Renaissance and Reformation

Transcription

1 Renaissance and Reformation Enduring Understandings: Essential Questions: Renaissance writers took interest in human life and the individual person. Drama developed and flourished during the Renaissance. Theater during the Renaissance depicted not only the lifestyles of the society but also the historical background of British history. How do the elements of a sonnet, lyric poem, pastoral poem, metaphysical poem (e.g. blank verse, rhyme scheme, couplets, and meter) contribute to the meaning of the poem? How do simile and metaphor contribute to the meaning of the literary work? The attitudes of the time period (such as carpe diem, etc.) were reflected in the literature. How do the elements of theme, imagery, plot, argument, and conflict contribute to the analysis of a work of literature? How do poets of the time period relate the theme of carpe diem in their poems? How effective are hyperbole and satire as literary elements? What is the archetypal progression from a hero to a tragic figure in Shakespeare s Macbeth? How do the conventions of the theater reinforce the meaning of the play? How does a comedy differ from a tragedy? 1

2 Renaissance Critical Content: Critical Skills: Sonnet Rhyme scheme Iambic pentameter Identify the words that develop meaning and tone and explain why they increase the impact. Blank verse Pastoral poetry Simile Metaphor Distinguish satire, sarcasm, irony, and/or understatement in the text. Explain the main idea. Theme Summarize the central ideas. Theater Atmosphere Setting Imagery Argument Plot Foreshadowing Tragedy (Tragic hero) Comedy Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance and style that responds to the discipline and context as well as to the expertise of likely readers. Conflict Metaphysical Poetry Elegy Lyric Poetry Consult reference materials to find the pronunciation, meaning, part of speech, or etymology of a word. Carpe Diem Hyperbole Soliloquy Aside 2

3 Established Goal: Learning Targets RL.12.4: 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. RL.12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). RL Read and comprehend literature, including stories, dramas and poems, in the grade 12 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.12.1: 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. RI.12.2 Demonstrate two or more 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 provide a complex analysis; provide an objective summary of the text. RI.12.7 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. W.12.2a: Introduce a topic; organize complex ideas, concepts, and information to that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension. W.12.2b 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. W.12.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W.12.2d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. W.12.2e Provide a concluding statement or section that follows from the supports the information or explanation provided. W.12.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Focused Assessed 3

4 SL.12.4: SL.12.5 SL.12.6 L.12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Adapt speech to a variety of contexts and tasks, demonstrate a command of formal English when indicated or appropriate. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. 4

5 Differentiation Unit Title: Renaissance and Reformation Performance Tasks Option 1: Essay Description: Choose one of the many topics/concepts from Macbeth to write an analytical, informative, or explanatory essay. You will need: Remediation (R) and Extension (E): 1R: Teacher could provide background information, outlines, topic ideas. MLA formatting guide, strong thesis statement, Works Cited. 1E: Could combine essay with a presentation in a creative manner. Core Standard(s): RL.12.4, RL.12.6, RL.12.10, RI.12.1, W.12.2a, W.12.2b, W.12.2c, W.12.2d, W.12.2e, W12.6, L.12.4 Option 2: Oral Presentation Description: Choose one or more pieces of Renaissance literature and create an oral presentation that integrates the use of media. You will need: technology. Core Standard(s): RL.12.4, RL.12.6, RL.12.10, RI.12.1, RI12.2, RI12.7, W.12.2a, W.12.2b, W.12.2c, W.12.2d, W.12.2e, SL12.4, SL12.5, SL12.6, L R: Teacher could provide background information, outlines, topic ideas. Provide quality sources at appropriate reading level with highlighted points. Could present in front o the teacher only instead of the class. 2E: Create presentation as a movie file complete with text, images, video, and audio clips (voice and music). Option 3: Memorize a scene from Macbeth of 14+lines with a partner or a soliloquy. Description Memorizing a section from the play helps students to feel the language of Shakespeare, to learn presentation skills, and to help in understanding of the play. You will need: Core Standard(s): SL

6 Suggested Learning Experiences with Ideas for Differentiation R)=Remediation E)=Extension Enrichment Activities Show film Macbeth to visualize staging and setting. Act out a scene, memorize a passage, create video of a scene, create interactive review game, make a puppet show, compare to modern film. Write a sonnet. Write a parody to A Passionate Shepherd to His Love or The Nymph s Reply to the Shepherd. R=individual or group E=Present a modern pop culture presentation in a comparison to Renaissance poetry. RL.12.4, RL.12.6, RL.12.10, RI.12.1, RI12.2, RI12.7, W.12.2a, W.12.2b, W.12.2c, W.12.2d, W.12.2e, W12.6, SL12.4, SL12.5, SL12.6, L

7 Resources Nonfiction: Speech to the Troups at Tilbury (Elizabeth I) Of Studies (Francis Bacon) Throne of Blood (Daniel Rosenthal) Meditation 17 (John Donne) Poetry: Sonnet XII (Petrarch) On Monsieur s Departure (Elizabeth I) The Lover s Showeth How He is Forsaken (Wyatt) Whoso List to Hunt (Wyatt) Sonnet 30 (Spencer) Sonnet 75 (Spencer) Sonnet 31 (Sidney) Sonnet 39 (Sidney) The Passionate Shepherd to His Love (Marlowe) The Nymph s Reply to the Shepherd (Raleigh) Sonnet 116 (Shakespeare) Sonnet 130 (Shakespeare) Sonnet 73 (Shakespeare) Sonnet 29 (Shakespeare) Eve s Apology (Aemilia Lanyer) Song (John Donne) A Valediction Forbidding Mourning (John Donne) Death Be Not Proud (John Donne) On My First Son (Ben Jonson) Song: To Celia (Ben Jonson) The Constant Lover (Sir John Suckling) Why So Pale and Wan, Fond Lover (Sir John Suckling) To Lucasta, Going to the Wars (Richard Lovelace) To Althea From Prison (Richard Lovelace) To His Coy Mistress (Andrew Marvel) To the Virgins to Make Much of Time (Robert Herrick) Carpe Diem (Horace) To Helene (Pierre de Ronsard) 7

8 From The Rubaiyat (Omar Khayyam) Drama The Tragedy of Macbeth (William Shakespeare) Audio/Visual: A Man For All Seasons (video) Hamlet (video/dvd) Shakespeare Tragedies(video) Shakespeare s Soliloquies (DVD) The Reduced Shakespeare (DVD) Macbeth (video, DVD) Much Ado About Nothing(CD, video, DVD) The Renaissance (video) The Spirit of the Renaissance (video) William Shakespeare (video) 8