Warm Up #10

1. Warm Up #10 Write a short poem in the style of Romanticism about any topic you want, but include two examples of figurative language.

2. 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. • 3.0 Literary Response and AnalysisStudents 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 Literature3.1 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 Text3.2 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.

3. Last Class Review Blake and his poems: The Lamb and The Tyger

4. Who was William Blake? I must create a system or be enslaved by another mans; I will not reason and compare: my business is to create. 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?

5. 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.

6. Pass Up Your Responses Your answers to the questions about Blake and his two poems

7. 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?

8. The Rime of the Ancient Mariner Samuel Taylor Coleridge Romanticism day 3

9. Background • Originally published in 1798 as The Rime of the AncyentMarinere. • 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.

10. 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 marinerSee his eye as he stops one of threeMesmerizes one of the wedding guestsStay here and listen to the nightmares of the sea.And the music plays on, as the bride passes byCaught by his spell and the mariner tells his tale.” • idea of a cursed crew in Pirates of the Caribbean

11. Background • Samuel Taylor Coleridge • read through the biography on pg. 684 • identify the aspects the fit with the ideals of Romanticism.

12. 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.

13. 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.

14. Vocabulary • unslaked (line 157): unsatisfied or unquenched • fathom (line 133): Depth measurement equaling 6 feet (1.8288 meters). • 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. • pang (line 438): a sudden feeling of mental or emotional distress or longing • 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

15. 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?

16. 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.

17. 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.

18. 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.

19. Example Storyboard:

20. 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!