ENGLISH LANGUAGE ARTS RESOURCES
ENGLISH LANGUAGE ARTS RESOURCESRE-LIVING THE NEW ENGLAND RENAISSANCE
| Activity Description | Approx. Time | Strands | Exp | Info | Arg |
Crit | Lit | G/L |
|---|---|---|---|---|---|---|---|---|
| Introductory | ||||||||
| Illustrate the various periods/overview of Romantic period/cultural
and social perspectives Decode vocabulary by explaining origin and meanings of Renaissance, flourishing, flowering, Transcendentalism |
1-2 days | O W M/T |
2.03 | 4.01 | 5.01 5.02 |
6.01 | ||
| During | ||||||||
Read and discuss selected texts of Fireside Poets and how these are representative of the Romantic period. Review concepts covered above. Students read and discuss selected texts of Fireside poets; after paraphrasing a sample text, help students select a poem to paraphrase and submit with culminating activity. Monitor first draft of paraphrased poem to answer questions or provide input. |
1 week | O W |
2.03 | 4.01 | 5.01 5.02 |
6.01 | ||
Students record favorite lines and create visual displays (e.g. posters, montages, collages) and graphic organizers (two-column notes, Venn diagrams) Students video record and narrate selected quotations or original quotations on the visual displays for later viewing ; [Note: be sure to gain permission from students prior to videotaping]. |
2-3 days | O W M\T
|
1.02 | 4.01 | 5.02 | 6.01 6.02 |
||
Students read stories of Melville and Hawthorne: "Bartleby the Scrivener" and "The Minister's Black Veil." Students create a chronological "Top Ten List." Think-Pair-Share Activity using Venn diagrams or two-column notes to compare/contrast Transcendentalism with Anti-transcendentalism. |
2-3 days | O W |
4.01 | 5.01 | ||||
Follow-up video activity: Students tape "voices" of anti-transcendentalists or speak though the voices of Emerson, Thoreau, Melville, Hawthorne, or one of the Fireside Poets |
2 days | O W M\T |
1.02 | 2.02 2.03 |
4.01 | 6.01 | ||
| Culminating | ||||||||
Review of concepts via visual displays/graphic organizers. View the videotape and review for the summative assessment, which could be either a teacher-made or ancillary assessment. If the ancillary assessment does not include opportunities for reflective thinking and writing, add your own, such as Do you consider yourself a transcendentalist or an anti-transcendentalist? Why? Compare and contrast the philosophies of Emerson and Thoreau with Hawthorne and Melville? How do their works reflect their philosophies? How did the culture of the time influence writers of the New England Renaissance? Students also submit a final draft of the paraphrased poem as part of the summative evaluation. |
2 days | O W M/T |
1.02 | 2.03 | 3.02 3.03 |
4.01 4.02 4.03 |
5.01 5.02 |
6.01 6.02 |
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