Agenda 11/11Agenda 11/11

Focus: Moving from dark to light: Focus: Moving from dark to light: Introducing RomanticismIntroducing Romanticism

15 minutes to finish ALIS editing15 minutes to finish ALIS editing Dropping off your gothic symbols in the Dropping off your gothic symbols in the

lockboxlockbox Creating your own Romantic MetaphorCreating your own Romantic Metaphor HW: Follow the website calendar. HW: Follow the website calendar.

Agenda 11/12 (Shortened Class)Agenda 11/12 (Shortened Class)

Focus: Exploring the Romantic metaphorFocus: Exploring the Romantic metaphor Poll: Are You a Romantic?Poll: Are You a Romantic? What is Romanticism? One student’s What is Romanticism? One student’s

interpretation.interpretation. Sharing Romantic metaphors and exploring Sharing Romantic metaphors and exploring

their role in Longfellow’s poetrytheir role in Longfellow’s poetry HW: Follow the website calendar. HW: Follow the website calendar.

American RomanticismAmerican Romanticism1800-18601800-1860

5 “I’s” of Romanticism

Innocence

Imagination

Innovation

Intuition

Independence

Agenda 11/13Agenda 11/13

Focus: Augmenting our vocabulary; exploring Focus: Augmenting our vocabulary; exploring Romantic poetryRomantic poetry

Quick vocabulary review and quizQuick vocabulary review and quiz The miniest mini lesson of all: Works CitedThe miniest mini lesson of all: Works Cited The eyes and ears of Romantic poetry; looking The eyes and ears of Romantic poetry; looking

for metaphors and listening for sound devicesfor metaphors and listening for sound devices Time to roam around in a Romantic worldTime to roam around in a Romantic world HW: Follow the website calendar. HW: Follow the website calendar.

Roaming Around in a Romantic WorldRoaming Around in a Romantic World

With your partner, take a little time to With your partner, take a little time to browse browse the selection of the selection of American Romantic poetry.American Romantic poetry.

Settle on Settle on one poem one poem that you’re particularly drawn to.that you’re particularly drawn to. Start interpreting it by Start interpreting it by reading it aloud reading it aloud and annotating what and annotating what

you think are significant you think are significant images and words choicesimages and words choices.. Then, identify what you see as the Then, identify what you see as the centralcentral metaphormetaphor. .

Explain what the metaphor is, what emotion it’s being used Explain what the metaphor is, what emotion it’s being used to represent, and why the connection is fitting.to represent, and why the connection is fitting.

Lastly, interpret the poem through your ears; listen for sound Lastly, interpret the poem through your ears; listen for sound devices such as devices such as repetition, rhythm, and rhymerepetition, rhythm, and rhyme. Analyze . Analyze how these how these sound devices sound devices contribute to the poem’s themes.contribute to the poem’s themes.

“Mount of the Holy Cross” Thomas Moran

““Snowflakes”: Consider the poetic devices Longfellow uses here—personification, Snowflakes”: Consider the poetic devices Longfellow uses here—personification, repetition, alliteration, assonance, simile, metaphor, sensory imagery, etc. How repetition, alliteration, assonance, simile, metaphor, sensory imagery, etc. How

do these devices influence the mood and tone of this piece?do these devices influence the mood and tone of this piece?

Out of the bosom of the Air,Out of the bosom of the Air,Out of the cloud-folds of her garments shaken,Out of the cloud-folds of her garments shaken,

Over the woodlands brown and bare,Over the woodlands brown and bare,Over the harvest-fields forsaken,Over the harvest-fields forsaken,

Silent, and soft, and slowSilent, and soft, and slowDescends the snow. Descends the snow.

Even as our cloudy fancies takeEven as our cloudy fancies takeSuddenly shape in some divine expression,Suddenly shape in some divine expression,

Even as the troubled heart doth makeEven as the troubled heart doth makeIn the white countenance confession,In the white countenance confession,

The troubled sky revealsThe troubled sky revealsThe grief it feels. The grief it feels.

This is the poem of the air,This is the poem of the air,Slowly in silent syllables recorded;Slowly in silent syllables recorded;

This is the secret of despair,This is the secret of despair,Long in its cloudy bosom hoarded,Long in its cloudy bosom hoarded,

Now whispered and revealedNow whispered and revealedTo wood and field. To wood and field.

““Symphonie Fantastique”Symphonie Fantastique” Listen to Listen to Symphonie FantastiqueSymphonie Fantastique by by

Berlioz. As you listen, sketch the Berlioz. As you listen, sketch the common images that you visualize common images that you visualize as you listen. Listen for conflicts as you listen. Listen for conflicts and opposition in the music. You and opposition in the music. You should hear two different motives (a should hear two different motives (a motif in music). Consider where motif in music). Consider where there is a shift in the mood of this there is a shift in the mood of this excerpt. excerpt.

What is Gothic about this piece? What is Gothic about this piece?

Henry Wadsworth Longfellow “The Tide Rises, the Tide Falls”Henry Wadsworth Longfellow “The Tide Rises, the Tide Falls” The tide rises, the tide falls,The tide rises, the tide falls,

The twilight darkens, the curlew calls;The twilight darkens, the curlew calls;Along the sea-sands damp and brownAlong the sea-sands damp and brownThe traveler hastens toward the town,The traveler hastens toward the town,And the tide rises, the tide falls.And the tide rises, the tide falls.Darkness settles on roofs and walls,Darkness settles on roofs and walls,But the sea, the sea in darkness calls;But the sea, the sea in darkness calls;The little waves, with their soft, white handsThe little waves, with their soft, white handsEfface the footprints in the sands,Efface the footprints in the sands,And the tide rises, the tide falls.And the tide rises, the tide falls.The morning breaks; the steeds in their stallsThe morning breaks; the steeds in their stallsStamp and neigh, as the hostler calls;Stamp and neigh, as the hostler calls;The day returns, but nevermoreThe day returns, but nevermoreReturns the traveler to the shore.Returns the traveler to the shore.And the tide rises, the tide falls.And the tide rises, the tide falls.

Henry Wadsworth Longfellow, "The Cross of Snow"Henry Wadsworth Longfellow, "The Cross of Snow" In the long, sleepless watches of the night,In the long, sleepless watches of the night,

A gentle face--the face of one long dead--A gentle face--the face of one long dead--Looks at me from the wall, where round its head Looks at me from the wall, where round its head The night-lamp casts a halo of pale light.The night-lamp casts a halo of pale light.Here in this room she died, and soul more whiteHere in this room she died, and soul more whiteNever through martyrdom of fire was ledNever through martyrdom of fire was ledTo its repose; nor can in books be readTo its repose; nor can in books be readThe legend of a life more benedight.The legend of a life more benedight.There is a mountain in the distant WestThere is a mountain in the distant WestThat, sun-defying, in its deep ravinesThat, sun-defying, in its deep ravinesDisplays a cross of snow upon its side.Displays a cross of snow upon its side.Such is the cross I wear upon my breastSuch is the cross I wear upon my breastThese eighteen years, through all the changing scenesThese eighteen years, through all the changing scenesAnd seasons, changeless since the day she died. And seasons, changeless since the day she died.

Henry Wadsworth Longfellow's wife died tragically when an ember from the fireplace caught her dress on fire and Henry Wadsworth Longfellow's wife died tragically when an ember from the fireplace caught her dress on fire and burnt her so badly that she died a few days later. Longfellow tried to put out the fire, and it is said that his face was burnt her so badly that she died a few days later. Longfellow tried to put out the fire, and it is said that his face was so badly disfigured that he grew the familiar long beard to hide the scars.so badly disfigured that he grew the familiar long beard to hide the scars.

Eighteen years later he was looking at a book with pictures of the far west and the mountains when he came across Eighteen years later he was looking at a book with pictures of the far west and the mountains when he came across a picture much like the one reproduced here. The poem that resulted is "The Cross of Snow," one of his most a picture much like the one reproduced here. The poem that resulted is "The Cross of Snow," one of his most poignant and touching sonnets.poignant and touching sonnets.

Longfellow’s PoetryLongfellow’s Poetry Put this in your notes:Put this in your notes: Romantic poetry has two important facets:Romantic poetry has two important facets:

– 1. Juxtaposes two ideas, images to create a third new emotion1. Juxtaposes two ideas, images to create a third new emotion– 2. Focusing on a small, natural object to derive a great truth about society, 2. Focusing on a small, natural object to derive a great truth about society,

life life (11 minutes) Partner with someone of the opposite sex. Using either “Cross of (11 minutes) Partner with someone of the opposite sex. Using either “Cross of

Snow” or “Tide Rises, Tide Falls”, evaluate it for its Romantic characteristics. Snow” or “Tide Rises, Tide Falls”, evaluate it for its Romantic characteristics. – What are its Romantic characteristics? Label them on the poem.What are its Romantic characteristics? Label them on the poem.– Jot down the following answers directly on the poem. Jot down the following answers directly on the poem.

What is the message of this poem? What is the message of this poem? What two ideas is it juxtaposing?What two ideas is it juxtaposing? What is the natural object and what truth does it reveal?What is the natural object and what truth does it reveal? How does it compare in theme, message, or tone, to “Thanatopsis”?How does it compare in theme, message, or tone, to “Thanatopsis”?

– Overall, what is your response to the Romantic notions of the life Overall, what is your response to the Romantic notions of the life cycle, the afterlife, their approach to living? cycle, the afterlife, their approach to living?

– Put both your names down and today’s date: 10/18, and turn it in.Put both your names down and today’s date: 10/18, and turn it in. HW: finish ALIS! Bring book and ideas about a few connecting points HW: finish ALIS! Bring book and ideas about a few connecting points

between the summer reading and this novel—what literary elements, ideas, between the summer reading and this novel—what literary elements, ideas, etc. can you compare? (Have a typed proposal for Monday! BSP)etc. can you compare? (Have a typed proposal for Monday! BSP)

Agenda 11/8Agenda 11/8

Focus: Applying the Romantic metaphor; Focus: Applying the Romantic metaphor; editing ALISediting ALIS

Sign up for conferences!Sign up for conferences! ““The Fire Within”The Fire Within” ““The Fire of Driftwood”The Fire of Driftwood” Editing the second body paragraphEditing the second body paragraph Ideas for conclusionsIdeas for conclusions HW: Follow the website calendar (4HW: Follow the website calendar (4thth hour: hour:

Remember to bring in a hard copy of your Remember to bring in a hard copy of your rough draft tomorrow). rough draft tomorrow).

As you watch…As you watch…

Take notes on what this photostory reveals Take notes on what this photostory reveals about Romanticism.about Romanticism.

In other words, In other words, – What are Romantic poets trying to reveal and/or What are Romantic poets trying to reveal and/or

accomplish?accomplish?– What methods do they use to accomplish this?What methods do they use to accomplish this?

Romanticism in “The Fire of Romanticism in “The Fire of Driftwood”Driftwood”

(A) Describe what you see as a central metaphor; (A) Describe what you see as a central metaphor; highlight the line that most sharply evokes this highlight the line that most sharply evokes this metaphor.metaphor.

Explain what aspect of nature the poet is Explain what aspect of nature the poet is exploring, what human emotion or experience it exploring, what human emotion or experience it represents, and HOW it represents that emotion.represents, and HOW it represents that emotion.

(B) Look back to the five “I’s” of Romanticism and (B) Look back to the five “I’s” of Romanticism and to the notes you took on the Photostory. Write a to the notes you took on the Photostory. Write a few sentences (or make a few annotations) few sentences (or make a few annotations) explaining what makes this poem distinctly explaining what makes this poem distinctly Romantic.Romantic.