Write the phrase "the spontaneous overflow of powerful feelings" on the board.Review the characteristics of Romanticism with students before moving on to the next activity. Have each of the five groups from Session Two present the results of their discussion to the whole class.How is your definition of Romantic similar to and different from Romanticism?.Briefly describe your definition of Romantic.How has your understanding of Romanticism changed?.In their groups, have students discuss how their understanding of the term Romanticism has changed after taking the quiz. Then have students break into small groups of three to five students. Ask students to review the paragraphs they wrote in step one. Explain to students that each of the statements contains a Romantic literary characteristic written in the affirmative.Then have students determine how "Romantic" they are by sharing the following key: After all students have read and responded to the questions, ask them to total all of their As and Ds.Display a transparency of the Romanticism Statements, and as you read through them, have students indicate on a sheet of paper whether they personally agree or disagree with each statement by recording "A" for agree or "D" for disagree.Write several responses on the board and save them for later. Begin the lesson by asking students to write a paragraph response to the following question: What does it mean to call something Romantic? Have students share their responses with the class and discuss how students' answers are similar and different.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ2.
They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Ĩ. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ħ. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.Ħ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.ģ. Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.
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