Monday, December 21, 2015

Monday, 21 Dec: Modern Day Romanticism


            ESSENTIAL QUESTION: How does Romanticism fit in with other modern viewpoints?
            OBJECTIVES:
            -I can determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

-I can integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

“The Raven”                                 “The Albatross”
What text best describes this bird? (Use quotations.)


What do you think this bird symbolizes?


How does this relate to how Romantic thinkers felt about animals?




1) What is (or was) your reaction to this news story?
2) How would a Romantic thinker feel about this news story?

Read these two articles:
https://www.thedodo.com/jane-goodall-trophy-hunting-1304356983.html
http://www.cnn.com/2015/07/31/opinions/ghitis-cecil-outrage/

3) What do you think about the perspectives which OPPOSE the Romantic philosophical idea?
Design a tweet (140 characters or less) that would represent a Romantic social media response to The Albatross’ death in “The Rime of the Ancient Mariner” or the presence of The Raven in “The Raven”:






Friday, December 18, 2015

Friday, 18 December: Usher Vocab Quiz & Comprehending "The Raven"


Learning Targets: 
        I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
        I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where the text leaves matters uncertain.
        I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.

Procedures:
A)  Opening Activity: Take 5 minutes to look over your vocabulary.
B)  VOCAB QUIZ
C)  Review "The Raven" (www. youtube.com/watch?v=bLiXjaPqSyY)
      What connections can we draw between this poem and Romanticism?
D)  Fun Facts about Poe
E)  Questions for Comprehension (to be collected)
            1)  What is the setting?  Use words from the text to describe the setting using full sentences.
            2)  Who is Lenore and what has happened to her?
            3)  Find THREE instances of repetition.
Quoted word or phrase
Where it is (stanza number)
Why do you think this is repeated?  What does it show?









            4)  Describe the beat of this poem.  Why do you think Poe chose that rhythm?




Thursday, December 17, 2015

Thursday, December 16 "The Raven" by Edgar Alan Poe



Learning Targets: 
1. I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. I can determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
4. I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.
5. I can analyze how an author's choices concerning how to structure specific parts of a text  contribute to its overall structure and meaning as well as its aesthetic impact.
Essential Question: How has the American  Edgar Poe developed ideas of Romanticism in his poem "The Raven"?
coming up: "Usher" 2 vocabulary quiz tomorrow
In class: power point vocabulary review  (class handout)
             Introduction to Edgar Allan Poe's "The Raven"  with focus on Romantic ideas
 class handout 
            Listening to the poem (see link below) / class handout of poem (We will continue with this tomorrow.)

"The Raven" by Edgar Allan Poe


“House of Usher” Week 2 Vocabulary
Word
Notes (words and pictures)
insufferable

melancholy

to grapple

trifling

tarn

dilapidated

countenance

vivacious

cadaverous

pallid

gloom


Considering the DICTION that Poe’s story contains, what do you think his tone is?


 “The Raven”
Edgar Allan Poe

https://www.youtube.com/watch?v=bLiXjaPqSyY

1) Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore—
    While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
“’Tis some visitor,” I muttered, “tapping at my chamber door—
            Only this and nothing more.”

“Are we scared yet?”
“Bart, he’s establishing mood.”

  2) Ah, distinctly I remember it was in the bleak December;
And each separate dying ember wrought its ghost upon the floor.
    Eagerly I wished the morrow;—vainly I had sought to borrow
    From my books surcease of sorrow—sorrow for the lost Lenore—

“Oh Lenore.”

For the rare and radiant maiden whom the angels name Lenore—
            Nameless here for evermore.

   3) And the silken, sad, uncertain rustling of each purple curtain
Thrilled me—filled me with fantastic terrors never felt before;
    So that now, to still the beating of my heart, I stood repeating
    “’Tis some visitor entreating entrance at my chamber door—
            This it is and nothing more.”

  4)  Presently my soul grew stronger; hesitating then no longer,
https://s-media-cache-ak0.pinimg.com/736x/99/a4/d0/99a4d0b50cf2834a8baa26492fdc4300.jpg“Sir,” said I, “or Madam, truly your forgiveness I implore;
    But the fact is I was napping, and so gently you came rapping, https://s-media-cache-ak0.pinimg.com/736x/99/a4/d0/99a4d0b50cf2834a8baa26492fdc4300.jpg
    And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you”—here I opened wide the door;—

“This better be good.”

            Darkness there and nothing more.

“You know what would have been scarier than nothing?”
“What?”
“Anything!”

   5) Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
    “Surely,” said I, “surely that is something at my window lattice;
      Let me see, then, what thereat is, and this mystery explore—
Let my heart be still a moment and this mystery explore;—
            ’Tis the wind and nothing more!”

  6)  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 a minute 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.

7) Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore,
“Though thy crest be shorn and shaven, thou,” I said, “art sure no craven,
Ghastly grim and ancient Raven wandering from the Nightly shore—
Tell me what thy lordly name is on the Night’s Plutonian shore!”
            Quoth the Raven

“Eat my shorts.”
“Bart, stop it.  He says, ‘Nevermore,’ and that’s all he’ll ever say.”
“Ok, ok.”

    8) Then, methought, the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose foot-falls tinkled on the tufted floor.
    “Wretch,” I cried, “thy God hath lent thee—by these angels he hath sent thee
    Respite—respite and nepenthe from thy memories of Lenore;
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!”
            Quoth the Raven “Nevermore.”

    9) “Be that word our sign of parting, bird or fiend!” I shrieked, upstarting—
“Get thee back into the tempest and the Night’s Plutonian shore!
    Leave no black plume as a token of that lie thy soul hath spoken!
    Leave my loneliness unbroken!—quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!”
                Quoth the Raven “Nevermore.”

Take thy beak from out my heart, and take thy form from off my door!”
Quoth the Raven “Nevermore.”

“Why, you little…  Come back here you little Raven.”

   10) And the Raven, never flitting, still is sitting, still is sitting
https://s-media-cache-ak0.pinimg.com/736x/99/a4/d0/99a4d0b50cf2834a8baa26492fdc4300.jpgOn the pallid bust of Pallas just above my chamber door;
    And his eyes have all the seeming of a demon’s that is dreaming,
    And the lamp-light o’er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
            Shall be lifted—nevermore!



Comprehending “The Raven”
1)  What is the setting?  Use words from the text to describe the setting using full sentences.






2)  Who is Lenore and what has happened to her?






3)  Find THREE instances of repetition.
Quoted word or phrase
Where it is (stanza number)
Why do you think this is repeated?  What does it show?











4)  Describe the beat of this poem.  Why do you think Poe chose that rhythm?
       


Tuesday, December 15, 2015

Tuesday, December 15 day 2 of writing "Mariner" essay

Learning Targets
I can develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
I can use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
I can use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
I can provide a concluding statement or section that follows from and supports the argument presented.
Essential Question: How does poet Coleridge develop a theme, so as to reflect the philosophical ideas of Romanticism?

Coming up: "Usher" vocabulary quiz on Friday  (handout last Friday/ copy below)
                     Review of this week's vocabulary on Thursday.

In class: "The Rime of the Ancient Mariner" essay....This is due at the end of class on Wednesday, with the exception of those who receive extended time.
                Remember MLA heading 
               handout last Friday/ copy below

Note that I am available in the library for assistance after school today.

Additional notes to help you write your essay.

You are answering the question as to how the poet Samuel 

Taylor Coleridge developed  the (insert theme- you 

choose) in his poem "The Rime of the Ancient Mariner"

First choose a theme.

Second choose three Romantic ideas that are employed to 

support the development of the theme.


Write your intro

Now write three paragraphs based upon the three Romantic 

ideas that are in your introduction.

“The Rime of the Ancient Mariner” by Samuel Taylor Coleridge.
Expository essay assignment.   Due Wednesday, December 16 by the end of the day. If you receive an extension, this is due on Thursday.  Everyone must turn in the essay and an outline, as shown on the back of this sheet.
What is an expository essay? This genre of essay requires you to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This is exactly what you have done in the Hamlet and “A Room of One’s Own” essays.
Directions:
Introduction:
Begin with your hook sentence that is a general statement about the topic
Include in the introduction genre (poem in this case), author / poet Samuel Taylor Coleridge, and the title of the poem “The Rime of the Ancient Mariner”
A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.
Your introduction should include the basic points that you will cover within the essay. Take this from your outline.
Minimum 3 body paragraphs
Each must include evidential support; that is textual evidence. Weave in the text. Use quotations. Cite by stanza.
  Eg. “The Mariner hath his will” (Mariner 4).
Make sure that within each body paragraph you have a controlling idea, support / evidence for your statement and very importantly an analysis statement. Why or how is what you say significant.
Conclusion: A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.
Essay topic choices.  Read carefully and ask specific questions.
Below you will find the list of 5 themes that you have explored in the poem. These were at the top of the graphic organizer.  Select one and show how Coleridge develops the theme in his poem “The Rime of the Ancient Mariner” and how it supports the philosophical ideas of Romanticism: 1)  love of Nature, 2) the idealization of rural living, 3) a faith in common people, 4) an emphasis on freedom, 5) individualism, spontaneity, intuition, feeling, imagination, wonder, 5) a passionate individual religiosity 6)  life after death and 7.an organic view of the world.
1.            The Natural World (It can be beautiful and frightening and powerful) (often simultaneously),
2.            The Spiritual World: The Metaphysical (The poem occurs in the natural, physical world-the land and ocean. However, the work has popularly been interpreted as an allegory of man's connection to the spiritual, metaphysical world.
3.            Liminality-"The Rime of the Ancient Mariner" typifies the Romantic fascination with liminal spaces. A liminal space is defined as a place on the edge of a realm or between two realms, whether a forest and a field, or reason and imagination.
4.            Imprisonment-"The Rime of the Ancient Mariner" is in many ways a portrait of imprisonment and its inherent loneliness and torment.
5.            Retribution-The poem is a tale of retribution, since the Ancient Mariner spends most of the poem paying for his one, impulsive error of killing the Albatross.
Name_________________________________-
Topic Choice_________________________________________-
Thesis statement: _________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________

Three points that you include in your introduction that you will make in your three body paragraphs.
Point 1______________________________________________________________________________________
Point 2_____________________________________________________________________________________
Point 3_____________________________________________________________________________________

Conclusion:  Possibilities
What broader knowledge is to be learned from has Coleridge’s development of the theme of  ____________________ in the “Mariner” ?  Think about long term outcomes.


“House of Usher” Week 2 Vocabulary
{Quiz on these 11 words on Friday, 18 December}


insufferable (adj): unbearable, unacceptable
melancholy (adj) or (n): unexplainable sadness
to grapple (v): to wrestle with or struggle with
trifling (adj): unimportant or trivial
tarn (n): a small mountain lake
dilapidated (adj): neglected, in disrepair
countenance (n): a face or facial expression
vivacious (adj): attractively lively or animated
cadaverous (adj): resembling a corpse; very pale, thin and bony
pallid (adj): pale, usually due to ill health
gloom (n): darkness or state of depression

Monday, December 14, 2015

Monday, December 14 "Rime of the Ancient Mariner" essay



Learning Targets
I can develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
I can use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
I can use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
I can provide a concluding statement or section that follows from and supports the argument presented.
Coming up: "Usher" vocabulary quiz on Friday  (handout last Friday/ copy below)
                     Review of this week's vocabulary on Thursday.

In class: "The Rime of the Ancient Mariner" essay....This is due at the end of class on Wednesday.
                Remember MLA heading 
               handout last Friday/ copy below

“The Rime of the Ancient Mariner” by Samuel Taylor Coleridge.
Expository essay assignment.   Due Wednesday, December 16 by the end of the day. If you receive an extension, this is due on Thursday.  Everyone must turn in the essay and an outline, as shown on the back of this sheet.
What is an expository essay? This genre of essay requires you to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This is exactly what you have done in the Hamlet and “A Room of One’s Own” essays.
Directions:
Introduction:
Begin with your hook sentence that is a general statement about the topic
Include in the introduction genre (poem in this case), author / poet Samuel Taylor Coleridge, and the title of the poem “The Rime of the Ancient Mariner”
A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.
Your introduction should include the basic points that you will cover within the essay. Take this from your outline.
Minimum 3 body paragraphs
Each must include evidential support; that is textual evidence. Weave in the text. Use quotations. Cite by stanza.
  Eg. “The Mariner hath his will” (Mariner 4).
Make sure that within each body paragraph you have a controlling idea, support / evidence for your statement and very importantly an analysis statement. Why or how is what you say significant.
Conclusion: A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.
Essay topic choices.  Read carefully and ask specific questions.
Below you will find the list of 5 themes that you have explored in the poem. These were at the top of the graphic organizer.  Select one and show how Coleridge develops the theme in his poem “The Rime of the Ancient Mariner” and how it supports the philosophical ideas of Romanticism: 1)  love of Nature, 2) the idealization of rural living, 3) a faith in common people, 4) an emphasis on freedom, 5) individualism, spontaneity, intuition, feeling, imagination, wonder, 5) a passionate individual religiosity 6)  life after death and 7.an organic view of the world.
1.            The Natural World (It can be beautiful and frightening and powerful) (often simultaneously),
2.            The Spiritual World: The Metaphysical (The poem occurs in the natural, physical world-the land and ocean. However, the work has popularly been interpreted as an allegory of man's connection to the spiritual, metaphysical world.
3.            Liminality-"The Rime of the Ancient Mariner" typifies the Romantic fascination with liminal spaces. A liminal space is defined as a place on the edge of a realm or between two realms, whether a forest and a field, or reason and imagination.
4.            Imprisonment-"The Rime of the Ancient Mariner" is in many ways a portrait of imprisonment and its inherent loneliness and torment.
5.            Retribution-The poem is a tale of retribution, since the Ancient Mariner spends most of the poem paying for his one, impulsive error of killing the Albatross.
Name_________________________________-
Topic Choice_________________________________________-
Thesis statement: _________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________

Three points that you include in your introduction that you will make in your three body paragraphs.
Point 1______________________________________________________________________________________
Point 2_____________________________________________________________________________________
Point 3_____________________________________________________________________________________

Conclusion:  Possibilities
What broader knowledge is to be learned from has Coleridge’s development of the theme of  ____________________ in the “Mariner” ?  Think about long term outcomes.


“House of Usher” Week 2 Vocabulary
{Quiz on these 11 words on Friday, 18 December}


insufferable (adj): unbearable, unacceptable
melancholy (adj) or (n): unexplainable sadness
to grapple (v): to wrestle with or struggle with
trifling (adj): unimportant or trivial
tarn (n): a small mountain lake
dilapidated (adj): neglected, in disrepair
countenance (n): a face or facial expression
vivacious (adj): attractively lively or animated
cadaverous (adj): resembling a corpse; very pale, thin and bony
pallid (adj): pale, usually due to ill health
gloom (n): darkness or state of depression