Warm Up #10
 Write a short poem in the style of Romanticism about
any topic you want, but include two examples of
figurative language.

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.
Last Class Review
Blake and his poems: The Lamb and The Tyger
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?
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.
Your Poem
 Take out your poem, it needs to be on a separate sheet of paper.
 We are going to play musical papers- sort of. Keep passing the
papers until the music stops.
 You should have a poem that is NOT the one that you brought.
Now, it could be the same poem as long as it isn’t the same paper
you brought.
 Read this new poem and answer the following questions on the
same paper as the poem:



What stands out to you?
Any figurative language?
Who do you think brought this poem?
The Rime of the
Ancient
Mariner
Samuel Taylor Coleridge
Romanticism
day 3
Background
 Originally published in 1798 as The Rime of the Ancyent
Marinere.
 the language went against the emerging Romantic
tradition of writing in contemporary, unrhymed
language
 so in 1817 the version we know today was published and
aligned more closely with the ideals of Romanticism.
Background
 A story of adventure, misfortune, cursed sailors,
and punishment.
 inspired the band Iron Maiden to write a song by
the same name
 “Hear the rime of the ancient mariner
See his eye as he stops one of three
Mesmerizes one of the wedding guests
Stay here and listen to the nightmares of the
sea.
And the music plays on, as the bride passes by
Caught by his spell and the mariner tells his
tale.”
 idea of a cursed crew in Pirates of the Caribbean
Background
 Samuel Taylor Coleridge
 read through the biography on pg. 684
 identify the aspects the fit with the ideals of
Romanticism.
Poetic Devices
 Add these to your notes:
 alliteration: repetition of a consonant sound at the
beginnings of words.
 assonance: repetition of a vowel sound in stressed
syllables with dissimilar consonant sounds.
 consonance: repetition of a final consonant sounds in
stressed syllables with dissimilar vowel sounds.
 onomatopoeia: the formation of a word from a sound
associated with what is named.
 internal rhyme: the use of rhymes within a poetic line.
Vocabulary
 Coleridge uses archaic vocabulary to help create his
language of fantasy for the world he is creating in his work.
 Archaic words are words no longer in common use.
 Why do you think Coleridge would make this choice in
diction?
 it highlights the difference between normal, everyday speech
and that of his romantic era poetry.
 Look to the text and notes on the next slide for definitions
of unfamiliar words.
Vocabulary

unslaked (line 157): unsatisfied or
unquenched

pang (line 438): a sudden feeling of mental or
emotional distress or longing

fathom (line 133): Depth measurement
equaling 6 feet (1.8288 meters).

abated (line 428): lessened or diminished

wan (line 317): of an unnatural or sickly
pallor; pallid; lacking color

dismal (line 56): causing gloom or dejection;
gloomy; dreary; cheerless

sultry (line 267): oppressively hot and close or
moist; sweltering

forlorn (line 623): desolate or dreary;
unhappy or miserable

minstrelsy (line 36): Group of musicians.

nether (line 212): Bottom.

tacked, (line 156): Changed course.

twain (line 196): Two.

wherefore (line 4): why.

din (line 8): a continued loud or tumultuous
sound

hoary (line 276): gray or white with age,
ancient or venerable, tedious from familiarity.
Big Ideas
 How does a child who has broken something behave?
 Why do they behave this way?
 What are some other examples of guilty behavior?
 Guilt introduces a division between the person feeling
guilt and others, why and how is this?
 How does superstition affect people’s behavior?
 Common superstitions?
 Is going against a superstition taboo? How do people
view you when you do so?
Reading Guide
 There are 22 questions that you should be able to
answer throughout and by the end of your reading of
this poem. They will be in the PowerPoint of the class
that the reading for those questions is due. I will also
post a word document of all questions on one page if
you prefer it that way.
Imagery
 This poem is filled with imagery that matches up with
all the poetic devices, figurative language, and
symbolism. All of this adds together to create this
world of fantasy Coleridge is creating.
 Even though the ideas, events, motifs, etc. in this poem
can be dark or “Gothic” it is still a prime example of
Romanticism because of the themes, focus, and ideas.
Pay attention to examples of this.
Storyboard
 There are seven parts to this poem. For each part you
will create a sketch example of some poetic device,
figurative language, or imagery you identified in that
part.
 You will not be graded on your artistic ability, but on
your ability to pull examples of poetic devices,
figurative language, or imagery from the text and
correctly identify it.
The Rime of
the Ancient
Mariner
Storyboard
Part I: _______
Part II: ______
Part III: ______
By: Your Name
Part IV: ______
Part V: _______ Part VI: ______
Part VII: _____
 Bring your textbook (selections: Rime of the Ancient
Mariner)
 Read and take notes on parts I, II & III
 Bring in another poem that you like!
 Romanticism brochure due first class of next week!