S+Brouse,+Cara

** E-mail: ** cara@brousehouse.com
 * Teacher:** Ms. Brouse
 * Office:** Rm 106 Blue Building
 * Office Phone:** (207) 659-6287
 * Office Hours:** 8 a.m. - 10 a.m.

=Summary of Unit= Students will be introduced to various texts from The Romantic Period, including poetry by Johnathon Keats, Samuel Coleridge, William Wordsworth, and Percy Shelley and fiction by Mary Shelley. They will learn how to analyze different texts by looking at figurative language and other literary devices (tone, sound devices, metaphors, etc). By understanding this use of language, students will understand how an author puts meaning into their writing. Students will also understand how the events and history during The Romantic Period are directly linked to the different ideals and themes of the time period. Consequently, students will be able to recognize literary devices and themes in modern literature and will be able to understand why themes develop. What are the common themes of modern literature? Why is this so?

=Establish Goals= Maine Learning Results A. Reading A2 Literary Texts 9-Diploma The Romantic Period D. Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.

= = =Students will understand that= •The themes and ideas used during The Romantic Period are similar among authors and their origins. •The way an author chooses to write a piece greatly impacts the meaning of the text. •The intended audience greatly effects how an author writes.

= = =Essential Questions= •Why does the literature of The Romantic Period have similar themes? •Why do authors use figurative language and literary devices and how does one interpret this? •How does an author appeal to a specific audience?

= = =Students will know= •Important Events and People: The end of the French Revolution, Samuel Coleridge, William Wordsworth, Robert Burns, William Blake, Mary Wollstonecraft, Jean Reaussiea

•Definitions: symbolism, allegory, voice,

•Critical Details: "back to the classics", "Lyrical Ballads", The Second Generation of Romantics, embracing the "imperfect", stories involving the supernatural.

= = =Students will be able to= •Pick a literary text to explain to the class with their own analysis of the piece. •d. Evaluate the theme(s) in a literary text. •Recognize the use of figurative language and other literary devices in modern literature (fiction, poetry, song lyrics, etc...). •Compare and contrast the literary devices and styles used among the writers of the Romantic Period. •Imagine that they are living in the Romantic period and explain how a literary text reflects this time period •Self-Knowledge: Compare common themes in modern literature with themes of the Romanic Period.

**Performance Task Overview** The student is to pick a text from The Romantic Period (fiction, poetry, drama, etc...one of interest!). After choosing their text, the student must think about the theme(s) of their text and the literary devices that are used within the text by the author. The student is to think of either a song that uses common themes and/or writing styles/techniques or think of a musician who they feel would write a great song based off of the chosen text. The student will then create an imovie (or a movie using windows movie maker) to visually explain/defend their choice through comparisons of theme and style between the Romantic text and the song or artist choice. The movie could be a music video, a movie trailer, animated moving text and images, etc.

=Expectations=

Come to class ready to learn with assignments completed. Email me prior to class and tell the plan for completion if a task is not prepared. Assignments are still expected during absences. Please be on time. If there are any reasons that you may be tardy, please let me know.
 * Preparation**:

All work must be your own original work. Please be sure to use proper citations when appropriate. If you are unsure of how to properly site sources, please see me.
 * Integrity**

Please switch all cell phones to vibrate during class. During presentations, please listen attentively. When we are holding group activities, please cooperate with one another, be polite, and always try to use manners. Inappropriate language and jokes will not be tolerated within the classroom.
 * Respect**

Assignments will still be expected during an absence. Please email me or call me prior to class to inform me that you will be absent when possible. If you are unable to do so, please send me an email or call me that day (of have a parent do so). All handouts will be dated put into the class folder with your name on it. You are responsible to collect these handouts when you return to class. All homework will be posted on the class wiki, so please go online to read the assignment and complete it. I will upload everything needed for the assignment (and all of our handouts) onto the class wiki.
 * Absences**

=Benchmarks= Using globster, show the figurative language and literary devices that are used in a poem from The Romantic Period. Feel free to include any pictures or video that may help illustrate the devices and language that are used in the poem.
 * Globster Visual of Figurative Language/Literary Devices** (25 pts)

A discussion board will be created for the class using wikispaces. On this wikiboard, the students will be asked to analyze, compare, and contrast texts from The Romantic Period. Discussions should include what the student believes is the overall meaning of message of the piece, what the theme of the piece is, and how figurative language and literary devices create meaning.
 * Discussion Board** (25 pts)

Create a wiki as if The Romantic Period were a vacation spot. The wiki must include interesting historical information. A writer that has been introduced in class will be included with a name of their poetry. The wiki should also include the common themes of The Romantic Period in a fun way that will spark the interest of potential tourists. Really sell it!
 * Vacation Wiki** (25 pts)

Students will post their understandings into an academic journal by using blogger. The following questions should be considered and answered when working on the blog: What did you learn today? How comfortable are you with the material? How can I help you to understand the material better? What would you like to learn more about? Some assignments will be given to complete on the student blog as well.
 * Academic Blog** (20 pts)

Throughout our unit, the students will asked to take part in a number of group activities. For each activity that the student participates in, they will earn 4 points.
 * Cooperative Learning Activities (24 pts)**

Each student will be given a section/chapter of "Frankenstein" and a puzzle piece. The student is responsible for writing a short (6-8 sentence) summary on the puzzle piece and placing it into the class puzzle on the day that we go over this chapter in class.
 * Puzzle** (40 pts)

At the end of class, each student will receive a note card. A question will be asked concerning the concepts and material that was covered for the day. The student will respond to the question explaining what they understand, what they don't understand, and how they can relate the day's lesson to the real world.
 * Five Minute Questions** (12 pts)

A film adaptation is being made of a text from The Romantic Period. You and your partner as musical directors and have been chosen to create the soundtrack from this film. To do this, you and your partner can use a song that has already been written or find a musician/band who you feel would make a great song for this song. Remember, songs that are used for soundtracks generally have the same themes, ideals, literary structuring, and tone as the scene that they are played during. To show your idea to the director, you will create a movie representing the similarities (in terms of writing, themes, and ideals) between a text from The Romantic Period (which you and your partner can choose yourselves) and the chosen song or musical artist. You can create a movie that involves moving text and/or pictures, a music video, etc. Be creative! Convince the director that your choice is perfect.
 * Performance task iMovie (100 pts)**

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).