American Romanticism
Unit Learning goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by determining how a theme is developed over the course of text by analyzing structure, author’s choice of details, and character; and, by writing an essay on how these elements (or one of them) influences the meaning of the novel as a whole.
Scale/Rubric relating to learning goal:
4 – The student can write a 6-10 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel.
3 – The student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel.
2 – With some direction/help from the teacher the student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel.
1 – Even with help from the teacher the student is unable to the student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel.
Objectives (smaller chunks of overall goal) and suggested time periods
At the end of this Unit the Students will be able to
List and explain 3-5 symbols from the novel The Scarlet Letter
Discuss the basic structure(s) of The Scarlett Letter
Given the main ideas of various pieces of Romantic Literature
List the key aspects of Romanticism
List the key aspects of transcendentalism
Discuss who the Fireside poets were and what they believed in
Keep a dialectical journal while reading The Scarlet Letter
Evaluate the purpose and argument of public advocacy
Determine two or more themes in a text
Discuss the importance of rhyme scheme and stanza structure and how they create meaning
Compare Emerson and Thoreau
ESSENTIAL CONCEPTS:
Major Themes addressed:
The idea of individualism and the purpose of nature.
The meaning of sin and forgiveness.
Sometimes to be patriotic means to protest one’s government.
The meaning of truth and the idea that everyone has a dark side.
Is the price of progress ever too high?
Anchor Text(s)/Additional Instructional Resources:
The Scarlett Letter by Nathaniel Hawthorne
EARLY ROMANTIC LITERATURE
“The Devil and Tom Walker” by Washington Irving
FIRESIDE POETS
“A Psalm of Life” and “The Tide Falls” by Henry Wadsworth Longfellow
“The Chambered Nautilus” and “Old Ironsides” by Oliver Wendell Holmes
THE TRANSCENDENTALISTS
“Self-Reliance” and “Nature” by Ralph Waldo Emerson
“Walden” and “Civil Disobedience” by Henry David Thoreau
GOTHIC
“The Fall of the House of Usher” by Edgar Allan Poe.
Anchor TEXT: The Scarlet Letter
Students will keep a dialectical journal for the reading of this book. This journal should be used to help write the analytical essays due at the end of the Unit.
The Dialectical Journal: THE SCARLET LETTER
Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.
1. As you read, pay close attention to the text.
2. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase on your blog/journal making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.
3. Underneath the quote, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.
When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question
That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.
GRADING RUBRIC:
4 – Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; included comments about literary elements (such as diction, syntax, symbolism, irony, figurative language) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of the text is complete and thorough. Minimum of 55 entries.
3 - Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like diction, imagery, syntax, symbolism, irony, figurative language, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
2 -—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, or not very thoroughly; journal is relatively neat.
1 - Hardly any good or meaningful details from the story; notes are plot summary or
paraphrase; few literary elements, virtually no discussion on meaning; no good
questions; limited coverage of text, and/or too short.
Unit Learning goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by determining how a theme is developed over the course of text by analyzing structure, author’s choice of details, and character; and, by writing a 3-5 page essay on how these elements (or one of them) influences the meaning of the novel as a whole.
Analytical Essay Rubric
Other texts in this Unit:
n “From Walden Pond”. Read text and determine two themes that Thoreau develops and write a blog entry about these two themes and how Thoreau develops them. Identify the Romantic Transcendentalist elements in the text.
n “Civil Disobedience” – write a precise (advance precise writing) using specific examples from the text in each sentence.
n Emerson – “Self-Reliance”. On Blog, Identify Emerson’s theme in “Self-Reliance” and discuss how he expands upon the idea (perhaps relate to Thoreau’s works).
n Read “The Fall of the House of Usher” and on blog summarize and identify the Romantic Gothic elements at work in the story.