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From Blake to Banjo, deciphering the poetry that shaped us.
We will investigate poetry and its functions in life. We will develop an understanding of poetry and how it assists people in expressing themselves. The unit will show how poems were and continue to be an expression of social, political and religious ideology during different periods in history. We will understand the use of poetic devices when deconstructing and constructing poems. We will acquire an appreciation of poetry and the life experiences that go hand in hand with expressing moods and events.
SUCCESS CRITERIA
Write a 500-700 word Short Story in 90 minutes. (Exam Week)
Your narrative must be based on one of the three set poems in the context of the 1800s.
It must follow a narrative structure, e.g. Orientation, Complication and Resolution.
Use five-senses descriptions and aesthetic features, e.g. similes, metaphors and personification.
Check your punctuation and grammar during the Exam.
It is extremely important for students to understand the contexts (e.g. the Romantic Period, the Colonial Era) because the Assessment Task involves writing a short story set in one of these times.
THE ROMANTIC PERIOD
Romanticism (1780s to 1850s) was a movement emphasising emotion and imagination, rather than logic and scientific thought. It was an artistic, literary, and intellectual movement that originated in Europe and events like the French Revolution (1789 - 1815) had a massive impact on how people viewed the world. Partly a reaction to the Industrial Revolution, it was also a revolt against the aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalisation of nature.
Romanticism was embodied most strongly in the visual arts, music, and literature, particularly in the poems of Wordsworth, Coleridge, Byron, Keats, Burns, Shelley and Clare, among others. The Romantic Movement brought a change in the way people thought about art, writing, and other creative endeavours. The era of Romanticism began in the 1750s and lasted into the late nineteenth century. The word. Romantic, in this case, refers to a shift in thinking and not a scenario of two singles on a date. The Romantics looked beyond the world around them - with its devastating wars and thousands of smoky factories and imagined a visionary world beyond all this. The writers and artists of the Romantic Movement created work that celebrated nature and the spirit of the individual. Emotion, imagination, and independent thinking are three common ingredients often found in the creative work of this particular era. In fact, with the arrival of the Romantic Movement the stale rules of convention and traditional thinking were quickly tossed out to make way for a whole new approach to artistic creation.
Timeline of Significant Events of the Romantic Period
1757: William Blake, a poet of the Romantic Movement is born.
1759: Poet Robert Burns is born in Scotland.
1760: The beginning of the Industrial Revolution. It is considered by many to be a significant influence on the artists and writers of the Romantic Movement.
1770: A leading figure of the Romantic Movement poet William Wordsworth is born.
1772: Samuel Coleridge is born in Devonshire.
1786: The poems called A Winter Night and To a Mountain Daisy by Robert Burns are published.
1787: An Evening Walk by William Wordsworth is published.
1788: Lord Byron is born in London, England. He is, perhaps, the most well-known poet of the Romantic Movement.
1789: Start of the French Revolution. The tremendous changes going on in France influenced the artists of the Romantic Movement.
1789: Blake's poetry book entitled Songs of Innocence is published. Five years later, he publishes Songs of Experience.
1792: Percy Bysshe Shelley is born in Sussex.
1795: John Keats, an influential poet of the Romantic Movement, is born in London.
1798: A work entitled Lyrical Ballads written by Samuel Coleridge and William Wordsworth is published. This collection reflects many of the themes valued by the writers of the Romantic Movement.
1804: William Wordsworth's poem I Wandered Lonely as a Cloud is published.
1814: Lord Byron's poem She Walks in Beauty is published.
1814: Mary Wollstonecraft marries Percy Bysshe Shelley.
1818: A poem by John Keats entitled Endymion is published. The lines of this poem are alive with colourful images and emotions.
1818: The novel Frankenstein by Mary Wollstonecraft Shelley is published. The novel is an example of a Gothic work that was created out of the elements of Romanticism.
1819: John Keats publishes his famous works Ode to a Grecian Urn and Ode to a Nightingale.
1819: Don Juan by Lord Byron is published.
1820: Percy Bysshe Shelley's poem To a Skylark is published.
1820: A poem by Samuel Coleridge entitled To Nature is published.
1820: Percy Bysshe Shelley's creation entitled Prometheus Unbound is published.
1821: At twenty-five years old poet John Keats dies.
1822: Percy Bysshe Shelley drowns in a boating accident at the age of thirty.
1824: Lord Byron dies due to complications related to a fever.
1835: Evening, a poem by John Clare, is published three years after Remembrances.
1837: Queen Victoria takes the throne of the United Kingdom. The beginning of Queen Victoria's reign sees the decline of the Romantic Movement in Britain due to her moral strictures.
1850: Poet William Wordsworth dies. His work entitled The Prelude is published.
1851: Mary Wollstonecraft Shelley dies in London.
Remember: Romanticism is not about 'love poetry'. It was an artistic movement rebelling against a rapidly changing world - one faced by industrialisation, widespread poverty and revolutions.
TERM 1 OUTLINE
CLASS TASKS
Week 1
1: Email your teacher a summary about Romanticism based on the above information and this video. (250 words)
2: Complete the following activity about aesthetic features used in Poems and Pop Songs -
3: Analyse Ed Sheeran's 'Castle On The Hill'. Which notions of Romanticism are prevalent?
*Is Nature being honoured? Use examples to support your answer.
*Are emotions and the imagination emphasised over reason and logic? Use specific quotes to justify your response.
*Is individual spirit or a group's rebellion against authority celebrated? Use examples to support your answer.
4. Watch the documentary below about Romanticism and answer these questions-
5. Research a dystopian novel, film or TV series of your choice and write a five point synopsis about how it links to Romanticism. Many texts, e.g. 'Revolution' are about a return to Nature, a struggle against the tyranny of the Industrial World, survival against the odds once scientific advances are 'lost' and the characters who survive the longest are often those who have emotional intelligence. Email at least 100 words to your teacher.
Week 2
1: Read through the Assessment Task and discuss the poem (and context) you might like to use as a stimulus for your Examination Short Story.
SUCCESS CRITERIA
Write a 500-700 word Short Story in 90 minutes. (Exam Week)
Your narrative must be based on one of the three set poems in the context of the 1800s.
It must follow a narrative structure, e.g. Orientation, Complication and Resolution.
Use five-senses descriptions and aesthetic features, e.g. similes, metaphors and personification.
Check your punctuation and grammar during the Exam.
2: Watch 'The Children Who Built Britain' (BBC, 2011) and send your teacher a five-point summary.
3: Read this PowerPoint presentation about the Romantic Poets and then create your own.
4: Illustrate William Blake's poem: 'The Chimney Sweeper'
5: Identify how meaning has been shaped in this stimulus poem from William Blake.
Assessment Task Reminders: Please see the Task and the Success Criteria above. If you want to use the Industrial Revolution as the context for your Short Story Examination then click here, here and here.
Extension: there are lots of dramas set during the Industrial Revolution that you could draw ideas from for your Short Story, such as 'The Mill' and 'North and South'.
This is a modern dramatisation of official records;
I recommend stopping it when the boy gets hurt! Ouch!
Children were not valued as they should be!
Watch from the 12th to the 17th minute of this version of Gaskell's classic
Here's an 'If Charles Dickens had a TV show' look at the Industrial Revolution...
Week 3
1: Analyse other William Blake poems here and reflect on other aspects of Romanticism.
2. Complete these analytical activities concerning one of the other stimulus poems for the examination: 'I Wandered Lonely As A Cloud' by William Wordsworth.
3. William Wordsworth wrote about more than just daffodils. Choose one of the poems on this website: Assess the I.M.P.A.C.T of your chosen poem. (250 words). Use evidence to justify your response.
Idea – What is the main idea?
Meaning – What are the themes?
Purpose – Why was the poem written?
Audience – Who was the intended audience?
Context – What was the situation when it was written?
Techniques – How have aesthetic features (e.g. rhythm or metaphors) been used to shape meaning?
4. Hone your creative writing skills by completing this activity.
5. Keep brainstorming for the Assessment Task - work out a possible Story Outline for IF you set your Short Story in the Industrial Revolution: Orientation (Who? What? Where? When?), Complication (A Problem) and Resolution (A Solution). Send your teacher an email.
SUCCESS CRITERIA
Write a 500-700 word Short Story in 90 minutes. (Exam Week)
Your narrative must be based on one of the three set poems in the context of the 1800s.
It must follow a narrative structure, e.g. Orientation, Complication and Resolution.
Use five-senses descriptions and aesthetic features, e.g. similes, metaphors and personification.
Check your punctuation and grammar during the Exam.
Week 4
1. Finish off work you missed last week due to interruptions to classes, e.g. Parts 3-5.
2. Research the Romantic Era within England, including analysing the vastly changing landscape brought about by the Industrial Revolution, wars and upheaval.
Industrial Revolution: Web Quest
A. Inventions - go to this link and then send the answers to these questions to your teacher. (Copy and paste them into an email and then answer them)
o What two major agricultural inventions did Jethro Tull create?
o What was the “spinning jenny”?
o What did James Watt invent?
o What was one advantage of the Steamboat that Robert Fulton created?
o What was one of the positive effects of Stephenson’s invention of the steam powered train?
o In your opinion what was the most significant invention during the Industrial Revolution, and why?
B. Use of Child Labour - go to this link and then send the answers to these questions to your teacher. (Copy and paste them into an email and then answer them)
o What was a typical work day like for children working in the factories? (How long of a day did they work? Did they get breaks? What was their day like?)
o Why was factory work dangerous for children?
o Describe the treatment of children who worked in the factories.
o How did the Factory Act in 1833 improve conditions for the children working in factories?
C. The Plight of Women - go to this link and then send the answers to your teacher. (Copy and paste them into an email and then answer them)
o What types of jobs did women usually do?
o What are three negative effects/consequences of the Industrial Revolution on women?
o Click on “Textile Workers”. Look at the chart comparing “Male” and “Female” Weekly wages. What do you notice about the wages for men’s jobs compared to the wages for women’s jobs?
o What is the highest paying job?
o What are the lowest paying jobs?
o Scroll down and read the “Evidence of Textile Workers in Wilson’s Mill”. Describe Hannah Goode’s story...
o Describe Mrs. Smith’s story...
This You Tube video shows the horrors of the Victorian workhouse!
3. Complete this activity analysing short stories from the era of the Industrial Revolution -
For the examination, you will need to write a short story set during the Romantic Era or in Colonial Australia. Please read some examples of short stories set during the Industrial Revolution in England and answer the questions in an email to your teacher. (Parts A and B)
A. Oscar Wilde’s ‘The Happy Prince’ –
http://www.wilde-online.info/the-happy-prince.html
1. What was the Orientation about?
2. What was the Complication?
3. What was the Resolution or Coda to the narrative?
B. Oscar Wilde’s ‘The Selfish Giant’ -
http://www.wilde-online.info/the-selfish-giant.html
1. What was the Orientation about?
2. What was the Complication?
3. What was the Resolution or Coda to the narrative?
Reminder about narrative terminology:
http://www.mediafactory.org.au/kaifeng-wang/files/2014/04/Narrative-2b4ief4.jpeg
More to read if you wish to explore further:
Charles Dickens’ ‘Doctor Marigold’ - http://www.dickens-online.info/doctor-marigold.html
Elizabeth Gaskell’s ‘Lizzie Leigh’ -http://www.gutenberg.org/files/2521/2521-h/2521-h.htm
Extension Activity: There is a Romantic Era Web Quest here.
4. Keep brainstorming for the Assessment Task - work out a possible Story Outline for IF you set your Short Story in the Industrial Revolution: Orientation (Who? What? Where? When?), Complication (A Problem) and Resolution (A Solution). Send your teacher an email.
SUCCESS CRITERIA
Write a 500-700 word Short Story in 90 minutes. (Exam Week)
Your narrative must be based on one of the three set poems in the context of the 1800s.
It must follow a narrative structure, e.g. Orientation, Complication and Resolution.
Use five-senses descriptions and aesthetic features, e.g. similes, metaphors and personification.
Check your punctuation and grammar during the Exam.
1. Finish off any work you missed last week due to interruptions to classes.
2. Complete this activity analysing short stories from the era of the 1800s in England...
A. Read ONE of the short stories below.
“Hunted Down” by Charles Dickens -
http://www.dickens-online.info/hunted-down.html
Detective short story revolving around poisoning and life-insurance fraud.
“The Manchester Marriage” by Elizabeth Gaskell -
http://www.online-literature.com/elizabeth_gaskell/3652/
Short story about domestic affairs: should people marry for love or money?
B. Answer the following questions about the structure of the narrative:
1. What was the Orientation about?
2. What was the Complication?
3. What was the Resolution or Coda to the narrative?
C. Which literary devices were used to shape meaning? Explain (150 words minimum)
D. Was the story well-written? Why, or why not? (50 words minimum)
E. How did you know that the historical context was England in the 1800s? (Focus particularly on slang; 50 words minimum)
3. Send in this Figurative Language Exit Card.
4. Keep brainstorming for the Assessment Task - work out a possible Story Outline for IF you set your Short Story in the Industrial Revolution: Orientation (Who? What? Where? When?), Complication (A Problem) and Resolution (A Solution). Send your teacher an email.
SUCCESS CRITERIA
Write a 500-700 word Short Story in 90 minutes. (Exam Week)
Your narrative must be based on one of the three set poems in the context of the 1800s.
It must follow a narrative structure, e.g. Orientation, Complication and Resolution.
Use five-senses descriptions and aesthetic features, e.g. similes, metaphors and personification.
Check your punctuation and grammar during the Exam.
Week 5
1. Finish off any work you missed last week due to interruptions to classes.
2. Read the following information and email your responses to your teacher.
Writing Narratives: Show, Don’t Tell
One of the easiest ways to improve your creative writing is to ‘show’ your readers, rather than telling them. Some descriptions in short stories simply tell or inform the reader what to think about a character. Other descriptions involve the reader in engaging with the character and encourage them to see, hear, taste, touch and smell what the character can.
Example 1
Telling: “The man was really old and walked slowly near the shore.”
Showing: “A frail, stooped widower with paper-thin skin shuffled along in front of the cliff. He could taste the salt of the sea and all he could hear was the roar of the waves.”
Example 2
Telling: “The cottage was dirty and run-down.”
Showing: “There were weeds strangling the dead flowers in the overgrown front garden of the filthy cottage. All she could smell was mould and she soon saw it creeping up the dirty walls as she almost tripped on the unkempt path.”
Appealing to your audience’s senses (hearing, taste, touch, smell and sight) makes your writing come alive. This imagery is what ‘A grade’ students do in their work.
Activity A
Explain how you feel when you experience these emotions, e.g. ‘I was nervous. My palms were sweaty and my stomach felt like butterflies were trapped in it.’
Activity B
Write a ‘show, don’t tell’ description related to one of the characters pictured in this illustration (artist unknown) from the Industrial Revolution era in England. Aim to:
*appeal to all of your audience’s senses.
*use words that suit the context.
*write 150 words.
Activity C
Using the above image, write a 5-10 line conversation between two of the 'characters' where they discuss a problem that they wish they could solve. Email this to your teacher with your responses to Activities A and B.
3. Use that 1800s mindset to create examples for this activity, which you need to email to your teacher.
LITERARY TECHNIQUES: OLD SCHOOL
Fill in an example that suits the context of the 1800s for each literary technique.
Personification: A non-living thing or abstract concept is given human qualities.
Example:
Simile: The words ‘like’, ‘as’ or ‘than’ are used to compare two things.
Example:
Metaphor: A comparison where one thing is said to be another.
Example:
Rhyme: The repetition of similar sounds in two or more words.
Example:
Alliteration: Repetition of the first consonants of successive words.
Example:
Sibilance: A special form of alliteration using the softer consonants that create hissing sounds,
such as sh, ch and ss.
Example:
Assonance: Repetition of vowel sounds.
Example:
Onomatopoeia: Words that imitate or suggest the source of the sound that they describe.
Example:
3. Complete this WebQuest. Remember to email your responses to your teacher.
http://createwebquest.com/node/47063
4. Write a SEEC paragraph about the short story below. Remember to email your responses to your teacher.
In class, we have done a close reading analysis of the text 'The Happy Prince' (see below). Using the SEEC acronym write a 150-word paragraph which addressees the following question:
Through the text 'The Happy Prince', readers are encouraged to open their eyes and see the true suffering in the world and feel empathy for those who suffer. Use evidence form the text to support your ideas.
In essence consider this – what techniques does the author use in order to encourage his readers to feel empathy?
Consider:
·Patterns - Comparison and Contrast, rich vs poor, problem solution
·Figurative devices – Symbolism, personification
·Idea development – the development of the relationship between the swallow and the Statue
·Use of techniques to create an empathetic tone
S.E.E.C BODY PARAGRAPH-WRITING SCAFFOLD -
Statement
A topic sentence (thesis), which introduces the purpose of the paragraph, and why it is worth discussing
Evidence
Any relevant examples that support your thesis
Elaboration
Discuss WHY this example is relevant to your thesis, and further discuss how this proves your thesis is valid.
Conclusion
Re-state your thesis and discuss how you have proven it is true, using evidence listed above as support. Conclude your paragraph-long argument.
Oscar Wilde’s ‘The Happy Prince’ – http://www.wilde-online.info/the-happy-prince.html
Week 6: Colonial Australia
1. This week, we will be looking at the other major option for the Examination: Colonial Australia. Australian colonial poets, like A.B. 'Banjo' Paterson and Henry Lawson, helped to create a rich mythology about the Bush. Some of the elements of English Romanticism are clearly evident in their work, such as a desire to escape from city offices and join Clancy of the Overflow out droving. On the other hand, Nature is often characterised as being harsh and Australians are representing as 'battlers' trying to overcome adversity in many early texts.
A. View and analyse 'The Man From Snowy River' -
B. Write an I.M.P.A.C.T statement for Paterson's poem using this Google Doc. (Remember that you can click 'Download As' in the File Menu in order to save a copy to send to your teacher)
2. "Strewth, it's Strine!" Complete this WebQuest about the use of colloquial language and humour in Colonial Australian poems and narratives.
A. Complete the Google Form Quiz 1 on Australian Slang here.
B. Complete a Google Form Quiz on A.B. Paterson here.
C. Complete a Google Form Quiz on Henry Lawson here.
3. Analyse Australian classics:
A. Read Henry Lawson's 'The Loaded Dog' and send your teacher a 150-word summary of the Orientation, Complication and Resolution.
Extension: Evaluate the effectiveness of humour and colloquial language used in Lawson's story.
B. Complete these activities on Banjo Paterson's 'Clancy of the Overflow'
4. If you did not complete the recent Creative Writing revision activity, it is here. Please keep planning for the Examination. There are some resources here.
5. Keep brainstorming for the Assessment Task - work out a possible Story Outline for IF you set your Short Story in the Colonial Era in Australia: Orientation (Who? What? Where? When?), Complication (A Problem) and Resolution (A Solution). Send your teacher an email.
SUCCESS CRITERIA
Write a 500-700 word Short Story in 90 minutes. (Exam Week)
Your narrative must be based on one of the three set poems in the context of the 1800s.
It must follow a narrative structure, e.g. Orientation, Complication and Resolution.
Use five-senses descriptions and aesthetic features, e.g. similes, metaphors and personification.
Check your punctuation and grammar during the Exam.
Be even more SUCCESSFUL by using LITERARY TECHNIQUES!
Juxtaposition: Two images or ideas are placed side-by-side to show their similarities or differences. Example: A film director showing an image of a beautiful house and then showing it all black and burned down after a tragic fire.
Personification: A non-living thing or abstract concept is given human qualities. Examples: ‘The shadow of the day will embrace the world in grey.’ – Linkin Park. ‘This love is killing me.’ – Daughtry. ‘This town is colder now – I think it’s sick of us.’ – One Republic.
Simile: The words ‘like’, ‘as’ or ‘than’ are used to compare two things. Examples: ‘She looks like a flower but she stings like a bee!’ – Ricky Martin song. ‘Nothing’s greater than the rush that comes with your embrace!’ – Leona Lewis song. ‘You're as cold as ice! You're willing to sacrifice our love!’ – Foreigner.
Metaphor: A comparison where one thing is said to be another. Examples: ‘You are the sunshine of my life…you are the apple of my eye!’ – Stevie Wonder. ‘Today was a fairy tale...you’ve got a smile that takes me to another planet!’ – Taylor Swift. ‘I touch no one, and no one touches me. I am a rock, I am an island. And a rock feels no pain. And an island never cries.’ – Simon and Garfunkel. ‘Life is a highway. I want to ride it all night long.’ – Tom Cochrane
Rhetorical questions: A question asked merely for effect with no answer expected. Example: Why must we hide emotions? Why can't we ever break down and cry? – Rick Astley.
Alliteration: Repetition of the first consonants of successive words. Example: ‘Bid my blood to run, before I come undone.’ – Evanescence.
Sibilance: A special form of alliteration using the softer consonants that create hissing sounds, such as sh, ch and ss. Example: ‘And when she shines she really shows you all she can.’ – Duran Duran.
Assonance: Repetition of vowel sounds. Example: ‘And in the air the fireflies - our only light in paradise.’ – Nickelback.
Onomatopoeia: Words that imitate or suggest the source of the sound that they describe. Example: ‘Fall- sometimes I fall so fast! When I hit that bottom – CRASH! You’re all I have!’ – Ashlee Simpson.
Hyperbole: Deliberate exaggeration or emphasis on an idea or a point. Example: ‘I’d catch a grenade for ya…throw my hand on a blade for ya…I’d jump in front of a train for ya…I would die for ya, baby… But you won’t do the same…” –Bruno Mars.
Symbols: An image or object is used to represent or stand for an idea or feeling. Example: ‘This little Light of mine, I'm gonna let it shine. Let it shine, Let it shine, Let it shine.’ – Christian song.
Allusions: A well-known person, place, text or things is referred to in order to help the responder understand the composer’s meaning. ‘Okay, so you're Brad Pitt?/That don't impress me much/So you've got the looks but have you got the touch?’ – Shania Twain.
Week 7: Compulsory Formative Assessment Quizzes
You must use YOUR full name as these quizzes will be used for reporting purposes. Your full name means your first name and your surname.
1. 'The Chimney Sweeper' - re-read the poem here; complete the quiz here.
2. 'I Wandered Lonely as a Cloud' - re-read the poem here; complete the quiz here.
3. 'The Man From Snowy River' - re-read the poem here; complete the quiz here.
4. Study for the examination by writing a practice short story. There are some resources here.
5. Work out the 100 words that you will be taking into the Examination in Week 9. There's a sheet attached to the Examination paper below for this very purpose.
SUCCESS CRITERIA
Write a 500-700 word Short Story in 90 minutes. (Exam Week)
Your narrative must be based on one of the three set poems in the context of the 1800s.
It must follow a narrative structure, e.g. Orientation, Complication and Resolution.
Use five-senses descriptions and aesthetic features, e.g. similes, metaphors and personification.
Check your punctuation and grammar during the Exam.
Week 8: Tying It All Together
There is one week until the Examination. You MUST prepare!
1.If you did not complete the recent Creative Writing revision activity, it is here.
2. You must use literary techniques to shape meaning in your work. Use the following activity to create meaning in your work by planning how to use common aesthetic features. The activity is here.
3. Remember to use correct conventions when creating dynamic dialogue, by completing the 'What the Dickens!?' activity here.
4. Study for the examination by writing a practice short story. There are some resources here.
5. Work out the 100 words that you will be taking into the Examination in Week 9. There's a sheet attached to the Examination paper below for this very purpose.
SUCCESS CRITERIA
Write a 500-700 word Short Story in 90 minutes. (Exam Week)
Your narrative must be based on one of the three set poems in the context of the 1800s.
It must follow a narrative structure, e.g. Orientation, Complication and Resolution.
Use five-senses descriptions and aesthetic features, e.g. similes, metaphors and personification.
Check your punctuation and grammar during the Exam.
CHRISTIAN FOCUS
A child catches a rare brain virus and is affected for life. A father dies in a plane crash. A dictator murders millions.
Why doesn't God do something about things like this? Why does he allow them to happen? In fact, can we still believe in God in the face of all the suffering and pain in the world?
In this short book, John Dickson looks honestly at these questions, and provides some compelling answers. He looks briefly at the alternative explanations for suffering provided by Hinduism, Buddhism, Islam and Atheism, before turning to what the Bible itself says about God, justice and suffering. Take a look here.
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