:
The students will watch the movie and discover the differences between the text and the movie.
The students will critically analyze the scene’s setup and how it differs from a text’s setup of a
scene.
The students will be able to visually represent Sleepy Hollow from their point of view from the
movie.
Standards:
12.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization,
repetition of the main ideas, organization of language, and word choice in the text.
12.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
12.3.9 Evaluate the philosophical arguments presented in literary works and
the use of
dialogue to reveal character to determine whether the
authors’ positions have contributed to
the quality of each work and the credibility of the characters.
Materials:
Movie (any version, preferably the newer one by Tim Burton since it is more pop culture); Blank
storyboard worksheet
Procedure:
1)
5-10 minutes: Write the word legend on the overhead or board and ask the students to
provide a definition of the term. The definition should include some of the following: a fictional
story that is part of a particular culture, handed down from generation to generation. The story
will include information about the culture, the region in which the culture developed, and
information about the past. Explain to the students that they will be looking at the story/movie as
an example of a legend that someone recorded.
2) 5 minutes: The teacher will introduce film as a literary text and how film can comment on
society as well as text; focus on differences between text and film which include how they each
get their image across.
3) 5-10 minutes: The teacher will briefly go over vocabulary that will be used to describe the
scenes that the students will be drawing on the storyboard, such as wide angle, close-up, fading in
and dissolving.
4) Watch the movie: duration: the rest of this introduction lesson and the following day.
Assessment:
Participation in the discussions, and completion of storyboard with detailed observations.
Extension:
The students should have the storyboard completed and after the test, within an appropriate time
frame, will turn in a 1-2 page analysis on how different the text and film were and how the film
portrayed the similar scenes from the text in a different way.
Sleepy Hollow Notes
Romanticism Unit Review
Authors: Diana Sarlitto, Whitney George,
Candace Cook, & Josh Roadruck
Jeopardy-themed unit review game in PowerPoint format:
Romanticism Jeopardy Review
American Literature 11
Romanticism Unit Test
Name:________________________
Multiple Choice:
1. Who is the author of Rip Van Winkle?
A:
B:
C:
D:
Washington Irving
Edgar Allan Poe
Nathanial Hawthorne
None of these
2. What element of fiction defines the physical, geographical, and historial
time period of a story?
A:
B:
C:
D:
Plot
Setting
Rising Action
Background
3. What years are categorized as Age of Romanticism?
A:
B:
C:
D:
1790-1815
1820-1845
1865-1900
1830-1865
4. Romanticism is most closely related to:
A:
B:
C:
D:
Country life and Creativity
Country Life and Logic
City Life and Creativity
None of these
Fill In the Blank and Short answer:
5. The unnamed narrator of Rip Van Winkle tells us the story was "found among
the papers of the late _____________________________________.
6. What is the town called in Sleepy Hollow?
____________________________________.
7. What is Ichabod Crane's role in sleepy hollow?
__________________________________________________________________
_________________________________________________________________.
8. What do the townspeople believe happened to the headless horseman to make him
headless?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________.
9. Why is Sleepy Hollow considered to be under the romanticism category? Give
one reason and explain.
10. What is figurative language and give an example:
Why did the narrator go to the house of Usher?
11. How did Roderick Usher die?
______________________________________________.
12. What is the name of the poem that Roderick reads to the narrator?
_________________________________________________________________
_________________________________________________________________.
Short Essay: Choose Two of the following and answer completely.
1). Name and describe three of the five most common interpretations of the
story “The House of Usher.”
2). Choose one of the works we have read in this unit and give evidence that it is
Romantic.
Discuss why you think “The Raven” is so popular. What does Poe do in the poem to
interest the reader? Is it effective and why? Be sure to use some of the literary terms that
we discussed such as internal rhyme.
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
____________
Bibliography
Blurb @ http://www.etvconsortium.com/
Kelly Carpenter—McCutcheon High School;
http://www.huffenglish.com/handouts/thanatopsis2.rtf
MelanieHundley
http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=
&LPID=19309);http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?
LPID=19314
http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=252&SSUID=200&SSTitle=Ameri
can+Literature+
http://members.aol.com/odysseybms/PoeTRACKSTAR.htm
http://members.aol.com/odysseybms/PoeTRACKSTAR.htm
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp
=&LPID=18959