American Romanticism

Transcription

1 American Romanticism HONORS AMERICAN LITERATURE 2014 MRS. N. FITZGERALD UNIT 3 At the end of this unit, the student will be able to: 1. Read, comprehend, interpret, and respond to short stories and poetry from the age of American Romanticism (academically prepared) 2. Understand the characteristics of American Romanticism (academically prepared) 3. Relate short stories and poetry to personal experience, historical context, and relevant 21st century issues (globally concerned) 4. Understand and use new vocabulary (academically prepared) 5. Improve formal and creative writing skills (academically prepared) 6. Relate short story and poetry themes to Catholic teaching and tradition (spiritually oriented) 7. Respond to short stories and poetry through writing and artistic projects (academically prepared) Life is real! Life is earnest! And the grave is not its goal; Dust thou art, to dust returnest, Was not spoken of the soul. -Henry Wadsworth Longfellow A Psalm of Life nfitzgerald@ndhsguam.com

2 Activity Introductory Notes Download or print the following notes: American Romanticism Washington Irving Literary Terms The Fireside Poets The Stages of Grief Nathaniel Hawthorne Unit Vocabulary Lists 1-3 Activity American Faust 1. Respond to the Anticipation Guide and be prepared to discuss your answers. 2. Read The Devil and Tom Walker by Washington Irving on pp Be prepared for a quiz on the content and vocabulary list 1. Activity The Life of Poe Watch the video presentation on the life of Edgar Allan Poe and answer the worksheet questions (Notes Grade) The Baltimore Ravens, the professional football team, is named after Poe s The Raven. The team s mascot is named Poe. Activity Shadows of the Imagination 1. Family Crest 2. Read The Fall of the House of Usher by Edgar Allan Poe on pp Complete the selection support worksheet. 4. Be prepared for a quiz on the short story Activity Quoth the Raven, Nevermore. Read The Raven by Edgar Allan Poe on pp Complete the literary devices worksheet. Be prepared to discuss your responses. Be prepared for a quiz on the poem and all vocabulary from list 2. Romanticism Test #1 - Be prepared for a test on the first three selections of this unit (Irving, Poe). Content, vocabulary, and literary terms will be included. Test Date: The Poe Toaster Since 1949, a mysterious figure dressed all in black, had visited Edgar Allan Poe s Baltimore gravesite on the author s birthday. The unidentified figure always offered a toast with cognac and left three roses. In 2007, 92-year-old Sam Porpora claimed to be the mysterious toaster. Why did he do it? He hoped to attract visitors to the cemetery.

3 Project 1 - Rewrite It Were you satisfied with the endings of "The Devil and Tom Walker or The Fall of the House of Usher? If not, choose one story and give it an original ending. Choose an original line from your selection and finish the story from there. 1. For example ("The Devil and Tom Walker ), "Another night elapsed, and another morning came; but no wife. In a word, she was never heard of more. Your story will pick up where the quote ended. 2. Your original ending must be at least two pages long, but should not exceed five pages. You may include dialogue if necessary. Plagiarism will not be tolerated. 3. Be sure to include at least 2 vocabulary words from the current unit and at least two from each of the previous units (8 total). Underline the vocabulary words. William Cullen Bryant 4. Submissions must be typed with one-inch margins and double-spaced in 12 pt Times New Roman or Cambria font. Activity Vision of Death In Greek, thanatos means death. Participate in this Think-Pair-Share activity and be prepared to share your findings with the large group. Activity By the Fireside 1. Read Thanatopsis by William Cullen Bryant and participate in the class discussion. 2. Read Old Ironsides by Oliver Wendell Holmes on pp Participate in the class discussion. 3. Read The First Snowfall by James Russell Lowell on pp Be prepared for a quiz on all poems Oliver Wendell Holmes James Russell Lowell

4 Activity Political Poem Oliver Wendell Holmes wrote a poem expressing his views on preserving an important American ship. 1. Write a poem that expresses your position on a current and relevant political issue facing Guam or the entire world. 2. Your poem must be exactly 24 lines long. You must follow the same rhyme pattern as Holmes. 3. Use at least one vocabulary word from this unit and at least one from each of the previous units. Underline the words you use. Type your poem and number every 5 lines. Activity Elegy In Lowell s poem, the speaker thinks about the loss of his young daughter as he sees the snow falling. Think of a loved one you lost through death or separation. Write a poem that reflects the stages of grief discussed in class and that you experienced after this loss (each stanza should reflect each stage of grief). Your poem must reflect Lowell s stanza forms and rhyme scheme. Your poem must be at least 20 lines long. You must use at least one vocabulary word from the current unit and one from the previous unit. Underline your vocabulary. Type and title your poem and number every 5 lines. The Fireside Poets Activity Poet for the People 1. Read A Psalm of Life by Henry Wadsworth Longfellow on pp and The Tide Rises, The Tide Falls on p. 253; participate in the class discussion. 2. Complete the selection support worksheet 3. Be prepared for a quiz on the two Longfellow poems and all vocabulary from Activity Motivate Me If you look around the classroom, it is quite evident that I invest in motivational posters for our walls. Create a motivational poster using at least one line from A Psalm of Life by Henry Wadsworth Longfellow. Include the line and a complimentary and visually appealing image or images. You may create original artwork, create a digital image or composite, take an original photo, or download a picture from the Internet. Your overall design and composition must be original. Do not use a photo of a motivational poster which already exists and simply add your quotation. Your poster must be 11x17 in. You may create your poster digitally and drop it to me on the due date. Henry Wadsworth Longfellow Project 2 - Footprints on the sands of time A credo is a statement of personal belief. Henry Wadsworth Longfellow expressed his views on life and death in the poems we have studied. How would you leave footprints on the sands of time? Write a personal credo stating the principles and beliefs that guide your conduct in life. The goal of your credo is to persuade and inspire others to believe your ideas, thus leaving your footprints behind. Your credo must have at least 10 main ideas. Do not copy quotations or lines from others credos, poems, songs, etc. You must use at least 1 vocabulary word from this unit and one from each of the previous units. You can present your credo as a song, video, podcast, slideshow, interpretive dance (don t laugh; it s been done), tri-fold poster, speech, etc. Be creative! Provide a digital copy of your credo if applicable.

5 Activity A Parable Read Rappaccini s Daughter by Nathaniel Hawthorne and discuss. Be prepared for a content quiz on the story. Quiz Date: Nathaniel Hawthorne Activity Secrets and Sins Choose one of the following options: Option 1: Original Artwork Choose a central image from Rappaccini s Daughter and create an original illustration. Your drawing should be inspired by Hawthorne s allegory, as well as class discussion and personal interpretation of the themes. Fill the entire space and background. You may use any medium, and your piece must be at least 8 1/2 x 11. Incorporate the story quotation which inspired your work. Then write at least one paragraph explaining your artwork and its connection to the quotation and the story. Your typed paragraph must include at least one of the vocabulary words from this unit. Underline the word you use. Paste your paragraph to the back of your drawing. Option 2: Collage Create a collage that represents a central theme from Rappaccini s Daughter. Your collage should be inspired by Hawthorne s allegory, as well as class discussion and personal interpretation of the themes. Your collage must include at least 12 images. These images must be neatly arranged in a cohesive, meaningful, and visually appealing manner. Color and layout selections must be appropriate for the subject matter. Your collage must be at least 8 1/2 x 11. Fill the entire space. Incorporate the story quotation which inspired your work. Then write at least one paragraph explaining your collage and its connection to the quotation and the story. Your typed paragraph must include at least one of the vocabulary words from this unit. Underline the word you use. Paste your paragraph to the back of your collage. Romanticism Test #2 - Be prepared for a test on all the Fireside Poetry as well as the short story. Content, vocabulary, author information, background notes, and literary terms will be included. Test Date:

6 Unit 3 Project 3 Option 1: Poetry Illustration - The Raven 1. Create original hand drawn illustrations to accompany The Raven by Edgar Allan Poe. If you choose to, you may scan your original artwork and digitally enhance it. However, I require original sketches to be submitted with the finished project. Do not copy existing images or other artwork. 2. In your illustrations, capture key images from each stanza. 3. Write or type each stanza (word for word) as the caption for your illustration. 4. Each stanza must have its own page - 18 stanzas = 18 pages. 5. Each picture must be at least 8 1/2 x 11. Use color as appropriate. Fill the space with your central image. 6. Include a cover page with the poem title and author. This project will have a total of 19 pages. Bind your project in a creative way. Option 2: Puppet Show (group) - The Devil and Tom Walker 1. In a group of no more than four people, create detailed puppets for the characters in The Devil and Tom Walker. Include the devil, Tom Walker, and Mrs. Walker. 2. Students must actually create the puppets based on descriptions from the short story. For example, portray the devil as he is described in the story, not how you think he is supposed to look. 3. Sock puppets and paper bag puppets are acceptable. Stuffed animals and action figures will not be accepted. Live acting may be done, but only in addition to the puppets. All groups must have their own puppets. Do not use the puppets created by another group or block. 4. Tell the entire tale as a puppet show. You must include background scenery, background music, sound effects, etc. Puppet shows must be at least 5 minutes long, not including credits or bloopers. 5. Include one typed copy of your adapted script. Include at least one vocabulary word from this unit and one from each of the previous units. Underline the words you use. Plagiarism will not be tolerated. 6. Perform your puppet show in class or record the performance and present it in class. 7. Provide Mrs. Fitzgerald with a copy of your video. Option 3 - Old Ironsides Video (Individual Project) 1. You are Oliver Wendell Holmes and you are starring in a video commercial to help save the USS Constitution. 2. In an appropriate costume, dress as Holmes and recite the entire poem Old Ironsides with passion and appropriate emotion. 3. Record your performance and edit the footage in the style of a political ad. 4. Use appropriate music that fits the patriotic tone of the poem. In addition to your footage, you must have at least 10 other still images depicting the USS Constitution and the War of Present your video in class. Provide Mrs. Fitzgerald with a copy of your video. Option 4 - Activity 3.8 or 3.9 Video (Individual Project) 1. Star in a video commercial to help bring awareness to the issue you wrote about in Activity 3.8 OR Create a video presentation to remember the person you wrote about in Activity Recite your entire poem with passion and appropriate emotion. 3. Record your performance and edit the footage in an appropriate style. 4. Use music that fits the tone of the poem. In addition to your footage, you must have at least 10 other still images that relate to your topic. 5. Present your video in class. Provide Mrs. Fitzgerald with a copy of your video.