WHAT YOU NEED:

Get it now please

1. Lit Movement Quiz #12. paper for notes

3. something to write with4. orange literature book

(1800-1855)ROMANTICISM

• strong focus on imagination and the human experience• more short stories, novels, and poems• an emphasis on fiction• multiple interpretations of literature• emphasis on emotions and feelings• focus on the beauty of nature – raw, unspoiled nature

OPPOSITION TO ENLIGHTENMENT

• Expansion of book publishing, magazines, and newspapers

• Industrial Revolution• Abolitionist movement• Two major divisions:

• Dark romantics• Transcendentalists

• Read “American Romanticism” pages 138-149

HISTORICAL CONTEXT PG. 134-135

RIT. 11-12. 3: Analyze a set of ideas or sequence of events – see how these ideas/events develop in a textRIT. 11-12. 4: Meanings of words and phrases (figurative, connotative, and technical) vocabulary.

THE DARK ROMANTICS(1800-1840)

• Use of the supernatural• Characters with good and evil intertwined• Dark landscapes• Dark use of imagination• Unreliable narrators• Combines fiction, horror, and romance*

GOTHIC LITERATURE

“SHE WILL COME TOMORROW” BY EDWIN

DEAKIN (1888)

• How does the painting reflect the ideas and/or characteristics of the dark romantics?

RL. 11-12. 7: Analyze multiple interpretationsRI. 11-12. 7: Evaluate multiple sources of information presented in different media.SL. 11-12. 1: Participate effectively in a range of conversations and collaborations with diverse partners/peers.

• First famous American writer

• “Father of American Literature”

• Born 1789 in New York City

• Popularized the nickname “Gotham” for New York City

• Died 1851• Popular works: “Legend of

Sleepy Hollow,” “Rip Van Winkle,” “Devil and Tom Walker”

WASHINGTON IRVING

RI. 11-12. 7: Evaluate multiple sources of information presented in different media.

• Born 1804 in Salem, Massachusetts

• Popular motifs are sin/guilt

• Popular themes are the consequences of pride, greed, and selfishness

• Distant relative of John Hathorne, a judge in the Salem Witch Trials

• Died 1864

NATHANIEL HAWTHORNE

RI. 11-12. 7: Evaluate multiple sources of information presented in different media.

... Do you really need his background? … or his picture?• All his loved ones die… of TB• Awful childhood of abuse• Drunk…• Born 1809• Created, and later popularized, the genre of short story

and detective stories• Attacked two long standing conventions: poetry must be

long and it must teach a lesson • Died 1849• Only famous post-mortem

EDGAR ALLAN POE

With your partner/group:1. Read your short story.2. Clarify and summarize your short story.3. Identify defining characteristics from the Romantic movement

that apply to your short story. (Use textual evidence.)4. Create a 5-minute presentation about your short story. Must be

visual. (Your textual evidence must be clear in your presentation.)

5. Create a 10-point quiz over your short story and presentation. (Turn your quiz in before your presentation.)

6. Present!

Presentations should be 5 minutes long, provide a summary of the text, utilize a visual aid.

PARTNER UP!

RL. 11-12.: 1, 2, 4, 7, 10: Find textual evidence and infer, provide an objective summary, interpret unknown words/phrases, analyze multiple interpretations, read individually for comprehensionSL. 11-12: 1, 2, 4, 5, 6: Collaborate in discussion and idea sharing, incorporate media, present information, adapt language for a presentation.

Which story did you enjoy the most? Why? What do you find between your own interests in fiction and these stories?

Minister’s Black VeilDr. Heidegger’s ExperimentLigeiaThe Facts in the Case of M. ValdemarThe Fall of the House of UsherRip Van WinkleLegend of Sleepy HollowDevil and Tom WalkerYoung Goodman Brown

WRITING – JOURNAL #3.1 – 1/23/2014

RL. 11-12. 9: Compare texts.W. 11-12. 10: Write routinely over extended time frames.

Pick up a random journal from your class period. Consider the

painting “She Will Come Tomorrow” pictured at the right.

Choose one of the stories and explain how it can relate to the

image.

Dr. Heidegger’s Experiment, Young Goodman Brown, Legend

of Sleepy Hollow, Rip Van Winkle, Ligeia, The Facts in the Case of M. Valdemar, The Fall of

the House of Usher, Devil and Tom Walker, Minister’s Black Veil

WRITING – JOURNAL #3.2 – 1/29/14

RL. 11-12. 9: Compare texts.W. 11-12. 10: Write routinely over extended time frames

THE FIRESIDE POETS(1800-1840)

READ: “AMERICAN MASTERS” PAGES 302-305

RIT. 11-12. 2: Determine central ideas of texts, provide objective summary.RIT. 11-12. 3: Analyze complex set of ideas or sequence of events.RIT. 11-12. 10: Read and comprehend independently.

• born 1819Read:“I Hear America Singing” – pg. 311“Song of Myself 10” – pg. 314“Song of Myself 33” – pg. 316-317“Song of Myself 52” – pg. 319-320

• born 1830Read:“Success is counted sweetest” – pg. 345“Because I could not stop for death” – pg. 347

Walt Whitman Emily Dickinson

“AMERICAN MASTERS”

RL. 11-12. 2: Determine and compare central ideas of the texts.RL. 11-12. 9: Demonstrate knowledge of how two or more texts from the same period treat similar themes/topics.

• What is the speaker saying about the American people in Whitman’s poem?

• What is the real theme of the poem?

• Why do you think Whitman does not mention wealthy entrepreneurs, prominent leaders, or wealthy politicians

in his poem?

• Is Whitman idealizing the lot of workers, or do the songs express a positive and realistic aspect of American life?

Explain.

“I HEAR AMERICA SINGING”

RL. 11-12. 2: Analyze central themes of a text.

• Write down the literary terms on page 313.

• What emotions does Whitman want you to feel? How can you tell?

• Why does Whitman use these specific scenes in his poem?

“SONG OF MYSELF, 10”

RL. 11-12. 4: Interpret and identify figures of speech and literary devices. RL. 11-12. 5: Analyze how author’s choices impact the overall aesthetics of the poem.

• What emotions does Whitman want you to feel in this poem?

• Compare these emotions to “Song of Myself, 10.”

• Find textual evidence of the speaker’s emotions.• Match the scene to the speaker’s emotion.

• Complete the chart on page 318 of poetic devices.

“SONG OF MYSELF, 33”

RL. 11-12. 1: Make inferences about the text and draw textual evidence to support inferences.RL. 11-12. 5: Analyze how author’s choice impacts poem.RL. 11-12. 9: Demonstrate knowledge of how texts treat similar themes/topics.

• Compare the references to Nature among Whitman’s other poems.

• Analyze the meaning of line 10.

• Analyze the meaning of line 12.

“SONG OF MYSELF, 52”

RL. 11-12. 9: Analyze how texts approach and treat similar themes.

• Answer question #2 on page 346 under “Success is counted sweetest…”

• Summarize the poem.

• Why does Dickinson use these comparisons?

“SUCCESS IS COUNTED SWEETEST…”

RL. 11-12. 5: Analyze author’s choices for impact.

• Compare the personification of Death to Whitman’s personification of death.

• Examine the 3rd stanza in comparison to the “Seven Ages of Man.”

• Compare the 5th stanza to the riddle of the Sphinx.

“BECAUSE I COULD NOT STOP FOR DEATH…”

RL. 11-12. 7: Evaluate various texts and their interpretations.RL. 11-12. 9: Compare how author’s treat similar topics in different texts.

All the world's a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts,

His acts being seven ages. At first, the infant,

Mewling and puking in the nurse's arms. Then the whining schoolboy, with his satchel

And shining morning face, creeping like snail

Unwillingly to school. And then the lover, Sighing like furnace, with a woeful ballad

Made to his mistress' eyebrow. Then a soldier,

Full of strange oaths and bearded like the pard,

Jealous in honor, sudden and quick in quarrel,

“SEVEN AGES OF MAN” BY WILLIAM SHAKESPEARE

Seeking the bubble reputation Even in the cannon's mouth. And

then the justice, In fair round belly with good capon

lined, With eyes severe and beard of formal

cut, Full of wise saws and modern

instances; And so he plays his part. The sixth

age shifts Into the lean and slippered

pantaloon, With spectacles on nose and pouch

on side; His youthful hose, well saved, a

world too wide For his shrunk shank, and his big

manly voice, Turning again toward childish treble,

pipes And whistles in his sound. Last scene

of all, That ends this strange eventful

history, Is second childishness and mere

oblivion, Sans teeth, sans eyes, sans taste,

sans everything.

Emily Dickinson

RL. 11-12. 7: Analyze multiple interpretations – including Shakespeare.RL. 11-12. 9: Demonstrate knowledge of previous century texts – how texts treat similar themes/topics.

What goes on 4 legs in the morning, 2 legs in the afternoon, and 3 legs at night?

Man.

RIDDLE OF THE SPHINX

RL. 11-12. 7: Analyze multiple interpretations of a theme.

• Turn in Vocab List #14 to the tray.

• Grab a lit book.• Paper & something to write

with for notes. Thanks

PLEASE DO THE FOLLOWING…

William Cullen Bryant- born 1794- “Father of American Poetry”- died 1878

Read:Background pg. 165“Thanatopsis” pg. 166“June” - handout

In the essay, “The Poetic Principle,” Poe writes: “The rhythmical flow, here, is even voluptuous – nothing could be more melodious. The intense melancholy which seems to well up, perforce, to the surface of all the poet’s cheerful sayings about his grave, we find thrilling us to the soul – while there is the truest poetic elevation in the thrill… the impression left is one of a pleasurable sadness.”

FIRESIDE POETS

RIT. 11-12. 2: Determine central ideas of texts, provide objective summary.RIT. 11-12. 3: Analyze complex set of ideas or sequence of events.RIT. 11-12. 10: Read and comprehend independently.

• “thanos” – Greek – means death• “opsis” – Greek – meaning view or sight

• English word “optic” comes from• Compare the personification of death to Whitman and

Dickinson.• Consider the shift in tone between lines 17-30 and line

31 through the end of the poem.• Why discuss a couch on line 33?

“THANATOPSIS”

RL. 11-12. 1. Cite strong and thorough textual evidence.RL. 11-12. 2. Determine two or more themes of a text. Analyze development over a text.RL. 11-12. 5. Analyze how an author’s choice for structure affects the text.RL. 11-12. 9. Demonstrate knowledge of how previous centuries literature compare themes and topics.

• Where is the shift in tone found in the poem?• How does “June” compare to “Thanatopsis?”

“JUNE”

RL. 11-12. 1. Cite strong and thorough textual evidence.RL. 11-12. 2. Determine two or more themes of a text. Analyze development over a text.RL. 11-12. 5. Analyze how an author’s choice for structure affects the text.RL. 11-12. 9. Demonstrate knowledge of how previous centuries literature compare themes and topics.

VISUAL LITERACY:SCENE FROM “THANATOPSIS” BY ASHER DURAND

(1850)

Pick up YOUR journal.

Consider all of the poems we’ve read this week. Many people fear death or the death of loved ones. Do you fear

death? Are the attitudes and perspectives of death from the various authors comforting? Which author can you most relate to? On a completely different note – which author

did you like best: Whitman, Dickinson, Bryant?

Sign your journal with YOUR number.

A Tout le Monde (Set Me Free) by Megadeth

JOURNAL #3.3 – 1/31/14

RL. 11-12. 9: Demonstrate knowledge of 19th century foundational American literature – how different authors from the same time period treat similar topics. – (7: including Shakespeare).W. 11-12. 9: Draw evidence from literary texts to support analysis and reflection.W. 11-12. 10: Write routinely over extended frames of time.

THE TRANSCENDENTALISTS(1840-1855)

• transcendentalism: stressed individualism, intuition, nature, and self-reliance

• derived from the philosopher Kant, who called "all knowledge transcendental which is concerned not with objects but with our mode of knowing objects.”

• dominated the thinking of the American Renaissance• the original hippies• find the beauty and meaning of life• Practical messages of confident self-identity, spiritual

progress, social justice

DEFINING TRANSCENDENTALISM

FAMOUS TRANSCENDENTALISTS

• Born in Boston, MA 1803• Brought up in a religious

household• Wife died of TB – questions

religion• Leader of the

transcendentalists• Nicknamed “Sage of Concord”• His writing helped establish

the philosophy of individualismRead:“Ralph Waldo Emerson” pg. 179Excerpt from “Self-Reliance” pg. 185

• Born in Concord, MA, 1817• Pupil to Emerson• Never succeeded in much• Involved in abolitionist

movement• Resisted materialism, chose

simplicity, and individualism• Died of TB in 1862• “Kindred Spirits”Read:“Henry David Thoreau” pg. 189Excerpt from “Walden or Life in the Woods” pg. 193-204Excerpt from “Resistance to Civil Government” pg. 211-216

Ralph Waldo Emerson Henry David Thoreau

FAMOUS TRANSCENDENTALISTS

RIT. 11-12. 2: Determine central ideas of texts, provide objective summary.RIT. 11-12. 3: Analyze complex set of ideas or sequence of events.RIT. 11-12. 10: Read and comprehend independently.

• Theme: Take the time to notice the

beauty around you.• Emerson says, “To

speak truly, few adult persons can see nature.” – Why

?

• Painting: “View from Mt. Holyoke,

Northampton Massachusetts” by

Thomas Cole

FROM “NATURE”

RIT. 11-12. 1: Infer about the meaning of the textRIT. 11-12. 6: Determine author’s point of view in a text, analyze how it shapes the beauty of a text.

You have 2 minutes. Keep in mind, this is an individual assignment. On a separate piece of paper, write down 10

possibilities for what this is…

“FEW ADULT PERSONS CAN SEE NATURE…” “Self-Relian

ce”Sand Raking

RIT. 11-12. 1: Infer about the meaning of the textRIT. 11-12. 6: Determine author’s point of view in a text, analyze how it shapes the beauty of a text.

• What is the running motif throughout the excerpt?• Why do you think following metaphors mean?

• Planting corn:• Joint-stock company:

Important quotes: • “To be great is to be misunderstood”

• “Trust thyself; every heart vibrates to that iron string.”

“SELF-RELIANCE” PG. 185

RIT. 11-12. 2: Determine central ideas of a text & provide objective summary.RIT. 11-12. 8: Delineate and evaluate reasoning in U.S. documents - essays

Pick up your own journal and answer one of the following prompts:

1- Do you think there is too little or too much emphasis on self-reliance and individualism in America today?

-OR-

2- One of the major focal points in Emerson’s philosophy was nonconformity. What is a major focal point of your own

philosophy?

WRITING: JOURNAL #3.4: 2/4/14

Return to “Famous Transcendentalists”

W. 11-12. 4: Produce clear, coherent writingW. 11-12. 9: Draw evidence from informational text to support reflection.W. 11-12. 10: Write over extended time frames.

“KINDRED SPIRITS” BY ASHER DURAND (1849)

Return to “Famous Trascendentalists”

RIT. 11-12. 7: Evaluate different forms of media to address literature.

Summary

• Main points… You should take notes over what I’m saying…

Important Quotes:“I think we should be men first and subjects afterward.”“For it matters not how small the beginning may seem:

what is once well done is done forever.”

“RESISTANCE TO CIVIL GOVERNMENT”

RIT. 11-12. 2: Provide objective summary of the text.RIT. 11-12. 6: Analyze author’s point of view and purpose.RIT. 11-12. 10: Read and comprehend individually.

In your own journal, write a response to the following question:

Is the government necessary? Does Thoreau’s philosophy on civil disobedience have any correlation to your own

philosophy where political matters are concerned? Why or why not?

Remember to sign your journal with your number.

JOURNAL: #3.5 – 2/7/14

W. 11-12. 4: Produce clear, coherent writingW. 11-12. 9: Draw evidence from informational text to support reflection.W. 11-12. 10: Write over extended time frames.

• What does the excerpt “from Economy” tell you about Thoreau as a person?

• According to the excerpt “from Where I Lived and What I Lived for,” why did Thoreau go into the woods?

• Though he is constantly asked about loneliness, what does Thoreau think of loneliness as stated in “from Solitude?”

• To what does Thoreau compare weeding a bean field to in “from The Bean Field?” Why does he make this

comparison?• Why does Thoreau focus so much time on discussing the

ants in “from Brute Neighbors?” Relate the situation with the ants back to the title of the section.

• Additionally, why does Thoreau describe the situation with the loon in so much detail? What is the purpose?

“WALDEN, OR LIFE IN THE WOODS”

RIT. 11-12. 2: Provide objective summary of the text.RIT. 11-12. 6: Analyze author’s point of view and purpose.RIT. 11-12. 10: Read and comprehend individually.

• According to “from Conclusion,” why does Thoreau leave Walden Pond?

• In “from Conclusion,” what does Thoreau discover about himself from his time at Walden Pond?

• To what does Thoreau compare society? Why does he make this comparison?

Important Quotes:“Our life is frittered away by detail… simplify, simplify.”“Why should we live with such a hurry and waste life?”“That if one advanced confidently in the direction of his

dreams, and endeavors to life the life which he has imagined, he will meet with success…”

“WALDEN, OR LIFE IN THE WOODS”

RIT. 11-12. 2: Provide objective summary of the text.RIT. 11-12. 6: Analyze author’s point of view and purpose.RIT. 11-12. 10: Read and comprehend individually.

WRITING: JOURNAL #3.6 – 2/10/14

In your own journal, please respond to

the following prompt:

What elements of Romanticism did you

enjoy the most? Why? What were you, as a unique

individual, able to connect with?

Sign your journal with your number.

W. 11-12. 4: Produce clear, coherent writingW. 11-12. 9: Draw evidence from informational text to support reflection.W. 11-12. 10: Write over extended time frames.