Warm Up #8• What do we think about poetry and why

do we feel this way? What has contributed to the views we have?

Romanticism

day 1

• 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.

Not so fast!• Poetry can be so much more– music– spoken word– epics– romantic– rhymed, or not!

• Classics: Shakespeare, Milton , Blake, Keats, Wordsworth, Hughes, Frost, Poe, Plath

• Contemporaries: Tupac, Mos Def, Talib Kweli, Common, Billy Collins, Gary Soto, Elizabeth Alexander,

What do we already know?

• List all the things you know about poetry from previous studies or personal experience.– what is it about?– what does it look like?– terms?– devices?– styles?

Romantic vs. Romanticism

• Love, “mushy-gushy,” hearts, roses, chocolates, candle light, long walks on the beach, creative prom proposals, etc…

• British romanticism focuses on the beauty of the supernatural, championing of the individual, the importance of nature, and the dangers of technology

Rebels and Dreamers

The Romantic Period

Reading Selections

The selections from the textbook for this unit are:• Historical background (612-622)

• Blake- The Lamb & The Tyger (638-641)• Coleridge – The Rime of the Ancient Mariner(684-709)• Keats- Ode on a Grecian Urn (744-745, 754-756)• Note the page numbers for the online textbook will be

different than the ones listed. You will find all of these selections in Unit 4: Rebels and Dreamers

Romanticism• a literary and artistic movement of

the eighteenth and nineteenth centuries. In reaction to Neoclassicism, the Romantics emphasized imagination, fancy, freedom, emotion, wildness, the beauty of the untamed natural world, the rights of the individual, the nobility of the common man, and the attractiveness of pastoral life.

A little fun…• Create a romantic

poem using your name• This is called an

Acrostic• Example:

– M– S– M– E– R– K– I

• Create a short poem in the romantic style based on this picture:

Terms to know…• lyric: a poem expressing the observations and feelings of a

single speaker, it presents an experience or a single effect, but it does not tell a full story. Types include the ode, elegy, and sonnet.

• ode: a long, formal lyric poem with a serious theme, often honors people, commemorates events, or responds to natural scenes.

• elegy: a solemn and formal lyric poem about death. It may mourn a particular person or reflect on a serious or tragic theme.

• social commentary: a spoken or written act of rebellion toward an individual or group; commentary on social issues or society.

• figurative language: writing or speech not meant to be taken literally.– hyperbole, irony, metaphor, metonymy, oxymoron, paradox,

personification, simile, synecdoche.

Figurative Language• hyperbole: deliberate exaggeration or overstatement.• irony: general name given to techniques that involve surprising,

interesting, or amusing contradictions. • metaphor: when one thing is spoken of as if it were something

else, through the identification of dissimilar things, a comparison is suggested.

• metonymy: substitutes something closely related for the thing actually meant.

• oxymoron: fuses two contradictory ideas, such as “freezing fire” or “happy grief,” thus suggesting a paradox in just a few words.

• paradox: a statement that seems to be contradictory but actually presents a truth. Because a paradox is surprising or even shocking, it draws the reader’s attention to what is being said.

• personification: when a nonhuman subject is given human characteristics.

• simile: compares two apparently dissimilar things using like or as.• synecdoche: when a part of something is used to stand for the

whole.

Homework•Bring textbook next class• Find a poem you like, something school appropriate, and bring it next class.