S1+Brouse,+Cara

=Stage 1 - Identify Desired Results= 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, ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results A. Reading

//What understandings are desired?//
•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. ||
 * **//Students will understand that://** **(U)** ||
 * •The themes and ideas used during The Romantic Period are similar among authors and their origins.

//What essential questions will be considered?//
•Why do authors use figurative language and literary devices and how does one interpret this? •How does an author appeal to a specific audience? ||
 * **Essential Questions:** **(Q)** ||
 * •Why does the literature of The Romantic Period have similar themes?

//What key knowledge and skills will students acquire as a result of this unit?//
// •Important Events and People: The French Revolution, Samuel Coleridge, William Wordsworth, Robert Burns, William Blake, Mary Shelley, Percy Shelley, etc // // •Definitions: symbolism, allegory, voice, // // theme, tone, assonance, alliteration, metaphor, etc. // // •Critical Details: "back to the classics", "Lyrical Ballads", embracing the // // "imperfect", stories involving the supernatural, the importance of nature and the human emotion. // •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. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Pick a literary text to explain to the class with their own analysis of the piece.


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**