Romantics' Poetry Class Presentations

Each person will sign on to one of the poems on the list and present

according to the rubric.

There will be NO duplications, so check with me on your choice if you've been absent.

You should be on Chapter 3 of "Lord of the Flies" by Friday, March 25. 4&5 over the weekend.

The Final Exam on the book will be Monday, April 4. Final exam on the poetry will be in the 4th Quarter, and you will also be presenting songs as poetry during May.

Rubric for poem presentation to class one one of the ROMANTICS’ Poems (BIG IDEAS are: nature, beauty, truth, romance, death, and the ENCROACHMENT of the industrial revolution on serenity.)

-Read it aloud first so it makes sense (I can help)

-Paraphrase it line by line

-Explain vocabulary that is difficult

-Show literary devices and rhyme schemes used

-Say why you chose it, and what connections you can make, examples in life

-Mention a few things you learned about the author

- Rime of the Ancient Mariner (lead reading -) p. 763

p. 740 “The World is Too Much With Us” Wordsworth_________________________________

p.741 It is a Beauteous Evening

p. 741 My Heart Leaps Up

p. 742 Westeminster Bridge

p. 744 Tintern Abbey

p. 759 Kubla Kahn (Coleridge)

p. 802 “She Walks in Beauty” Byron

p. 803 Childe Harold’s Pilgrimage, Byron

p. 813 Ode to the West Wind, Shelley

p. 826 La Belle Dame sans Merci, Keats

p. 828 When I Have Fears, Keats

p. 831 Ode on a Grecian Urn, Keats

p. 718 The Tyger, p. 722 The Chimney Sweeper, p. 715 A Poison Tree, p. 716 “The Lamb”, all BLAKE

Pride and Prejudice, chapters 1-3, p. 728-734

Time Magazine, p. 706

Summarize and explain what happens: characters (who is speaking? To Whom?), plot (what’s happening, what’s thought about?), setting (where are we?), theme (ideas? MOTIFS, etc.), tone (author’s attitude), interpretation/evaluation, point of view, special figurative language , rhyme scheme, mood, any special structure? (Sonnet, haiku, narrative, etc.)

Rubric for Book Presentations/lit groups

If you decide to use powerpoint, it should be:

interesting and focused

20 slides or more

Cover Plot, Main characters, quotes that are significant by either the author (indirect quotes) or by characters (direct quotes). In either case, note page #.

Significance of this book as a DYSTOPIA (opposite of UTOPIA). In what ways is the suggested

future already happening? Give examples.

Climax/key events

Personal evaluation of book

THEME! SETTING!

Are there any examples of unusual vocabulary or figurative language?

Don't tell the ending, because we're trying to get people set up for "Round 2"!

200 points

Second Semester requirements ENG Honors 4

English 4 Honors, second semester, Ms. Lynch

Unit 4 remaining: Poem, “On Loving Two Equally”, “Modest Proposal”, and “Frankenstein”.

In addition to your book clubs (which partially satisfy a later unit, by the way….)

most of which examine the “Nature of Man” and a “dystopia” or post-apocalyptic view of the world, we’ll also read and watch Lord of the Flies and another post-apocalyptic film connected to Feed, Unwind, Handmaid’s Tale, Brave New World, and 1984, “Gattica” about a time in the future when humans are genetically engineered, and those who aren’t are called, “DE-GENERATES”, given few or no opportunities in life. Presentations will be due March 18, in groups. Grammar as necessary and quia quizzes.

Unit Five

CORE RESOURCE(S)Literature launcher: Romantic Poets: “The World is Too Much With Us” by William Wordsworth, Songs of Experience: “The Chimney Sweeper” and Songs of Innocence “The Chimney Sweeper”, “A Poison Tree”, “The Lamb”, and “The Tyger” by William Blake, “She Walks in Beauty” by George Gordon, Lord Byron, “Ode on a Grecian Urn” by John Keats, “Ozymandias” by Percy Bysshe Shelley, “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge. “Comparing Literature Across Time and Space”. A drama of our choosing depicting the time period and capturing the English Romantic ideals. SUPPLEMENTAL ACTIVITIES: Review sentence variety – Writer’s Choice pgs. 907-910., Grammar as necessary with Quia Quizzes. UNIT PERFORMANCE ASSESSMENT: Students will create and present poetry books that include an original poem, analysis of song lyrics as poetry, and an annotation of a Romantic poem. The poetry book must have a unifying theme. The original poem will use poetic elements learned during the unit (e.g. – rhyme, rhythm, simile, imagery). The students will analyze song lyrics for poetic devices in an essay that includes an explanation of the theme, poetic devices, and personal connection. The students will annotate a poem from the Romantic period.

Unit Six

CORE RESOURCE(S): Glencoe Literature Florida Treasures: British Literature. The Man Who Would be King by Rudyard Kipling. DVD: The Man Who Would be King. Heart of Darkness by Joseph Conrad (Honors).

SUPPLEMENTAL ACTIVITIES: Review grammar as needed: Writer’s Choice: “Troubleshooting” Unit 9.

UNIT PERFORMANCE ASSESSMENT: The student will present on a self-selected topic (Senior Experience) using technology. This may be the second round of book presentations, or another topic you choose. Clear this topic with me first, and explain your interest, how it will connect with your life goals and plans, method to be used, etc.

Unit Seven – Second Book Club round

CORE RESOURCE(S): Second round of book clubs: Animal Farm by George Orwell (used to demonstrate literature circle participation roles). Literature Circles Selection again: Unwind by Neal Shusterman; Uglies by Scott Westerfield; Feed by M.T. Anderson; The Running Man by Stephen King; Alas, Babylon by Pat Frank. Honors: 1984 by George Orwell; Brave New World by Aldous Huxley; Cry, The Beloved Country by Alan Paton; The Road by Cormac McCarthy; The Handmaid’s Tale by Margaret Atwood. I’ve also approved Rainbow Six, Clancy and the Cobra Event, Preston, One Minute After. UNIT PERFORMANCE ASSESSMENT: Each student will write a position paper on an ethical issue introduced by one of the literature circle novels. Students will briefly summarize the issue, present an argument, then suggest a solution. · Organize and outline your viewpoint on an issue · Formally inform others of your position as a foundation to build resolution to difficult problems · Present a unique, though biased, solution or a unique approach to solving a problem · Frame the discussion in order to define the "playing field." This can put you in an advantageous position with those who may not be so well prepared as regards the issues behind their positions · Establish your credibility Here you are demonstrating that you have a command of the issues and the research behind them, and can present them clearly · Let your passion be demonstrated in the force of your argument rather than in the use of emotional terms · Guide you in being consistent in maintaining your position in negotiation The better prepared you are the more disadvantaged are your opponents and more likely they will defer to you · Develop supporting evidence for both sides including factual knowledge, statistical evidence, authoritative testimony · Identify the issues and prejudices keeping in mind your audience List these as appropriate and anticipate counterclaims · Assume familiarity with basic concepts but define unfamiliar terms/concepts or state meanings that define your point of departure · Refer to those who agree with your position to assist you in developing your argument · Familiarize yourself with those who disagree with you to prepare your defense. Summarize their argument and evidence, then refute (http://www.studygs.net/wrtstr9.htm)

Please call me or email me: lynche@manateeschools.net

Or 941-448-5577 (cell)

School: X2350