American Romanticism
Grade 12 English
Prepared by:
Kimberly West
for
Dr. Ralph M. Feather, Jr.
ED FOUND 291.03: Principles of Teaching
Fall 2011, BU
Introduction
(Rationale and Importance)
1. This unit is important for my students to learn because American Romanticism was a
movement that not only touched literature, but the arts and industry as well. This
movement was progressive from the Neoclassical era that had preceded it. It touched all
people in the era, whether that be negatively or positively. This movement demonstrated
massive changes in our culture, and is one of the most significant periods in American
literature.
2. Students will think this is important to them and their needs and interests because there
are pieces of Romantic literature that are still widely popular today such as pieces by
Edgar Allan Poe, and reflections of Transcendentalist ideals in song lyrics and movies
that the students are familiar with.
3. Writing a unit plan is important to the novice teacher because it not only helps them plan
for the long term, but it also helps them keep track of their day-to-day activities.
Knowing what you’re going to teach and exactly how you want it to be taught can help
with classroom management and being an effective teacher. Having every minute
planned out helps control students and can keep students actively engaged instead of
them having to refocus attention after you’ve spent time looking for what you mean to be
doing.
2
General Objectives
1. After a unit on American Romanticism, students will be able to use historical context
clues to make inferences about the meaning of a text.
2. After a unit on American Romanticism, students will be able to match certain literary
works with their authors and define aspects of that work that fit into the definition of
Romanticism, Transcendentalism, or Gothicism.
3. After reading several different Romantic texts, students will be able to find examples of
metaphors, imagery, and tone throughout these Romantic works.
3
Preassessment
The pre-assessment I will use to decide how much students know about the topic of American
Romanticism will be a short six question quiz. I will explain to students that they are to answer
only the ones that they know and that this quiz will not hurt their grade whatsoever.
1. Name three romantic authors.
Hawthorne, Melville, Poe, Irving, Emerson, Thoreau, Whitman. (all are acceptable)
2. List three characteristics of Romantic literature.
Interest in nature, utopian society, good vs. evil, secular vs. non-secular, beauty,
supernatural, the self, imagination over reason, far away and abnormal, deep interest in
historical facts and features, morality. (all are acceptable)
3. What is the definition of Gothicism?
The darker side of literature that focuses on the gruesome, gorey details. Also focuses on
the super natural, sometimes horror stories. Talks about warped, abnormal side of
nature. (all are acceptable.)
4. Who wrote “Leaves of Grass”?
Walt Whitman
5. Nature, “The American Scholar” and “The Divinity School Address” are all pieces
written by what author?
Ralph Waldo Emerson
6. Edgar Allan Poe wrote multiple works, name four of them.
Any of the following are acceptable: The Tell-Tale Heart, Ligeia, The Oval Portrait, The
Masque of Red Death, The Pit and the Pendulum, The Black Cat, The Raven, The Cask of
Amontillado.
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Body
Motivational Device for the Unit Plan: In order to get students excited about the upcoming
activity, I will write four titles on the board. I will have students number off from one to four and
assign a title to each number. After each student has a title, I will give them a piece of 8 x 11”
computer paper. Up front I will have colored pencils and markers available. I will ask the
students to create a movie poster of what they know about the pieces of literature. No outside
sources should be used. This is based on basic knowledge.
1. Titles of works:
a. Nature
b. “The Fall of the House of Usher”
c. “Song of Myself”
d. Walden
Topical Outline:
Lesson 1: Gothic Romanticism and Edgar Allan Poe
1. Academic Standards:

1.1.12.B: Use context clues, knowledge of root words and word origins as well as
reference sources to decode and understand new words.

1.3.12.A: Interpret significant works from various forms of literature to make deeper and
subtler interpretations of the meaning of the text. Analyze the way in which a work of
literature is related to the themes and issues of its historical period.

1.6.12.A: Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information or opinions.
2. Assessment Anchors:

R11.A.1.1.1: Identify and/or apply meaning of multiple meaning words used in text.

R.11.A.1.3: Make inferences, draw conclusions and make generalizations based on text.

Lesson Methodology – Discussion (Small and Large Group)

Supporting point or points of the lesson content:
o Gothic Romanticism is defined.
o Poe’s short stories are discussed.

The Black Cat
5


The Cask of Amontillado

The Tell-Tale Heart

The Fall of the House of Usher
Relationship between Romanticism and Gothicism is discussed.
Lesson 2: Transcendentalism, Emerson and Thoreau

Academic Standards for this lesson:

1.1.12. D: Demonstrate comprehension/understanding before reading, during reading and
after reading on a variety of grade level texts to support understanding of a variety of
literary works from different culture and literary movements.

1.7.12.A: Analyze the role and place of standard American English in speech, writing,
and literature. Evaluate as a reader how an author’s choice of words advances the theme
or purpose of a work. Choose words appropriately, when writing, to advance the theme or
purpose of a work.

1.2.12.D: Indentify, interpret, and analyze the author’s skill in employing literary devices
in various genres. (e.g. figurative language, imagery, allegory, and symbolism).
o
Identify, explain, and analyze the effects of sound, form, and structure of poems.

Assessment anchor descriptors for the lesson:

R.11.B.1: Understand components within and between texts.

R.11.B.2: Understand literary devices in fictional and nonfictional text.

Lesson Methodology – Independent Study

Supporting point or points of the lesson content
o Transcendentalism is defined.
o Emerson, his book Nature, and his addresses (both The Divinity School Address
and The American Scholar) are addressed.
o Thoreau and Walden are discussed.
o Students will put together a nature journal to mirror Emerson and Thoreau’s
experiences.
o Students will discuss the effects of Transcendentalism still felt today.
o Annie Dillard & Pilgrim at Tinker Creek will be discussed.
Lesson 3: Walt Whitman

Academic standards for the lesson:
6

1.2.L.D: Analyze textual evidence to make subtle inferences and draw complex
conclusions.

1.4.12.A: Write poems, short stories, and plays with various organizational methods,
literary elements and devices.
o Construct a strong story line with illustrative details that address a complex idea
or examine a complex experience.
o Choose a method of organization that supports the intended purpose.
o Continue to exhibit a personal writing style.
o Demonstrate a sophisticated control of grammar, mechanics, spelling, usage, and
sentence formation.

1.1.12.A: Apply appropriate strategies to construct meaning though interpretation and to
analyze and evaluate author’s use of techniques and elements of fiction and non-fiction
for rhetorical and aesthetic purposes.

Assessment anchor descriptors for the lesson:

L.F.2: Analyzing and interpreting literature – Fiction

R11.A.1.6: Identify, describe, and analyze genre of text

Lesson methodology – Discovery Learning

Supporting point or points of the lesson content:
o Students will learn about modern poetry.
o Students will learn about Walt Whitman’s personal life.
o Students will read “Song of Myself.”
o Students will complete a Walt Whitman Webquest.
o Students will write their own “song of themselves.”
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UNIT: American Romanticism
DATE: 11/16/2011
LESSON: Edgar Allan Poe & Gothic Romanticism
TIME LENGTH: 60 minutes
PA ACADEMIC STANDARDS:
1. 1.1.12.B: Use context clues, knowledge of root words and word origins as well as
reference sources to decode and understand new words.
2. 1.3.12.A: Interpret significant works from various forms of literature to make deeper and
subtler interpretations of the meaning of the text. Analyze the way in which a work of
literature is related to the themes and issues of its historical period.
3. 1.6.12.A: Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information or opinions.
ASSESSMENT ANCHOR DESCRIPTORS:
1. R11.A.1.1.1: Identify and/or apply meaning of multiple meaning words used in text.
2. R.11.A.1.3: Make inferences, draw conclusions and make generalizations based on text.
MOTIVATIONAL DEVICE: (Evaluative set.) I will first see what the students know before
progressing forward into the lesson. I will do this by having the students do a “bell ringer”
Students will receive a note card upon entry to the classroom. In the background I will have a
CD playing of Gothic-style music to set the mood. I will write the word Gothic on the
blackboard with the following instructions:
1. Put your name and date in the right hand corner of the note card.
2. List two to four words that come to mind when you see the word “gothic”
3. Students will have two minutes to complete this task.
INSTRUCTIONAL OBJECTIVES:
1. Students will be able to correctly identify three ways that Gothic literature fits into the
category of Romantic literature with ninety percent accuracy.
2. Given an Edgar Allan Poe story and information about his life, students will be able to
compare Poe’s real life and fictional stories with at least three examples.
3. Given the definitions of American Romanticism and Romantic literature, students will be
able to choose two passages that support (match) characteristics of Romantic literature.
Students will be able to write three to five sentences describing why the passage fits a
characteristic of Romanticism or Romantic literature.
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MATERIALS NEEDED: 30 note cards, power point, 10 copies of the power point slides
printed out, recording of gothic music, chalkboard, chalk, 30 hard copies of: The Black Cat, The
Cask of Amontillado, The Tell-Tale Heart, and the Fall of the House of Usher, 30 note sheets and
highlighters.
TECHNOLOGY NEEDED: Edgar Allan Poe Power point, Smartboard, CD and CD player,
overhead projector.
RESOURCES USED:
-
American romanticism: a webliography. (n.d.). Retrieved from
http://www.longwood.esu/staff/lynchrl/English203/american_romanticism
-
Romanticism. (2009.February 12). Retrieved from
http://academic.brooklyn.cuny.edu/english/melani/cs6/rom.html
-
The Edgar Allan Poe Society of Baltimore (2011, October 15) The edgar allan poe society
of Baltimore. Retrieved from http://eapoe.org
LESSON TYPE (Pedagogy): Discussion (small and large group)
LESSON OUTLINE:
I.
Introduction (6 minutes)
A. Bellringer (Motivational device) (2 minutes)
1. While students are walking in I will hand them a note card.
2. On the board there will be the word “Gothic” written boldly.
3. Instructions on the board will say: “write name and date on the upper right hand
of the note card, then list two to four words that come to mind when you see or
hear the word gothic.
4. Gothic CD will be playing softly in the background to generate ideas.
5. I will announce time after three minutes.
B. Discussion of Bellringer (4 minutes)
6.
Students will be asked to share what they have written on note cards.
a. Choose five to seven students.
7.
Based on the answers students provide, I will move on, providing the definition
of Gothic literature and information about Edgar Allan Poe.
II.
Body (20 minutes)
A. Power Point Presentation
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1. While students are discussing their key words, the fill-in notesheet will be passed
out.
2. Discussion will be wrapped up and transition to the power point lecture will be
started.
3. Provide the definition of Gothicism: a literary style popular during the end of the
18th century and the beginning of the 19th. This style is usually portrayed with
fantastic tales dealing with horror, despair, the grotesque and other “dark” objects.
4. “Can any of you think of an author who might fit into this description of
Gothicism?”
5. Introduce Edgar Allan Poe slides with a transition slide with his pictures on it.
6. The next three slides will have his biography and literary time line on tem.
a. Will include his alcoholism, his marriages, his use of opiates, his
relationship with his father, his chronic illness and a timeline of works he
has written.
7. Before moving on to the group work, ask if there are any questions.
a. If there are questions, and students don’t seem to understand the concept, I
will modify the rest of my lesson plan to go back over the content and
adjust to the time remaining.
B. Group Work (15 minutes)
1. In the previous class students were given copies of Poe stories to read.
2. They will be split into groups according to the number on their papers.
3. These groups will consist of four students per group and seven groups.
4. Students were asked to highlight particular parts that stood out to them in these
stories.
5. I will ask them to discuss this in their groups and also to come up with a respone
to the following task.
6. I will ask students to highlight passages (with the highlighters that I give them)
that fit the definition of Romanticism that we decided on together in the previous
class.
7. “You will be given ten minutes to discover passages and write them down.”
C. Class Discussion (10 minutes)
10
1. After the fifteen minutes of small group discussions are up, the floor will be open
to the groups to share their passages.
2. One student from each group will share what the groups have decided upon as
their key passages.
3. When all groups are finished, I will open up the discussion to individuals who
have discovered other passages that fit the definition of romanticism.
4. If I feel as though students have left anything out, I will explain passages that I
think are Romantic and how they fit into the description.
III.
Summary (7 minutes.)
A. On the same not card that was passed out at the beginning of the class, please write
two new things on the back side of the card that you have learned today. (2 minutes)
B. Closure ( 5 minutes)
1. “Who wants to share something new that they’ve learned today?”
2. Pick 5 students, or until majority of the main points are covered.
KEY QUESTIONS:
1. Knowing the definition of the word gothic in regards to literature, do you think that Edgar
Allan Poe fits this category? Justify your answer.
2. Why do you think that Gothicism is a sub-genre of Romanticism?
3. Nature is highly regarded in American literature. How is this reflected in Poe’s works?
CLOSURE: In order to close the class, I will have the students share their answers they’ve
written on their index cards explaining new things that they’ve learned in class today. I will
allow five minutes for this.
DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):
1. In case there are students who have difficulty hearing, I will provide note sheets to all
students in order to allow the students to pay more attention to the lecture rather than
struggling to write down everything I say verbatim.
2. I will make sure that all font sizes on my power point are enlarged for students who have
difficulty seeing. If students have difficulty reading the slides, I will have ten copies available
in the front of the classroom.
11
3. Because this lesson in particular contains a lot of reading, I will provide the students who
may have difficulty reading and comprehending the text with a track of myself reading the
assigned texts.
FORMATIVE ASSESSMENTS:
1. I will walk around and encourage contribution to the discussion. I will provide assistance
if the group seems to be confused. If this is a common feeling among the groups I will halt
the small group discussion and review the concepts/ideas we’d discussed in the earlier
portion of the class.
2. During the power point, I will ask if anyone has questions at the end of every two to three
slides to check for understanding.
HOMEWORK: Students will be asked to formulate a thesis answering the question: How do
Edgar Allan Poe and Gothic literature coincide with American Romanticism? Students are
allowed to use notes from class, discussions from class, and outside resources, but the work
MUST BE ENTIRELY THEIR OWN. The thesis is only to be 3-5 sentences long.
In conjunction with this assignment, to prepare for the next lesson, students will be asked to read
two short passages from the following texts:
Nature by Ralph Waldo Emerson and the first 25 pages of Walden: Where I Lived and What I
Lived For by Henry David Thoreau. While reading students should be noting important passages
or passages that they find to be interesting.
REFLECTION:
1. Did I teach the content effectively, so that students will understand the content?
2. Did I allow enough time for students to discuss their ideas in the groups?
3. Was I an enabler to the student’s feelings when they opened up to discussion? If not, how
can I be more supportive of students with incorrect responses?
12
UNIT: American Romanticism
Transcendentalism, Emerson & Thoreau
DATE: November 14, 2011 LESSON:
TIME LENGTH: 60 minutes
PA ACADEMIC STANDARDS:
1. 1.1.12. D: Demonstrate comprehension/understanding before reading, during reading and
after reading on a variety of grade level texts to support understanding of a variety of
literary works from different culture and literary movements.
2. 1.7.12.A: Analyze the role and place of standard American English in speech, writing,
and literature. Evaluate as a reader how an author’s choice of words advances the theme
or purpose of a work. Choose words appropriately, when writing, to advance the theme or
purpose of a work.
3. 1.2.12.D: Indentify, interpret, and analyze the author’s skill in employing literary devices
in various genres. (e.g. figurative language, imagery, allegory, and symbolism).
a.
Identify, explain, and analyze the effects of sound, form, and structure of poems.
ASSESSMENT ANCHOR DESCRIPTORS:
1. R.11.B.1: Understand components within and between texts.
2. R.11.B.2: Understand literary devices in fictional and nonfictional text.
MOTIVATIONAL DEVICE: (3 minutes) (TransitionSet) I will choose two students to read
two highlighted passages aloud. (One from “Self Reliance” and the other from Walden.”) After
the students have read, I will ask for students to describe how each passage made them feel.
After 4-5 volunteers, I will begin instruction.
INSTRUCTIONAL OBJECTIVES:
1. Given a presentation on the definition and several examples of Transcendentalist
writing, students will be able to choose passages from Nature and Walden.
2. Given an experience in nature, students will be able to compose (write) a sonnet in
the correct form (14 lines), following either the Spenserian or the Shakespearian
rhyme scheme.
3. Students will be able to identify (list) three literary devices that Dillard, Emerson, and
Thoreau use in their works with two examples of each that were NOT discussed in
class.
MATERIALS NEEDED:
Glue, tape, stapler, composition notebooks.
TECHNOLOGY NEEDED: Power point presentation, projector
13
RESOURCES USED:
-
Dillard, A. (1998). Pilgrim at tinker creek. New York, NY: HarperPerennial.
-
Emerson, R. W. (1960). Selections from ralph waldo emerson. (S. E. Whicher, Ed.)
Boston, Massachussetts : Houghton Mifflin Company.
-
Goodman, R. (2011, March 27). Transcendentalism. Retrieved November 2011, from The
Stanford Encylcopedia of Philosphy : http://plato.stanford.edu/entries/transcendentalism/
-
Grimes, D. G. (2004, August 27). Basic concepts: american literary romanticism.
Retrieved October 2011, from English 2327: A suvey of american literature:
http://www.distancelearningassociates.com/eng2327/BC-Romanticism.html
-
PBS. (n.d.). Romanticism. Retrieved October 2011, from Thomas hampson: I hear america
singing: http://www.pbs.org/wnet/ihas/icon/romanticism.html
-
Reuben, P. (2011, October 4). Chapter 3: Early nineteenth century and romanticism - a
brief introduction. Retrieved October 2011, from PAL: Perspectives in american literature
- a research and reference guide :
http://www.csustan.edu/english/reuben/pal/chap3/3intro.html
-
Thoreau, H. D. (2008). Walden. (W. Rossi, Ed.) New York, NY: W.W. Norton &
Company.
-
Web, A. T. (n.d.). Transcendentalism. Retrieved November 2011, from American
Transcendentalist Web.
LESSON TYPE (Pedagogy): Discovery Learning
LESSON OUTLINE:
I.
Introduction (5 minutes)
A. Motivational device (3 minutes)
1. Have one student read a passage I selected from the book
a. “There comes a time in every man’s education when he arrives at the
conviction that envy is ignorance…”(Emerson)
b. “I went to the woods because I wished to live deliberately, front only the
essential facts of life…” (Thoreau).
2.After each passage is read, “Please jot down a few feelings you have about what the
author is trying to convey.”
B. Introduction (2 minutes)
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II.
1.
“Can anyone tell me what Transcendentalism is?”
2.
I will take 2-3 volunteers and then move on into the power point lesson.
Power Point Lesson (15-18 minutes)
A. Transcendentalism
1. Defintion – being in search of solitude and finding oneself through nature and the
natural.
a. Transcendentalists sought after “truth” in beauty.
b. “True Beauty” was an ideal that could only be found once looking inside.
2. Transcendentalist Authors
a. Ralph Waldo Emerson – basically the first and most important.
i. wrote essays including : “Self Reliance”
ii. wrote addresses – “The Divinity School Address” and “The American
Scholar.”
b. Henry David Thoreau – lived out in seclusion and nature.
c. Annie Dillard – wrote most recently; seventies
3. Effects on the culture at the time
B. Examples
1. Nature
a. Written by Emerson
b. Was a book
c. Was different from things that were being published at the time.
d. Immense detail about ever minute form of life in nature.
2. Walden
a. Written by Thoreau after his stay on Walden Pond.
b. Split up into different sections.
c. Sarcastic tone; disgust in obsession of material possessions.
3. Pilgrim at Tinker Creek
a. Written in the seventies.
b. About Annie’s experience on Tinker Creek.
c. Focuses a lot on light.
d. In awe of everything natural.
15
III.
Outdoor Activity (20 minutes)
A. Instructions
1. “Put on anything you think necessary to wear outside.”
2. “Get your notebooks, pens/pencils, glue, scissors and tape ready to go outside and
collect data.”
3. “When we get outside you will collect leaves, twigs, blades of grass, flowers, etc.
Basically, collect anything that draws your attention in nature.”
4. “You will have twenty minutes to collect as many specimens as you possibly can.”
5. “Really take in all of the outdoors, from the big picture of the sky to the tiny life
going on in the grass.”
B. After the outdoor activity, we will move back inside. (10 minutes)
1. “Take out your passages from Walden, Nature, and Pilgrim at Tinker Creek.”
2. “Flip through and find passages that you thought were good, interesting, or
pertained to what we’ve discussed about Transcendentalism today. “
3. I will facilitate conversation but allow the students to do most of the talking
because it is their opinions I want to hear.
IV.
Summary (7 minutes)
A. To summarize I will ask students to recap some of the lesson’s main points.
B. Closure (4 minutes)
1. “Does anyone have any questions about the Transcendentalists?”
2. If there are any questions, I will answer them.
KEY QUESTIONS:
1. Debate whether Emerson’s impact on society was negative or positive.
2. Draw conclusions between Emerson, Thoreau and Dillard’s outlook on nature and the self.
3. Does transcendentalism still apply to popular culture today? If yes, can you recall some
lyrics from your favorite songs that address nature and feelings.
CLOSURE: I will ask if there are any questions about the Transcendentalist authors and if there
are I will answer them.
16
DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):
1. For students who are handicapped physically, I will have other students collect specimens
for them so that they can still participate in the activity. They will still be able to sit outside,
just not collect bits of nature.
2. An interpreter will be made available for students who need them.
3. For students who have ADHD, I will close blinds to remove the distraction of looking out
of the window.
FORMATIVE ASSESSMENTS (Include at least two):
1. If I feel as though students aren’t getting enough examples, I will walk around and
suggest for students to pick up other things.
2. When back in the classroom, I will walk around and double check that students understand
the sonnet form and are writing the sonnets according to the pattern and rhyme scheme.
HOMEWORK: Students will be asked to finish up the writings in their journals that are
incomplete. Students will also be asked to read Ralph Waldo Emerson’s “The Poet” in
preparation for the next class.
REFLECTION:
1. Were students engaged in the outdoor activity?
2. Was my lesson effective and interesting to students?
3. Did I give clear, concise instructions for all activities? If not, did I offer deeper explanation
if it wasn’t clear or concise?
17
UNIT: American Romanticism
LESSON: Walt Whitman Web Quest
DATE: 11/14/2011
TIME LENGTH: 60 minutes
PA ACADEMIC STANDARDS:
1. 1.2.L.D: Analyze textual evidence to make subtle inferences and draw complex
conclusions.
2. 1.4.12.A: Write poems, short stories, and plays with various organizational methods,
literary elements and devices.
a. Construct a strong story line with illustrative details that address a complex idea
or examine a complex experience.
b. Choose a method of organization that supports the intended purpose.
c. Continue to exhibit a personal writing style.
d. Demonstrate a sophisticated control of grammar, mechanics, spelling, usage, and
sentence formation.
3. 1.1.12.A: Apply appropriate strategies to construct meaning though interpretation and to
analyze and evaluate author’s use of techniques and elements of fiction and non-fiction
for rhetorical and aesthetic purposes.
ASSESSMENT ANCHOR DESCRIPTORS:
1. L.F.2: Analyzing and interpreting literature – Fiction
2. R11.A.1.6: Identify, describe, and analyze genre of text
MOTIVATIONAL DEVICE: (3 minutes) (Orientation Set) As students are settling into their
seats, I will be reciting several poems from old fashioned gift books.
(see introduction)
INSTRUCTIONAL OBJECTIVES:
1. Given a web quest with resources on the topic of Walt Whitman, students will be able to
complete the given worksheet with ninety perfect accuracy.
2. Given an example of Whitman’s poetry, “Song of Myself”, students will be able to create
(write) their own “free verse” poem.
3. Given biographical details of the time period and the author, students will be able to compare
and contrast (through an essay) the author to other authors of the time period.
MATERIALS NEEDED:
Worksheet, pens, pencils, paper, chalk, chalkboard, computers.
TECHNOLOGY NEEDED: Computer lab, web quest.
RESOURCES USED:
18
-
Poets, A. o. (2011). Walt whitman. Retrieved November 2011, from Poets.org:
http://www.poets.org/poet.php/prmPID/126
-
West, K. (2011, November 10). Exploring Walt Whitman. Retrieved November 10, 2011,
from Zunal: http://zunal.com/webquest.php?w=123096
-
Whitman, W. (2005). DayPoems poem no. 1900 song of myself. Retrieved November 10, 2011,
from DayPoems: http://www.daypoems.net/poems/1900.html
LESSON TYPE (Pedagogy): Independent Study
LESSON OUTLINE:
I.
Introduction (10 minutes)
A. Motivational Device (3 minutes)
1. When students are walking in and getting settled in their seats, I will begin
reciting a random poem that was popular during the Neo-classical Literature era.
2. After catching students’ attention, I will ask the students what they think of the
poem.
B. Previous Poetry
1. “What are some of the poem forms and structures we’ve discussed previously?”
2.“What are some of the main subject of previous poetry?”
II.
Walt Whitman (10 minutes)
A. Read from “Song of myself” (5 minutes)
1. “The atmosphere is not a perfume, it has no taste of the distillation, it is odorless.
It is in my mouth forever, I am in love with it,I will go to the bank by the wood and
become undisguised and naked, I am mad for it to be in contact with me.” ( Stanza 2)
2. Anyone want to share how this makes them feel?
3. I will take answers, if no one mentions that it makes them feel uncomfortable, ask
if it makes them feel uncomfortable.
4. Why?
B. Whitman’s style
1. “Notice there is no rhyme scheme, no sense of reason.”
2. “Whitman was the king of the free verse.”
3. “He’s the “Father of Modern Poetry” because from here on out poets didn’t have
to stick to a fourteen line poem, or a rhyme scheme.”
19
4. “After Leaves of Grass, no subject was too controversial. There was nothing that
couldn’t be said.”
C. Web Quest (20)
1. “Go to your computers and to website indicated on the top of your worksheet.”
2. “This will be an independent activity, meaning you must do the work yourselves.
If you have any questions you can ask me.”
3. “Follow the complete instructions on the web quest.”
4. “When you finish the web quest, return to your seats and follow the instructions
to write your own song of yourself.”
III.
Summary (10 minutes)
B. Summary (5 minutes)
3.“Who can tell me some facts that they’ve discovered about Walt Whitman today
during the web quest?”
4. Look for answers:
a.Where/when he was born
b.Jobs he’s held
3. Published works
4. Any facts regarding his home life, views on society at the time, etc.
C. Closure (5 minutes)
5. “After reading some of the sections of “Song of Myself” can anyone share
particular passages that were meaningful to them? Perhaps passages that reflect the
writing style of Whitman? Controversial topics?
6. I will allow students to share these passages for the remainder of the five minutes.
KEY QUESTIONS:
1. What are some ways that Walt Whitman shattered the poetry rules of the time period?
2. After learning about Emerson, and reading his essay: “The Poet” why do you think
Emerson regarded Whitman and his poetry so highly?
3. Given the time period and the examples of poetry I’d read earlier aloud, why do you think
that Whitman’s poetry caused so much speculation? Can you give examples of particular
passages that would have caused such eruptions?
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CLOSURE: Discussion of Key Passages that were meaningful or conveyed Whitman and his
ideas, style, and conventions particularly well.
DIFFERENTIATED LEARNING ACTIVITIES:
1. For students who have difficulty reading for any reason, “Song of Myself” will be
available on podcast.
2. For students with poor eye sight, worksheets with larger font will be made available upon
request.
3. In case there are students who are sensitive to computer screen light, I will provide hard
copies of all the web documents (sans the video clip.)
FORMATIVE ASSESSMENTS (Include at least two):
1. While students are working on their web quests, I will walk around and check to see if
they are stalled at certain points. If so, I will call attention to the front and explain ways to
find the answers. If the answers are still not found, I will explain to them the right answer.
2. When students are writing their poems, I will walk around and offer to view work done
and give feedback. This will help students further understand
HOMEWORK: Finish working on your “Song of Myself” and be prepared to share them with
the class. Follow the rubrics given on the web quest.
REFLECTION:
1. Did I convey the importance of Walt Whitman and his poetry properly through the use of
the web quest?
2. Did I make myself available to my students when they had questions or were stuck at a
certain part during the lesson?
3. Did I engage students in the lesson and maintain that level of interest throughout?
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Name:_______________________________________________________________________
Walt Whitman Worksheet
Part I: Biography
1. What year was Walt Whitman born?
1819
2. Where was Walt Whitman born?
Long Island
3. What papers did Whitman write for in his lifetime?
Long Islander, Brooklyn Daily Eagle, New Orlean’s Crescent, and The Brooklyn
Freeman.
4. What year did Whitman publish Leaves of Grass?
1855
5. What author did Whitman impress with his poetry and style?
Emerson
6. **BONUS** What famous author (whom we’ve read before) has his letter published as
the preface of Leaves of Grass without his permission? Emerson
Part II
Construct your very own “Song of Myself”. Don’t groan. Consider this more of a free write, if
anything. After having learned about Walt’s ability to express himself and his awe for life, you
should be able to easily write about your feelings and outlooks towards your life, your family,
your friends, etc. Use vocabulary from your vocabulary notebooks and avoid using words like
“sad, happy, glad, mad, etc.” to describe feelings. You may write about anything you’d like,
with the only constraint that it’s school appropriate. Lines should not and do not rhyme in free
verse. Also, keep in mind that you can say controversial things without being offense or vulgar
with language. Good luck! Happy Writing!
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Test Blueprint
Test Blueprint for Unit Based on Instructional Objectives
(Cognitive Domain)
Instructional Know.
Comp. Application Analysis Synthesis Evaluation
Totals
Objective
1-1
1
1
1-2
2
2
1-3
1
2
1
4
2-1
5
6
1
12
2-2
0
2-3
1
3-1
3
3-2
1
1
1
14
4
1
3-3
Totals
2
9
1
1
2
4
1
28
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Unit Test
Part I: Multiple Choice
1. Which branch of the Romantic period specialized in nature and it’s affect on the self?
A. Gothicism
B. Transcendentalism
C. Naturalism
D. Realism
2. Which author wrote short stories that often ended in abrupt death?
A. Emerson
B. Dillard
C. Poe
D. Thoreau
3. What year was Leaves of Grass published?
A. 1802
B. 1825
C. 1840
D. 1855
4. Which famous Transcendentalist author spoke at Harvard?
A. Emerson
B. Hawthorne
C. Thoreau
D. Whitman
5. Who is considered the “Father of Modern Poetry”?
A. Emerson
B. Hawthorne
C. Thoreau
D. Whitman
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6. ____________________________ is the darker side of Romanticism. It has a focus on the
supernatural and the warped side of nature.
A. Gothicism
B. Modernism
C. Transcendentalism
D. Realism
7. Which author wrote “The Poet”?
A. Thoreau
B. Poe
C. Whitman
D. Emerson
8. One of the most popular of his short stories is “The Tell Tale Heart”. Which Romantic author
is this?
A. Whitman
B. Emerson
C. Thoreau
D. Poe
9. Thoreau wrote his most famous work about his experiences on the banks of
______________________.
A. Hudson Bay
B. Gulf Coast
C. Walden Pond
D. Mississippi River
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10. Though Emerson thought highly of this author’s work, his letter of recognition and praise
was later published as the preface to which work without permission?
A. Sleepy Hallow
B. Huckleberry Finn
C. Cask of Amontillado
D. Leaves of Grass
Part II: Completion
1. Prior to the birth of Walt Whitman as a poet, poetry followed rhyme schemes, and set forms.
The form that Whitman created is known as _____________ ______________.
Free Verse
2.____________________________ spent majority of his career drinking and
abusing opiates. The effects of this played well in his gruesome stories.
Edgar Allan Poe
3. Pilgrim at Tinker Creek, written by Annie Dillard, focuses on one woman’s
experience along the banks of Tinker Creek. Her experiences, though written in the
seventies, reflect views of authors who wrote in the branch of Romanticism called
__________________________.
Transcendentalism
4.The literary period you are being tested on is the ______________________
____________________. It spanned from 1800-1860.
Romantic Period
5.The earlier periods of American literature focused on faith over all else. American
Romanticism, transcendentalism in particular, focused on _________________
over ____________________.
Feeling/faith over intellect/reason (both forms of the answer are acceptable)
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Part III: Matching
Match the following works to their authors. There may be more than one work per author.
1. “The American Scholar”
2. Walden
A
B
B. Henry David Thoreau
3. “The Oval Portrait”
C
C. Edgar Allan Poe
4. “The Divinity School Address”
5. Civil Disobedience
6. Leaves of Grass
A
D. Annie Dillard
B
E. Walt Whitman
E
7. Pilgrim at Tinker Creek
8. Nature
A. Ralph Waldo Emerson
D
A
9. “The Black Cat” C
Part IV: Short Essay
The following essays should be answered in 3-5 sentences. Proper grammar and correct
spelling does matter.
1. Interpret the following passage:
“You don’t get a candle to see the sunrise.”
Answers will vary, but students should touch on the fact that Emerson, being a
Transcendentalist, thought that the only way to actually see nature and learn about yourself
was to experience things for yourself. This particular quote exemplifies this idea because it
gives the reader a solid picture to put Emerson’s idea to.
2 . Why do you think people considered Whitman to be crude and inappropriate when he
was first published?
Answers may vary. Students may touch on the fact that Whitman’s content was not
something people of the time were used to. It was inappropriate because it addressed the
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ideas of nudity, lust, anti-slavery, homosexuality, and even traces of rallying against what the
secular. Students may also mention that Whitman broke free of the form of previous poetry
3. List 2 of the features (that were covered in class) of Gothic Romanticism. Why does Edgar
Allan Poe fit the description of a Gothic author? (Give two different examples from texts
covered in class.)
Answers may vary. Students may list any of the following : Focus on the super natural,
gruesome/grotesque, horror stories, or the darker side of human nature and the self. Students
may give any of the following examples: “The Black Cat”, “The Masque of the Red Death”,
“The Cask of Amontillado”, “The Tell-Tale Heart”. Students may provide textual evidence
from each of the stories.
4. List literary devices discussed in class that Emerson executes often in his writing. Provide
an example, paraphrase if you cannot remember word for word.
Answers may vary. Students may list any of the following: metaphors, imagery, transparent
eyeball, or tone. Examples also will vary. Textual evidence is broad when working with
longer and multiple works.
For an example of a metaphor – Emerson says “Like a plant in the earth, I grow in god.”
For an example of imagery – Emerson was describing the snow storm during the sermon. It
was like we were actually there during the snow storm.
For an example of the transparent eye - “The health of the eye seems to demand a horizon.
We are never tired, so long as we can see far enough.”
*These are just some examples, answers will vary depending on the reader’s knowledge of
the text.
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Part IV: Long Essay
Answer the essay below to the best of your ability. You will be graded on spelling and
grammar. When you answer the question, provide textual evidence. If you cannot
remember the exact quote, paraphrase. Please write this in as many paragraphs as you see
fit to answer it. There does need to be a clear introduction and conclusion. Good luck!
1. We’ve discussed several authors during the course of this unit. I’d like you to choose TWO
authors (both must be from DIFFERENT branches of American Romanticism) and
compare/contrast these authors. Provide evidence from the texts we’ve read and from power
points in class.
Answers will vary. However, students may use any of the following combinations:
A. Whitman/Emerson
B. Whitman/Thoreau
C. Whitman/Poe
D. Emerson/Poe
E. Thoreau/Poe
F. Poe/Dillard
Answers from this point on will vary as well.
When discussing Whitman, it must be made clear that he wrote free verse poetry. Also mention
that he wrote things (content wise) that made people angry and upset because it was
controversial for the time.
When discussing Whitman versus Emerson, students can write that Emerson wrote essays,
journals, addresses and books while Whitman wrote Poetry. Whitman was controversial and so
was Emerson. Emerson, when he gave the Divinity School Address, was controversial in the way
that he wanted people to realize that they can’t learn everything they need to know about
religion and God’s creations from inside a church or out of the bible. You have to get out and
experience nature and life for yourselves. Whitman also writes about the idea that you have to
feel things for yourself and take Nature in.
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*A good example of this from the text is when Emerson writes in The Divinity School Address
about sitting in the pew while the pastor is giving the sermon, but he’s looking out the window.
* A good example of Whitman would be that he wrote that he is a deity himself, that his armpits
aroma is finer than prayer.
When discussing Thoreau and Whitman, the student may answer that Thoreau wrote a novel and
some essays. Also, Thoreau’s tone is more of a sarcastic one where as Whitman’s is awful and
inspiring. Thoreau has more of a disdain for how society has focused so much on attention on
the material things.
A good example of Thoreau’s tone would be “for a man is rich in proportion to the number of
things which he can afford to let alone.”This demonstrates his sarcasm.
To contrast Thoreau’s tone with Whitman’s the student could choose the line where Whitman
says “To touch someone is enough, I can hardly stand it.” This shows his excitement towards
even the smallest, slightest of touches.
When comparing Whitman and Poe, students could touch on the fact that Poe focuses on the
gruesome, dark side of human beings and nature. He focuses on the super natural and abrupt
deaths. Deals a lot with drinking and opiates, unnatural highs. You could contrast him from
Whitman by saying that Whitman deals with the reality of things, and believes in naturally being
high off of nature.
Examples – Whitman talks a lot about the perfume of the atmosphere, just to breath it all in is
enough for him. He’s “mad for it to be in contact with him”
Poe, when describing people, like in The Black Cat, chooses evil characteristics. The husband in
this story is an alcoholic who kills his wife and conceals her body in the wall.
You could also touch on the two different writing styles between them.
When comparing Poe to both Emerson or Thoreau, there is one obvious difference. Poe
concentrates on the super natural, such as the grotesque dead and talking/personified animals.
Emerson and Thoreau both concentrate on nature and experiencing things for yourself.
30
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