Roots of Romanticism

Transcription

1 American Literature, Quarter 2, Unit 1 of 3 Roots of Romanticism Overall days: 13 (1 day = minutes) Overview Purpose As a continuation of a chronological approach to American Literature, this unit introduces students to the major themes of American Romanticism ( ), including the historical, social, and cultural forces associated with this literary movement. Students will study the quintessential American views of individualism, optimism, and progress at the dawn of rapid growth and expansion in the country. Additionally, they will explore the darker side of such progress on the individual, nature, and society. Working the timeline from both ends, students will consider the long-term influence of both the authors and their works on contemporary society as forerunners to modern reform movements environmental, civil, and human. Students will engage in the writing process and produce a written literary analysis/argument. Content to be learned Processes to be learned and used Understand and use the historical contexts of American Romanticist literature. Cite evidence from text to support claims. Understand use of rhetorical devices, figurative language, and metaphor on overall meaning and tone. Plan, draft, revise, and edit a literary analysis that uses textual evidence, delivers a specific perspective, and focuses on an intended audience. Identify themes within and across the selected texts during reading, after reading, and in discussion. Examine theme(s) in order to determine author s purpose during reading, after reading, and in discussion. Identify, discuss, and write about the impact of language and literary devices on a reader. Develop ideas into text for a literary analysis/argument. Essential questions students should be able to answer by end of unit To what extent are humans innately good or What is your relationship to nature and Providence Public Schools, in collaboration with the D-27

2 American Literature, Quarter 2, Unit 1 Roots of Romanticism (13 days) evil? society? How do our surroundings shape our values? How does nature or society shape the author s perspective? D-28 Providence Public Schools, in collaboration with the

3 Roots of Romanticism (13 days) American Literature, Quarter 2, Unit 1 Written Curriculum Common Core State Standards for English Language Arts Reading Reading Standards for Literature Key Ideas and Details RL RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where the text leaves matters uncertain Determine two or more themes or 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 produce a complex account; provide an objective summary of the text. Craft and Structure RL 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. (Include Shakespeare as well as other authors.) Integration of Knowledge and Ideas RL Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Reading Standards for Informational Text Craft and Structure RI Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (Although this standard is intended for informational, text, it best matches the intent of unit outcomes.) Providence Public Schools, in collaboration with the D-29

4 American Literature, Quarter 2, Unit 1 Roots of Romanticism (13 days) Integration of Knowledge and Ideas RI 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. Writing Text Types and Purposes W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing W W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grades on page 54 [of the full ELA Common Core State Standards document].) D-30 Providence Public Schools, in collaboration with the

5 Roots of Romanticism (13 days) American Literature, Quarter 2, Unit 1 W 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. (This writing standard is to be covered as technology access allows) Research to Build and Present Knowledge W Draw evidence from literary or informational texts to support analysis, reflection, and research. Speaking and Listening a. Apply grades Reading standards to literature (e.g., Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics ). Comprehension and Collaboration SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Providence Public Schools, in collaboration with the D-31

6 American Literature, Quarter 2, Unit 1 Roots of Romanticism (13 days) Language Knowledge of Language L Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading Language Progressive Skills Language skills and understanding below have been marked with an asterisk in CCSS as they are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Please reference the Language Progressive Chart by grade (CCSS, p. 56 and Appendix A) at for additional information. Knowledge of Language L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. Maintain consistency in style and tone.* Knowledge of Language L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* Conventions of Standard English L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Recognize and correct inappropriate shifts in verb voice and mood.* D-32 Providence Public Schools, in collaboration with the

7 Roots of Romanticism (13 days) American Literature, Quarter 2, Unit 1 Notes, Clarifications, and Prerequisites In this unit, students will develop an understanding of the historical context of American Romanticism in order to identify themes within and across selected texts. In previous years, students have studied theme and how it emerges through specific details within a text. New to this grade span is the analysis of two or more central themes within and across texts and how they build on one another to produce a complex account. Students have been introduced to author s style and use of literary devices; new to the grade span is the examination of author s rhetoric and its effect on the power, persuasiveness, and beauty of the text. In this unit, students will write a literary analysis (interpretive claim) that follows the structure of an argument. Students will present and defend their interpretive claim (based on interpretation of author s word choice, author s use of figurative language and rhetorical devices, and theme) with particular focus on supplying the most relevant evidence and organizing their essay to clearly transition between and among major sections of the argument. The CCSS grade band for reading literature increases the rigor and expectations for analysis and citing textual evidence. New to this grade band is the expectation that students will analyze the ambiguity of ideas and language and will consider multiple themes within and across texts. Furthermore, at this grade band, students are expected to consider how two or more texts from the same historical period (also known as foundational works of American Literature) treat same or similar themes. Developmental supports introduced in Quarter 1 units of study should continue and reinforcement supports should be added. A continued emphasis on author s use of rhetoric to advance author s point of view is maintained from CCSS 9-10 grade band to grade band for reading informational text. However, in the grade band, there is increased rigor and expectation that students will analyze the aesthetics of language and author s style. This is particularly important in the genre of literary nonfiction, in which the two great American essayists Emerson and Thoreau write. Both development and reinforcement activities should be utilized. Reflective writing is not emphasized in the CCSS, but it shows up in W as it relates to the use of textual evidence (literary or informational) to support analysis, reflection, and research. The CCSS for writing identified in this unit is argumentative writing. It is important to note that what was formerly known as interpretive, analytic or evaluative response to literature in the RI GSEs essentially falls under the argumentative writing genre in the CCSS. That is, students will make an interpretive claim about selected readings and support that claim thoroughly with relevant textual evidence and valid reasoning. Additionally, this unit requires time be allocated for the writing process. Developmental supports should be used for study and application of argumentative writing, while reinforcement supports can be leveraged from the writing process used in Quarter 1. Providence Public Schools, in collaboration with the D-33

8 American Literature, Quarter 2, Unit 1 Roots of Romanticism (13 days) Taught Curriculum Learning Objectives Resources Students will be able to: Understand and use the historical contexts of American Romanticism in order to identify themes within and across the selected texts during reading, after reading, and in discussion. Examine theme(s) in order to determine author s purpose, citing evidence to support claims during reading, after reading, and in discussion. Analyze the impact of author s word choice and use of figurative language, especially metaphor, on overall meaning and tone during reading, after reading, and in discussion. Literature: American Literatue, Glencoe-McGraw Hill, Teacher Edition, 2009 American Romanticism Historical, Social and Cultural Forces (pp ) Big Idea 1: Optimism and Individualism (pp ) Big Idea 2: Kinship with Nature (pp ) Big Idea 3: The Power of Darkness (pp ) Wrap Up (p. 186) Before You Read from Nature (pp ) Evaluate the effectiveness of rhetorical devices and analyze how style and content contribute to the power, persuasiveness, or beauty of the text during reading, after reading, and in discussion. Generate, explore, and organize ideas about the selected texts, contexts, and authors by maintaining a reader response journal. Produce a literary analysis of/argument about the selected texts focusing on author s word choice, use of figurative language, rhetorical devices. and theme(s) and support an interpretive claim citing textual evidence and using valid reasoning. Develop and strengthen writing as needed by planning, drafting, revising, and editing, with a focus on attending to what is most important From Nature (pp ) After You Read from Nature (p. 193) Before You Read from Walden (pp ) From Walden (pp ) After You Read from Walden (p. 219) Comparing Literature (p. 220) Before You Read Civil Disobedience (p. 221) Civil Disobedience (pp ) After You Read from Civil Disobedience (p. 228) On the Eve of the Historic Dandi March (pp. D-34 Providence Public Schools, in collaboration with the

9 Roots of Romanticism (13 days) American Literature, Quarter 2, Unit 1 and effective for a specific purpose and audience ) Long Walk to Freedom (pp ) Wrap Up: Comparing Literature (p. 236) Literary Elements Transparencies, Argument (p. 12) Providence Public Schools, in collaboration with the D-35

10 American Literature, Quarter 2, Unit 1 Roots of Romanticism (13 days) Instructional Considerations Key Vocabulary figurative language individualism innate literary devices metaphysical natural/supernatural optimism/pessimism rhetoric Romanticism theme/thesis Transcendentalism Vocabulary from the Unit Texts Nature : perpetual, integrate, perennial, blithe, occult theme, author s purpose Walden: deliberately, resignation, sublime, rudiment, myriad metaphor, connect Civil Disobedience : din, alacrity, expedient, blunder, sanction argument, evaluate evidence Planning and Instructional Delivery Considerations As a continuation of a chronological approach to American Literature, this unit introduces students to the major themes of American Romanticism ( ), including the historical, social, and cultural forces associated with this literary movement. Students will study the quintessential American views of individualism, optimism, and progress at the dawn of rapid growth and expansion in the country. Additionally, they will explore the darker side of such progress on the individual, nature, and society. Working the timeline from both ends, students will consider the long-term influence of both the authors and their works on contemporary society as forerunners to modern reform movements environmental, civil, and human. Students will engage in the writing process and produce a written literary analysis/argument. BEGINNING of the unit (2 days) Introduce the unit Learning Objectives, Essential Questions, and Summative Assessment (final product). Activate, clarify, and build prior knowledge about the historical, social, and cultural contexts of American Romanticism (pp ) that include the following major themes: optimism and individualism, kinship with nature, the power of darkness (three Big Ideas). D-36 Providence Public Schools, in collaboration with the

11 Roots of Romanticism (13 days) American Literature, Quarter 2, Unit 1 MIDDLE of the unit (8 days) Chunk the reading into three parts based on the themes (Big Ideas) of American Romanticism and by selected authors and texts. Leverage the Essential Questions throughout the readings in order to stimulate student thought, inquiry, and questioning and to engage, motivate, and deepen understanding before, during, and after students read. Facilitate effective use of before-, during-, and after-reading tools such as reader response journals, graphic organizers, foldables, etc. Use the Before You Read Literature and Reading Preview sections to connect, build background and set purposes for reading that emphasize the big idea, literary element, and reading strategy. Model reading comprehension through strategic and periodic use of the Read Aloud/Think Aloud classroom discussion strategy. (It is helpful to use the purposeful highlighting and related wraparound supports in the Teacher Edition to assist your Read Aloud/Think Aloud; additionally, it is helpful to use the questions in the After You Read Respond and Think Critically sections to sustain and deepen classroom discussion.) Identify key vocabulary and vocabulary from the selected texts and briefly introduce this vocabulary before the reading. Note the vocabulary from the texts when it is encountered during reading and then model and encourage use of both key and target vocabulary after reading when discussing or writing (this is part of the Read Aloud/Think Aloud classroom discussion teaching strategy). Facilitate effective whole-group and small-group student discussions about the themes/authors/works through coaching, cueing, and prompting. Routinely use the questions in the After You Read Respond and Think Critically sections as well as the Essential Questions to sustain and deepen classroom discussion. Use formative assessments that lead to the development of the necessary content and skills required for the final summative assessment. In this case, the formative assessments should provide opportunities for students to study/practice/and get feedback on the kind of literary analysis expected in the final product. END of the unit (3 days) Organize the classroom and lessons (i.e., prepare for writer s workshop) for students to engage in the writing process planning, drafting, revising, editing, and publishing. Consider how to incorporate the routine use of technology, particularly word processing and possibly programs that allow for document sharing and commentary, to support student writing and feedback. When possible, bring students to the computer lab or use mobile laptops for writing workshop days. Providence Public Schools, in collaboration with the D-37

12 American Literature, Quarter 2, Unit 1 Roots of Romanticism (13 days) Use the graphic organizers, reader response journal entries, notes, and other work from formative assessments to incorporate into writing lessons that will lead to the final product. Model writing skills and strategies in whole-group focus lessons based on anticipated and identified needs. (Use technology whenever possible in your modeling. It is helpful to project a document onto a screen as you model drafting and revising or as you analyze actual student writing samples.) Facilitate effective small-group and individual writing practice through coaching and conferencing. Support effective student discussion, feedback, and peer review of writing. Revisit the Learning Objectives and Essential Questions as they culminate in the summative assessment. Formative Assessments Select from following formative assessments: Assessed Curriculum Create a three-pocket foldable (by theme/authors/works) to gather and organize textual evidence for literary analysis (Glencoe, p. 186, Connect to Today #4 Take Notes). Maintain a reader response journal for during- and after-reading activities (marginal notes, graphic organizers, reflective writing, quickwrites). Answer After You Read questions in response to the excerpt from Nature (Glencoe, p. 193, Themes 1 and 2 and Author s Purpose 1 and 2). Answers to the questions are found in the Teacher Edition of the textbook on the same page as the questions. Students can work in pairs or groups and jigsaw questions then close with whole class share-out. Work produced from this can be stored in the three-pocket foldable or a reader response journal. Complete as homework for independent practice (Glencoe, p. 193, Writing Write a Journal Entry). You may want to provide an opportunity for students to share their writing with one another in small groups and have each group nominate one piece of writing to be read to whole class. Answer After You Read questions in response to the excerpt from Walden (Glencoe, p. 219, Metaphor Questions 1 and 2 and Connect). Answers to the questions are found in the Teacher Edition on the same page as the questions. Students can work in pairs or groups and jigsaw questions then close with whole class share-out. Work produced from this can be stored in the three-pocket foldable or a reader response journal. D-38 Providence Public Schools, in collaboration with the

13 Roots of Romanticism (13 days) American Literature, Quarter 2, Unit 1 Answer After You Read questions in response to the excerpt from Civil Disobedience (Glencoe, p. 228, Argument partner activity, and Evaluate Evidence 1 and 2). Answers to the questions are found in the Teacher Edition on the same page as the questions. Complete as homework an independent practice (Glencoe, p. 228, Writing Write a Summary). You may want to select a couple of samples to share with the whole class to demonstrate how the summary effectively captures the essential structure of argument: the claim, supporting evidence, and valid reasoning. Use Literary Elements Transparency 12 for Argument to further explore Thoreau s use of rhetorical devices. Use a Venn diagram to compare and contrast Thoreau s ideas about individuality and reform to those of Ghandi, before, during and after reading (Glencoe, p. 230, TE Reading Practice). Complete a short response to On the Eve of Historic Dandi March using the Quickwrite (Glencoe, p. 230). This can be done in class or as homework. Complete a short response to the excerpt from Long Walk to Freedom using the Quickwrite (Glencoe, p. 235). This can be done in class or as homework. Participate in small-group discussion based on the Compare Persuasive Messages Group Activity in Wrap Up: Comparing Literature (Glencoe, pp ). Participate in the writing process planning, drafting, revising, and editing. At each stage of the process students receive and provide feedback on the progress of their writing when conferring with the teacher and each other in pairs or small groups. Summative Assessment Give students the following instructions: Choose one of the major themes (Big Ideas) of American Romanticism: Optimism and Individualism, Kinship with Nature, or The Power of Darkness. Select the text(s) and author(s) on which you will focus. Using the writing process, write a literary analysis of/argument about the selected text(s) that makes an interpretive claim about the text(s) in the form of a thesis. The interpretive claim should connect in some way to one of the major themes of American Romanticism (the one you have chosen). Be sure to cite relevant textual evidence and use valid reasoning to support your interpretive claim/thesis. Draw from the following indicators from the standard to develop your rubric for assessing student work. Providence Public Schools, in collaboration with the D-39

14 American Literature, Quarter 2, Unit 1 Roots of Romanticism (13 days) W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Notes D-40 Providence Public Schools, in collaboration with the