TCSS RL = Reading Literary RI = Reading Informational Troup County School System W = Writing English/Language Arts Curriculum Map SL = Speaking and Listening British Literature and Composition L = Language Thematic Unit # 4 – Romanticism: Rebels and Dreamers Nature, Individuality, Imagination, and Youth Big Idea / Unit Goal: Unit Essential Question(s): The goal for this unit is to explore and analyze the themes of Nature, What are the many facets of Romanticism? Individuality, Imagination, and Youth across British literary texts of the Romantic Are Romantics radials? Why or why not? period and related informational texts with an in-depth focus on priority GSE How do elements of gothic literature and/or the supernatural influence standards. Romantic thought? How does Frankenstein define the genre of the Gothic novel? Length of Unit: How is the feminist perspective demonstrated in Romanticism? 30 Days How do the ideas of pushing or exceeding the limits of life and death, popular during Romanticism, influence the fiction of today? Unit 4 Checklist What is the hero’s journey and how it reflects the tenets of Romanticism? Priority Standards: Unit 4/5 Assessment Blueprint RL1, RL6, RL9 RI2, RI5, RI8 L4 Support Standards: RL4 RI1, RI4, RI6 W2, W6 L2 SL1, SL2, SL4, SL5, SL6 Reading Focus: Literary Writing Focus: Informative/Explanatory RL9 Text Resources: Primary Writing Tasks: Extended Text: Consider two songs from the 1960s. Discuss the differences between romantic from Frankenstein (excerpt) and Romanticism as shown in the lyrics of these songs. Be sure to directly refer to the text of the songs in your response. “Rime of the Ancient Mariner” Mary Shelley has Victor Frankenstein create a living being, who then becomes a murderer. Who or what is responsible for the wretch's behavior? Is Shelley Short Texts (Mixture of Literary and Informational thematically connected texts) casting blame on a society that refuses to accept the wretch? Does she hold Romantic poets: Samuel Taylor Coleridge, William Wordsworth, William Blake, Victor responsible for his negligence as a "parent" (both father and mother), or Percy Bysshe Shelley, George Byron, John Keats is the wretch himself responsible for the chaos he creates? How do the Hippie movement article questions of responsibility relate to the overarching themes of Romanticism? The Flowering of Hippies article Support your views with incidents and quotations from the novel. Dark Knight: Example of Romanticism? Using lines from three or more Romantic poems, create a "found poem." Found Nonfiction Reading: How Movies Can Help poems use lines from a variety of sources--in this case other poems--to create Romanticism and Revolution a new poem. The new or "found" poem must revolve around a single The creepy tale that launched gothic literature overarching theme or central idea suggested by the Romantics.Poems should Discovering Literature: Romantics and Victorians be at least twenty lines long. Women and Anonymity in the Romantic period Discuss how the ancient mariner and Victor Frankenstein are both punished for TCSS William Blake: Blake’s Two Chimney Sweepers their sins against nature. Romanticism and the Child: Inventing Innocence The Role of Children: Chimney Sweeps Child Labor Facts Narrative Writing Tasks: The Byronic Hero: Immortals and Vampires and Ghosts, Oh My!: Byronic In her highly Gothic novel Frankenstein, Mary Shelley describes the creation of Heroes in Popular Culture article a monster who represents both the worst side of his creator--a desire to use the power of science to defy the laws of nature--and the best of human nature-- Additional Materials: a desire find love and understanding. With a small group, create a collage Background information which demonstrates this central idea of the novel and which shows that the Overview of British Romanticism Monster is neither purely evil nor purely good. On the back of the collage, write Song lyrics a thorough monologue (spoken by the Monster) in which he describes his History Guide feelings about his creation and his creator. Be sure to reflect back upon our The Romantics: Nature, Beauty, and Power reading of selected passages from the novel and viewing of the film Rime of the Ancient Mariner versus Frankenstein adaptation. Characteristics of the Byronic Hero After reading Blake's two poems about the lives of chimney sweepers, write a Hero’s Journey worksheet (research) thoroughly descriptive monologue narrated (first person) by a child who has Found Poem assignment been a victim of child labor abuse. Be sure to consider the elements of Found Poem example character development such as consideration of the who, where, when, what, William Blake lesson plan (imagery, allusion, opposites) how, and why. William Blake lesson plan (additional) Research Connections: After exploring the concept of the Byronic Hero and viewing clips from the films Big and Wizard of Oz, find and write a thorough description of the journey of self-discovery made by a character in one of these films or another film that you are familiar with. Be sure to refer to specific parts of the hero's journey relating specifically to self-discovery rather than merely summarizing the plot. Also, how does the journey of the Byronic Hero specifically relate to the over- arching tenets of Romanticism? Research child labor abuses in our modern world. With a small group, present a small vignette detailing the life of one child living in an abusive work situation. Vignettes should last 4 to 5 minutes and should show consideration of the Romantics concern regarding the loss of innocence in children. Routine Writing (Notes, summaries, process journals, and short responses across all genres): Journals, summaries, notes, short responses Lessons for Unit 4 (all lessons are hyperlinked below): ELA12.4: Capstone Lesson: Focus on completing journals and building presentation skills (SL4, SL5, SL6) ELA12.4.1: Focus on citing textual evidence, determining meanings of words and phrases, and writing (RL1, RL4, W4) ELA12.4.2: Focus on citing textual evidence, writing informative/explanatory texts, determining the meanings of words and phrases, and determining author’s purpose or point of view (RL1, W2, RL4, RI1, RI6) ELA12.4.3: Focus on citing textual evidence, writing informative/explanatory texts, determining meanings of words and phrases, and determining author’s purpose or point of view (RL1, W2, RL4, RI1, RI6) ELA12.4.4: Focus on citing textual evidence, determining author’s point of view or purpose, and analyzing foundational works of British literature (RL1, RI1, RI6, RL9) ELA12.4.5: Focus on citing textual evidence, determining author’s point of view or purpose, and analyzing foundational works of British literature (RL1, RI1, RI6, RL9) ELA12.4.6: Focus on citing textual evidence, determining meaning of words and phrases, and writing informational/explanatory texts (RI1, RI4, W2) TCSS Georgia Standards of Essential Questions Vocabulary Lessons and Resources Excellence (GSE) ELAGSE11-12RL1: Cite strong and How does one cite strong and thorough Cite ELA12.4.1 thorough textual evidence to support textual evidence to support analysis? Textual evidence ELA12.4.2 analysis of what the text says explicitly as Inferences ELA12.4.3 well as inferences drawn from the text, Explicit ELA12.4.4 including determining where the text Analysis ELA12.4.5 leaves matters uncertain. ELAGSE11-12RL4: Determine the What are figurative and connotative Diction ELA12.4.1 meaning of words and phrases as they are meanings? How do words and phrases Figurative used in the text, including figurative and impact an author’s meaning and tone? Connotation connotative meanings; analyze the impact How does an author’s word choice impact Denotation of specific word choices on meaning and engagement and beauty? Tone tone, including words with multiple Context meanings or language that is particularly Syntax fresh, engaging, or beautiful. (Include Engaging Shakespeare as well as other authors.) ELAGSE11-12RL9: Demonstrate How does a work reflect its time period? Foundational works ELA12.4.4 knowledge of eighteenth-, nineteenth- and How do two texts from the same time Themes ELA12.4.5 early twentieth-century foundational works period treat similar themes or topics? Topics (of American Literature, British Literature, Compare/contrast World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12RI1: Cite strong and What are effective ways to cite textual Cite ELA12.4.2 thorough textual evidence to support evidence to best analyze literature? Textual evidence ELA12.4.3 analysis of what the text says explicitly as Inferences ELA12.4.4 well as inferences drawn from the text, Explicit ELA12.4.5 including determining where the text Analysis ELA12.4.6 leaves matters uncertain. ELAGSE11-12RI4: Determine the What are strategies used in clarifying the Diction ELA12.4.2 meaning of words and phrases as they are meaning of words and phrases as they are Figurative meaning ELA12.4.3 used in a text, including figurative, used in a text? Connotative ELA12.4.6 connotative, and technical meanings; Technical analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI6: Determine an author’s How does the author’s point of view or Point of view ELA12.4.2 point of view or purpose in a text in which purpose impact the power of Purpose ELA12.4.3 the rhetoric is particularly effective, persuasiveness or beauty of his/her text? Rhetoric ELA12.4.4 analyzing how style and content contribute Persuasiveness ELA12.4.5 to the power, persuasiveness, or beauty of the text. ELAGSE11-12W2: Write How does one choose the most significant Informative ELA12.4.2 informative/explanatory texts to examine and relevant facts appropriate to the Explanatory ELA12.4.3 and convey complex ideas, concepts, and audience’s knowledge of the topic? Organization ELA12.4.6 information clearly and accurately through Objectivity the effective selection, organization, and Transition TCSS analysis of content.