Birdville ISD / Overview



British Romanticism Self-paced unitIntroduction to British Romanticism pp 754-765Directions: You may view/ take notes from the PowerPoint on my website or from your textbook. British Romanticism1798-1832Two main contributing factors:1.2.French Revolution Influences:1. July 14, 1789 – 2. Assertion of of man as opposed to the rights ofMany3. Society becomes more violent4. Napoleon becomes EmperorMany feared that Britain wouldNapoleon was defeated at 5. Many British liberals supported the French Revolution..Called King George III and “old, mad, blind, despised, and dying king.”William BlakeWas bitterly opposed to the social, political, and spiritual abuses of the time. Industrial Revolution Influences:1. __________ EffectsShift from _______________________ society to ______________________ society.Previously open fields and communally worked farms were now ______________ owned.2. ______________ EffectsShift in power from _________________ aristocracy to __________________ and _________________ owners.New landless class.Laissez – faire – “__________________” – argues that an _____________ works best without ____________________ interaction. 3. Oppositions:...4. Labor Unions were ________________.____________________ massacre – the government tried to suppress workers from ____________. 11 workers were killed for having a company ___________________. Characteristics of Romanticism1. Technical characteristics...2. Subject matters.....3. Philosophy...Romantic Writers1. Revolted against..2. Influenced by..3. Valued...Major British Romantic Authors1. 2.3.4.5.6. Lord ByronByronic hero – 7. Robert Burns – (Scottish) – Used the ____________________________________________Lyrical Ballads w/ a few other PoemsComposed by ____________________________ and _____________________________Lake Poets1. 2.3.Named the “Lake Poets” because they ______________________________________________Romantic Prose1. Jane Austin – 2. Mary Shelley – Gothicism1. 2.3.4.Elements of a Gothic Novel1.2.3.4.William BlakeWilliam Blake once wrote that “mental things are alone real.” This belief is reflected in both his life and his work. Blake was a visionary who used the images that came to him to create innovative poetry and striking artwork. Reading skillBlake wrote his landmark Song of Innocence and Songs of Experience to explore “the two contrary states of the human soul.” To further your understanding of his view of human nature, you can compare and contrast his poems by examining the following elements:Word choice – look for descriptive words, and note how they are used to emphasize characteristics of the subject.Ideas – Identify common or contrasting ideas expressed in the poems.Tone – Notice the author’s attitude toward the subject.As you read, consider the similarities and differences for each pair of poems. Use this chart to record the information.“The Lamb”“The Tyger”Word ChoiceLittle wooly bright tender voiceBurning bright fire of thine eyesIdeasTonefrom Songs of InnocenceBackground: William Blake first published Songs of Innocence in 1789. Blake conceived the state of “innocence” as a state of genuine love and trust toward all humankind, accompanied by a belief in Christian doctrine. “The Lamb,” from that collection, has often been read as a statement of Christian faith. However, Blake’s other writings show Christ not as a “meek” and “mild” lamb with which this speaker identifies but as a fighter against injustice. The speaker’s viewpoint is thus an incomplete representation of Blake’s beliefs and just one aspect of Blake’s worldview. The speaker keeps asking the Lamb, “who make thee?” What does this question mean? What effect does this repetition have?Reread lines 5-20. What qualities do the speaker, the lamb, and Christ (the He in the poem) share? How does the symbol of the lamb connect the three characters in the poem?The LambBY?WILLIAM BLAKELittle Lamb who made thee?????? Dost thou know who made thee?Gave thee life & bid thee feed.?By the stream & o'er the mead;Gave thee clothing of delight, (5)Softest clothing wooly bright;Gave thee such a tender voice,Making all the vales rejoice!??????????Little Lamb who made thee??????????Dost thou know who made thee?(10)?????????Little Lamb I'll tell thee,?????????Little Lamb I'll tell thee!He is called by thy name,For he calls himself a Lamb:?He is meek & he is mild,? (15)He became a little child:?I a child & thou a lamb,?We are called by his name.?????????Little Lamb God bless thee.??????????Little Lamb God bless thee. (20)from Songs of ExperienceThe TygerBackground – While almost everyone agrees that “The Tyger” is one of the most powerful of Blake’s Songs of Experience, there has been much disagreement about the poem’s central symbol. One possibility is that the tiger represents a strong revolutionary energy that can enlighten and transform society – a positive but dangerous force Blake believed was operating in the French Revolution. Symbol: Some readers have said that the tiger symbolizes the dangerous but beautiful power of nature. Circle words and phrases that support this pare and contrast: Reread lines 13-20. Underline details that describe the creation of the tiger. Think about how Blake’s tone in these lines differs from the tone he used to discuss creation in “The Lamb.” Describe the tone of each poem in the chart. (Remember – tone is an author’s attitude toward the subject.)Tone of “The Lamb”:Tone of “The Tyger”:Tyger! Tyger! burning bright,?In the forests of the night;?What immortal hand or eye,?Could frame thy fearful symmetry? In what distant deeps or skies.?(5)Burnt the fire of thine eyes?On what wings dare he aspire?What the hand, dare seize the fire?And what shoulder, & what art,Could twist the sinews of thy heart? (10)And when thy heart began to beat,What dread hand? & what dread feet?What the hammer? what the chain,?In what furnace was thy brain?What the anvil? what dread grasp,?(15)Dare its deadly terrors clasp!?When the stars threw down their spears?And water'd heaven with their tears:?Did he smile his work to see?Did he who made the Lamb make thee? (20)Tyger! Tyger! burning bright,?In the forests of the night:?What immortal hand or eye,Dare frame thy fearful symmetry?The Rime of the Ancient MarinerPoem by Samuel Taylor ColeridgeDirections: In your textbook, read pp 814-834. You may find and follow along with an audio version online if you choose to do so. After you read the entire poem, go back and answer the questions.1. Reread lines 5-8. This stanza follows the pattern of a traditional ballad stanza. What is the rhyme scheme of this stanza?abababbaabcdabac2. Describe the interaction between the Wedding Guest and the Mariner through line 20.3. The narration is told using two different points of view. Reread lines 17-32. Which point of view is used for:The frame storyThe mariners tale4. Review lines 21-28 and 41-50. How has the setting of the poem changed? Setting of lines 21-28 – Setting of lines 41-50 – 5. Pause at line 74. What two good things happen after the albatross appears?..6. Review lines 79-82. What important plot developments happen during this stanza? What conflicts might arise because of this event?Plot developments – Conflicts – 7. Reread lines 123-126. List any onomatopoeias that you find. How do these words affect the mood of the scene?8. How do the mariner’s shipmates punish him for killing the Albatross?9. Reread lines 185-202. These lines contain an emphasis on the supernatural. List the ghostly character named in line 193. Then list the details that describe her in lines 190-192.10 Why might the mariner have been the only one on his ship to survive?11. Reread lines 232-235. List words that are repeated. What ideas does the poet emphasize by this repetition?12. Reread lines 244-247. List the words that tell what the mariner is unable to do. What does this suggest about his character?13. How does the description of the water-snakes contrast with the mariner’s dead crewmates?14. Reread lines 272-291. Why does the spell break? What does this event suggest about the relationship among human beings, nature, and the supernatural?15. Reread lines 292-328. List three significant plot events....16.In a narrative, the climax is the moment of greatest interest and intensity. Review lines 331-344. What shocking discovery does the Mariner make in these lines? What might this be the climax of the poem?17. Reread lines 377-388. Write the line numbers of the stanza in which Coleridge introduces another supernatural event. What does this unearthly force do?18. Review lines 410-429. List the dialogue of the first voice and the second voice. What key information does the dialogue present?first voice – second voice –key information – 19. Reread lines460-463. List examples of alliteration. What effect does this technique create?20.What change comes over the mariner once the spell is broken?21. Reread lines 484-499. List the details that describe what the mariner sees on the bodies of the dead men. How does the sight make him feel? Why?22. Review lines 476-507 and 508-541. What is the effect of the differing numbers of lines in the second set of stanza? Circle the correct answer.Make the poem difficult to read and hard to understandBreak the mood created by the regular stanzasMirror the uneven rhythm of waves on the ocean23.Reread lines 564-573. List examples of archaic language. What effect doe these expressions help to create?24. Review lines 582-596. List the lines that explain why the mariner must tell his tale. Then list the lines that tell how the mariner chooses his listeners. Why might the Mariner have chosen to tell his tale to the Wedding-Guest?25. Reread lines 612-671. What theme is expressed in these lines?Open ended writing prompt:Decades after the publication the “The Rime of the Ancient Mariner,” Coleridge observed that it had “too much” of a moral for a work of “pure imagination.” Do you agree of disagree with this view? Cite evidence from the poem to support your opinion. Your answer should be at least ? a page. Introduction to Frankenstein by Mary ShelleyPercy Bysshe ShelleyRead the introduction to Percy Shelley on pp 860-861 in your textbook. Romantic poets believed that profound lessons could be learned from observing nature. They believed that there was no greater beauty than that found in nature, and they saw higher truths reflected in natural scenes. Quickwrite: Visualize one of the following elements of nature – a sand dune, the wind, or a bird. Think deeply about it. What lesson about life could it suggest to you? Contemplating the wind, for example, might make you realize that any life circumstance can suddenly change, as the wind does. Write down your thoughts. Read Sonnet: England in 1819 on p 871. The speaker of this poem portrays King George III as an aging, ignorant, and insane ruler, and points to the king’s disastrous impact on freedoms, prosperity, religion, and law in the nation. 1. As the despised king nears the end of his life, what possibility does the speaker see for the future?2. Since this is a protest poem, what would you guess his idea of an ideal society?Read Ozymandias on p 862. This poem presents a thought-provoking image: the ruined, ancient state of Ozymandias, a cruel king. Ironically, the statue’s inscription proclaims the king’s grandeur and mighty works. 1. What is ironic about the words on the pedestal?2. What message is there in the poem for European kings or self proclaimed emperors like Napoleon?Read Ode to the West Wind on pp 864-866. The speaker of this ode praises the west wind, a symbol of autumn and a catalyst of storms. Wearied by life, he asks the wind to lift him, fill him with its spirit, drive his thoughts across the universe, and make him its instrument and prophet of a new day. 1. An ode is an exalted, complex lyric that develops a single, dignified theme. Many odes praise people or elements of nature. What qualities of the west wind are glorified in this ode?2. Give your interpretation of the last line. What might be meant by “Winter” and “Spring”?Read To a Skylark on p 867-870. In this poem, the speaker praises the skylark’s song and wonders at its deep meaning. He asks the skylark to teach him some of what it knows so that he, too, might express a beauty that would capture the world’s attention. 1. To what things does the speaker compare the skylark?2. In the speaker’s eyes, what makes the skylark different from humans and its song different from human songs?3. In lines 101-105, what does the speaker want the skylark to teach him, and what would he do with that knowledge? Open ended writing prompt:Use your knowledge of Shelley’s times and political views to interpret his four poems as protest poems. From the poems, what would you guess is his vision of an ideal society? Cite evidence from his poems in your answer. (Answer on a separate sheet of paper. Answers should be at least ? page in length.) FrankensteinShelley’s intention in writing this story was to frighten the reader, as any good “ghost story” should do. As you read the expert, look for descriptions that are meant to create a mood of horror. Watch for words such as dismally, horrid, and livid. Read the background and literary analysis information on p 858 in your textbook. Then read the excerpt from Frankenstein on p 859. Keep in mind that the passage is told from the point of view of Dr. Frankenstein, very much in the style of a journal. As you read, complete the chart below that highlights how imagery and diction show how closely the two are created. Line numberImagery and diction4“A compulsive motion agitate[s]” the monster’s limbs.1. What sacrifices did Dr. Frankenstein make to see his idea become a reality?2. How does Dr. Frankenstein feel about his work now that it is finished?3. What message might Shelley by trying to convey to her audience through this passage?We will begin our in-depth study of Frankenstein next week. ................
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