Friday - Romanticism
Today we need to read chapter 15 - and afterwards we need to look at your textbooks and an overview of AMERICAN ROMANTICISM (on page 304).
You need to begin thinking about thesis statements and evidence. Remember - thesis statement.
Connect the symbol, character or literary element to a theme. Then
present an order of development or list of things you will cover in your
essay.
Thesis Statement
Your thesis statement directs all of the ideas,
quote selection, and commentary in your essay. Therefore, a muddled or
imprecise thesis statement will lead to an unclear or meaningless essay.
In the Scarlet Letter, the theme of exile transforms the characters of Hester, Dimmesdale, and Chillingworth.
In the Scarlet Letter, the "A" on Hester's chest represents Hester,
herself, and reflect her transformation - from Adulterer to Able to
Absolution. The "A" is Hester's soul.
In the Scarlet Letter, Pearl represents the theme of forgiveness. She
is the force sent - like a female Christ figure - to allow Hester and
Dimmesdale to be saved from their sin.
Unit Learning goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by determining how a theme is developed over the course of text by analyzing structure, author’s choice of details, and character; and, by writing a 3-5 page essay on how these elements (or one of them) influences the meaning of the novel as a whole.
Analytical Essay Rubric
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4 |
3 |
2 |
1 |
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Thesis, opening paragraph. |
Student takes a clear position on the prompt/topic. Thesis Statement is defensible. Hook and thesis statement link. Order of development is present and sets up how the thesis will be investigated. Thesis connects prompt to the text as a whole. |
Student has a clear and defensible thesis statement.
Thesis connects prompt to the text as a whole.
Essay contains a hook. |
Thesis statement is attempted,
But – maybe not be defendable.
May not be clear. May be wordy.
May not connect to the text as a whole. |
There is no recognizable thesis statement.
Or there may be multiple thesis statements. |
|
Use of Evidence |
Evidence is introduced and relevant to the thesis and analysis is thorough makes clear how the evidence connects to and defends the thesis. Evidence is properly cited. (3-4 pieces of evidence per point) |
Evidence is introduced and relevant to the thesis. The analysis makes connection between evidence and thesis, but the quality and/or quantity is inconsistent. Evidence is cited. (2 pieces of evidence per point)
|
Evidence is relevant to the thesis and there is some analysis attempted, but the analysis may be taken out of context, misinterpreted, or oversimplified.
(2 pieces of evidence per point) |
Evidence is attempted, but may not defend thesis or there is no connection made between evidence and the thesis.
No direct quotation, or citations. |
|
Sophistication of Writing |
Use of prose style that is especially vivid. Student uses rhetorical strategies such as parallel structure. Varied syntax. High level vocabulary. Language consistent for an academic essay. |
Student uses varied syntax. Some high level vocabulary present. Prose style is engaging. Language consistent for an academic essay. |
Student attempts varied syntax. Vocabulary might be simplistic or repetitious. Prose style is sometimes engaging but might be repetitious of ideas. Language may not be consistent for an academic essay |
Wordy, repetitious. Vocabulary might be repetitious or the use of “to be” verbs may be overused. Not engaging. |
|
Grammar |
No Errors |
1-3 errors that do not distract from reading. |
More than 3 errors, or the errors present distract from reading. |
Many errors. Errors seriously distract from the reading of the text. |
|
Length
|
More than 5 pages |
3-5 pages |
Less than 3 pages |
Less than 1 page |
Other texts in this Unit:
n “From Walden Pond”. Read text and determine two themes that Thoreau develops and write a blog entry about these two themes and how Thoreau develops them. Identify the Romantic Transcendentalist elements in the text.
n “Civil Disobedience” – write a precise (advance precise writing) using specific examples from the text in each sentence.
n Emerson – “Self-Reliance”. On Blog, Identify Emerson’s theme in “Self-Reliance” and discuss how he expands upon the idea (perhaps relate to Thoreau’s works).
n Read “The Fall of the House of Usher” and on blog summarize and identify the Romantic Gothic elements at work in the story.
Objectives (smaller chunks of overall goal) and suggested time periods
At the end of this Unit the Students will be able to
- List and explain 3-5 symbols from the novel The Scarlet Letter
- Discuss the basic structure(s) of The Scarlett Letter
- Given the main ideas of various pieces of Romantic Literature
- List the key aspects of Romanticism
- List the key aspects of transcendentalism
- Discuss who the Fireside poets were and what they believed in
- Keep a dialectical journal while reading The Scarlet Letter
- Evaluate the purpose and argument of public advocacy
- Determine two or more themes in a text
- Discuss the importance of rhyme scheme and stanza structure and how they create meaning
- Compare Emerson and Thoreau
ESSENTIAL CONCEPTS:
Major Themes addressed:
The idea of individualism and the purpose of nature.
The meaning of sin and forgiveness.
Sometimes to be patriotic means to protest one’s government.
The meaning of truth and the idea that everyone has a dark side.
Is the price of progress ever too high?
Anchor Text(s)/Additional Instructional Resources:
The Scarlett Letter by Nathaniel Hawthorne
EARLY ROMANTIC LITERATURE
“The Devil and Tom Walker” by Washington Irving
FIRESIDE POETS
“A Psalm of Life” and “The Tide Falls” by Henry Wadsworth Longfellow
“The Chambered Nautilus” and “Old Ironsides” by Oliver Wendell Holmes
THE TRANSCENDENTALISTS
“Self-Reliance” and “Nature” by Ralph Waldo Emerson
“Walden” and “Civil Disobedience” by Henry David Thoreau
GOTHIC
“The Fall of the House of Usher” by Edgar Allan Poe.
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