DO THE FOLLOWING ON YOUR BLOG
Create Socratic Questions (one question for each type) covering the story you've chosen. Write your questions and the answers on a blog post. Be sure to answer each question you ask using complete sentences.
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After reviewing the notes for Southern Gothic Romanticism (hover over the notes to show the play and pause buttons so you can pause and read as many times as you like) read the two stories below.
ANSWER ON YOUR BLOG: What is Southern Gothic Romanticism? How do the two stories and their authors exhibit Southern Gothic traits? How do these stories and their literature compare to Romanticism and Gothic or Dark Romanticism? In “A Rose from Emily”, why
do you think Miss Emily’s crime goes undetected until her death? Identify
at least three contributing factors and support them with reference
to the story. Flannery O’Connor, the
author of “The Life You Save May Be Your Own”, said that the hitchhiker
Shiftlet picks up at the end ‘makes the story work.’ How do you think the
episode with the hitchhiker does this?
WORDS TO KNOW Irony (Situational, Verbal and Dramatic)
Like to learn about irony with irreverent humor? Click here. Want your irony in a more serious approach with a handy-dandy handout? Click here. Prefer your lesson on irony with sound? Click here.
And, because...well, um, who doesn't like an argument? Here's my favorite song about irony...or is it about irony at all? Argue with yourself as you listen:
Anytime you want me to check your progress comment below and I'll look at what you've been writing.
In class we will be reading "The Raven" by Edgar Allen Poe. When reading "Spleen" by Baudelaire note the similarities and differences between the American approach to Dark Romanticism as compared to Baudelaire's European approach. Need a little help? Check out some reading here and/or here.
There are
many interpretations of “The Fall of the House of Usher”. One interpretation
suggests that Usher’s nervousness and weakness are the results of Madeline
Usher’s being a vampire. Using details from the story, write an analysis of the
story that supports this interpretation.
How do the Gothic
fiction writers express—either directly or
indirectly—a criticism of human nature. Explain what the writers criticize about human nature, and how they communicate this
criticism to the reader. Do the writers have similar attitudes
toward human nature? Explain.
Anytime you want me to check your progress comment below
WATCH: Below you will find three videos that briefly describe the Romantics, you may watch one, two or all of the videos or you may go back to your notes from previous units, but be prepared to recap and discuss Romanticism, especially in relation to The Scarlet Letter and "The Devil and Tom Walker".
Washington Irving's tale of the Headless Horseman is a classic Halloween tale. Strangely, at the time Halloween was not the celebrated holiday that we see today. When you read this story think about what actually happens to Ichabod Crane.
ANSWER ON YOUR BLOG: How does this story capture the imagination of readers today? LISTEN: "Swing Low, Sweet Chariot" Wallis Willis
ANSWER ON YOUR BLOG: How is this song about escaping the physical conditions of slavery? How is this song about religious hope and faith? How is this song reflective of its time period? How does it relate to today?
WORDS TO KNOW Spiritual:Songs that developed among the slave population on the plantations – generally religious in nature, but often with double meaning relating to the desire for freedom from slavery. Call and Response: The musical practice of a leader calling out a line of music (sung or played on an instrument) and others responding.
Students do the majority of work in class by reading, writing and thinking during class. According to Tovani the workshop has four major components:
1] The Opening
Set the stage for the day: This will be conducted with a board question and broad general lessons for the unit.
2] The Mini Lesson
Direct Instruction for the whole class: This will cover key terms, literary terms and/or aspects of figurative language. Concepts every student must have to achieve the unit.
3] Work Time
Students practice the learning: Each student will have different things they need to work on completing and as they are working they can ask questions, address difficult aspects of the night's work or just use class time to complete the reading/projects.
Tovani has a couple of goals for this time:
As students work, I confer with individuals or small groups. Often my conferences are pretty short—about two to four minutes long. The purpose of conferring is twofold. I want to assess student learning and help them to build stamina. When I confer, I try to figure out what students know and what they need so they can continue doing the work on their own. My goal when conferring isn’t to “fix” students but rather to provide support and scaffolding so students can be the ones who engage in the critical thinking. Just like during the mini-lesson, I must be careful not to take time away from students’ doing the work. Conferring helps me help students stay on task so they can build stamina, skill, and endurance.
Catch-and-release occurs during the work time and can be either a planned or an unplanned part of the workshop. When I use the catch-and-release technique, it is because I have noticed a pattern of confusion in several students. Instead of repeating the teaching to each individual student, I temporarily halt the work time to quickly share a strategy or a piece of content that will benefit the class’s learning process. Other times when I use catch-and-release, I’ve anticipated places where students might struggle. In these cases, I model a way to negotiate the difficulty and then I release the kids so they have time to practice what I showed them. In either case, the catches are short, usually lasting only a few minutes.
4] The Debriefing
Gives students process what they've worked on in class. This can be a whole group activity like a focused free write or an exit slip or just a group conversation about the things they've learned that day.
