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Curriculum Unit: Love in British Renaissance Poetry A Curriculum Unit December 2002 Use the following sections below to navigate the material listed on this page. The time: 2002. The place: Rustic, rural public school. The students: Enthusiastic, motivated, bright. Imagine a small part of a typical, Kansas farm placed in the midst of the hustle and bustle of traditional urban center. The town is a rural community, complete with farms. However, the mix of students is a traditional setting. Students range from extremely motivated and college-bound to low motivation and just wishing to escape school. As of the time of print, the community is recovering from the tragic death of two students. Many students are still recovering from this traumatic incident. The class for which this unit is created is the standard, graduation required eleventh grade literature and composition composed of ninety-eight minute blocks meeting every-other day. The first semester focuses on British Literature; the second semester focuses on World Literature. Throughout, composition is incorporated. The school is extremely sports-oriented with the majority of the students participating in one or more extracurricular sports, whether school or community sponsored. The community focuses on the importance of a basic education. Return to the Lesson Plan page. This unit explores the British Renaissance. Although the student text includes drama, the school has chosen to focus on the poetry of the era. The major idea/theme connecting the poems is love. This unit focuses on morally preparing the students to face love as independent, discerning thinkers and morally-educated people. Michigan English Language Arts Content Standards and Benchmark Note: For specific wording of the standards, see the Michigan Content Standards and Benchmark website: (http://www.michigan.gov/mde/0,1607,7-140-6525_6530_6568-21282--,00.html) Ÿ Content Standard 1: Benchmarks 4, 5 Ÿ Content Standard 2: Benchmarks 1, 3 Ÿ Content Standard 3: Benchmarks 3, 5, 8 Ÿ Content Standard 4: Benchmarks 2, 3 Ÿ Content Standard 5: Benchmarks 1, 2 Ÿ Content Standard 7: Benchmark 3 Ÿ Content Standard 9: Benchmarks 1, 2 Ÿ Content Standard 10: Benchmark 1 Ÿ Content Standard 12: Benchmark 4 Return to the Lesson Plan page. This unit, according to the provided curriculum of the school, follows a study of the Middle Ages and is proceeded by a study of the Seventeenth Century. The Middle Ages focused on short fiction, including a section of Chaucer’s Canterbury Tales, as well as a brief study of the ballad. The Seventeenth Century will focus on more poetry. This is the first major exposure to poetry that the students experience during their eleventh year English class, first semester. Therefore, the unit intends to focus on a deeper level of thinking, preparing the students to analyze a poem on their own. In life, students are expected to analyze readings and writings for a variety of jobs; further, students will analyze situations as well as people and attitudes. By exploring an analysis of literature, the students are preparing to enter the world as literate, educated students as well as ready to explore connections between the world and its people. The introduction to the unit via discovery learning provides connections to art, history, sociology, and music. For further specifics, see the activity description and supplemental materials. These specific classes could expand on ideas discovered. The PowerPoint presentation focuses on an important interdisciplinary skill for the student: note-taking. Students do not receive enough exposure to proper study skills and this is but a minute attempt to focus on aiding the students to develop successful tools. Students will be expected to apply these important life/study skills in their other classes. The exploration of culture and cultural analysis provides a unique connection to further studies of communications media in a speech/communications class. The research exploring Shakespeare’s world could be expounded upon in other classes. Math and science classes could further explore the discoveries of the Elizabethan world. Likewise, history and foreign language classes could explore movements within the specified times. After all, the Renaissance was an era of exploration and discoveries. What other discoveries were made in various other parts of the world? Return to the Lesson Plan page. The PowerPoint presentation will explore connections previously mentioned during the Middle Ages (the importance of leadership, the changing face of religion, the changing face of literature, etc.). The PowerPoint presentation focuses on an important intradisciplinary skill: note-taking. Students do not receive enough exposure to proper study skills and this is but a minimal attempt to focus on aiding the students with successful tools. Students will be expected to apply these important life/study skills in their other classes. An analysis of a poem provides an excellent opportunity for students to begin analyzing literature, using higher-level thinking. Objectives [1] Ÿ Objective 1: Students will recognize and acknowledge the sonnet, lyric poem, pastoral poem, Spenserian sonnet, and Elizabethan sonnet when encountered in reading. (Bloom’s knowledge) Ÿ Objective 2: Students will explain what each of the poems mentioned above is, whether through written or oral communications. (Bloom’s comprehension) Ÿ Objective 3: Students will express comprehension of the general plot and theme of each poem. (Bloom’s comprehension) Ÿ Objective 4: Students will write a sonnet/lyric poem/pastoral poem (etc.) by using the specific stylistic standards. (Bloom’s application; CS 10:1) Ÿ Objective 5: Students will compare and contrast the differences between each of the aforementioned poems. (Bloom’s analysis; CS 9:2) Ÿ Objective 6: Students will create a portfolio that will reflect personal understanding and sentiments about Renaissance ideas in a contemporary context (see portfolio ideas). (Bloom’s synthesis and evaluation; CS 2:1,3; CS 3:3; CS 7:3) Ÿ Objective 7: Students will write a critique/analysis of a poem, exploring connections made in class. (Bloom’s analysis/synthesis; CS 4:3; CS 5:1,2; CS 9:1,2; CS 10:1; CS 12:4) Ÿ Objective 8: Students will express cultural connections (both similarities and differences) between the Renaissance and the contemporary era. (Bloom’s comprehension, application, synthesis; CS 1:5; CS 4:2) Ÿ Objective 9: Students will express an appreciation for the Renaissance literature by acknowledging the depth, difficulty, and beauty of the writings. (Bloom’s receiving and responding) Ÿ Objective 10: Students will express an appreciation for the Renaissance culture by acknowledging the connections and differences with the contemporary society. (Bloom’s receiving and responding). Return to the Lesson Plan page. Ÿ Objective 1 and 2: Students will be able to explain/state the components of the sonnet, lyric poem, pastoral poem, Spenserian sonnet, and Elizabethan sonnet. Ÿ Objective 3: Students will explain in written and oral communication the plots and themes of each poem. Most common method would be class discourse or comprehension questions. Ÿ Objective 4: Students will write a sonnet that expresses comprehension of the specific style that the student chooses. Also, students will have an opportunity to justify their actions (either in written or oral discourse). Ÿ Objective 5: Students will write/present a compare and contrast of two specific poems, citing specific facts and ideas of each style. Ÿ Objective 6: See portfolio explanation. Ÿ Objective 7: Students’ papers will express clear, concise personal explorations and justifications for their analysis. Ÿ Objective 8: Students will express written or oral ideas that compare/contrast the Renaissance with the Contemporary era. See examples of worksheets. Ÿ Objective 9 and 10: Students will be excited to read new works and begin to make connections on their own. Ideally, students will explore further extracurricular readings on their own. Assessment will not be by test for this unit. The students will receive information on the portfolio project within one to days of beginning the unit. The project will clearly outline specific deadlines as well as a grading rubric (conglomeration of both teacher’s and students’ ideas). Further assessments will be explained in writing and orally to students as they encounter each project. Grading rubrics will be a standard format for written and oral work. Objective 8 may be met by class discussions, which the teacher will use as a general guideline to comprehension. Return to the Lesson Plan page. Discovery Groups (Day One) Students will explore the Renaissance by making personal and group discoveries without interaction with the teacher other than directions. The activity introduces the context of the era as well as begins a study of cultural contexts. The areas of discovery are: art, history of names, entertainment, music, and food. Students will rotate positions as time-keeper, note-taker (for copy to turn in; all students should take notes), reporter (to make sure all people include a thought), and material-collector (responsible for collecting all materials and cleaning up). Ÿ Art: Students will look at four pictures. Two pictures will be from the contemporary era; two pictures will be from the Renaissance era. Students will look at style, form, and themes to explore connections between the Renaissance and the contemporary era. Further possibilities include students exploring art books and looking at specific Renaissance artists in the context of painting through the centuries. They can compare and contrast the presentation of materials and clearly state concepts that seem central to the Renaissance. Ÿ History of names: Students will use the Internet to discover the importance of Renaissance names, as well as how people choose their names. (http://www.panix.com/~mittle/names/eng1450to1600.shtml) Ÿ
Students are expected to discover the top five names for males
and females during the Renaissance era in Ÿ Entertainment: Students will read excerpts from Shakespeare Alive! as well as surf the Internet to discover how the Renaissance Britons entertained themselves (http://renaissance.dm.net/compendium/index.html). They will make comparisons between the present day and the Renaissance. As a group, students will voice comments and concerns as well as raise questions that may be interesting or relevant to the topic. This section will include the arts (drama, entertainment) as well as sports. Ÿ Music: Students will listen to a selection of sacred and secular music as well as read some texts that explain traditional Renaissance music. Students will discuss as a group the distinctions between the contemporary era and the Renaissance. Ÿ Food: Students will experience Renaissance food and contemporary food. Renaissance food will include soup and bread. Contemporary food could be cheese puffs, toaster pops, or other mass-produced items. Students will compare presentation, methods of preparation, health habits, etc. by reading selections from history. As a group, students will make observations. Materials: Internet access Selected readings for Entertainment and Food Art posters/texts Observation forms for each station Food (soup, bread, toaster pops, cheese puffs, etc.). Health Concerns: Ask students for any food allergies. Personal concern/Teacher be aware: Students may wander off task. It is recommended that teacher wander room and aid students in discovery. However, try to permit the students to make the discoveries themselves. Time allotment: 98 minutes for entire class; Students spend approximately 20 minutes at each station; the last station will be about 10 minutes. Spend 10 minutes regrouping as a class and discussing observations made as a group. PowerPoint Presentation (Day two) Students will be instructed on note-taking procedures. Ideally, if two teachers are present, one teacher should model note-taking and one teacher should present the PowerPoint. If only one teacher is present, the teacher should prepare notes taken on the presentation. At various points during the selection, show the students your notes. Aid students in note taking. Also, direct students in how to ask clarifying questions of an instructor (i.e., “I understand that there are six major points to the Renaissance, but could you repeat what they were again, please?”). The PowerPoint presentation includes introduction to material, but also should allow for time to reflect on the discoveries made in the previous session. The teacher should make connections to the overall concepts of the Renaissance and how they are presented in the real context, especially the specific areas that the students explored. Permit students time to ask questions about making connections. Possible Alternative: Select some students to be “scribes” instead of showing teacher notes or having another teacher present. They will receive acetates and take notes. The teacher will aid them in selecting key points by saying “That is an important point.” The intended goal will be to also permit students to say “That is an important point.” Therefore, everyone will be involved in listening and selecting the important points. The only possible worry would be whether this system would work or not; it is highly possible students will be come dependent on teacher to highlight important points, hence defeating the purpose of this activity. Materials: Computer access with PowerPoint Overhead projector with connection to Computer Overhead projector to show teacher-notes Safety concerns: None Time allotment: Ideally, the entire class (about 80 minutes) should be spent presenting the introduction to the Renaissance as well as discussing how to take notes. The last ten minutes of the class could be spent discussing the introduction to the Portfolio project (see below for description). Return to the Lesson Plan page. Cultural Connections for Sir Philip Sidney (Day Four) The concept of this activity is to permit students to see connections between their culture and the Renaissance. Also, it is to solidify the concept of the Sonnet Sequence and act as a semi-assessment for the students (to check their comprehension of what is a sonnet sequence). Ideally, the activity will relate whether students understand the concept of works united as a whole yet standing apart as a single work. Students will find movies, books, plays, television shows, etc. that have similar themes yet stand alone as an entity. For example, Star Wars, The Empire Strikes Back, and The Return of the Jedi are all movies by themselves. Together, they relate a story. Materials: Ideas from the students Safety Concerns: None Time Allotment: This is more of a brainstorming activity to complete a look at the Sonnet Sequence. Therefore, each student should present one or two ideas and the whole activity should take no more than 15-20 minutes (including connection to Sonnet Sequence). Return
to the Lesson Plan page. Poem Analysis Worksheet (PA; various days) The overall concept of this worksheet is to aid the students, graphically or materially, as they begin to explore analyzing poetry. The overall plan provides time for scaffolding, starting with large group work and weaning the students done to individually work. At the end of the unit, the students should be able to analyze a poem in written form, using the graphic organizer as a means to begin thinking about ideas. Students will be informed of how to make connections between the PA and writing a short poem analysis paper. Materials: Various poems Many copies of the PA worksheet Safety Concerns: None Teacher Concerns: Students may be wary of analyzing a poem. The teacher may have to or should explain to the students the importance of analysis in every-day actions. Also, recognize that this is just a skill that is being taught to prepare the students to enter the real-world. Time Allotment: At the beginning, time should be carefully spent introducing the students to the worksheet and educating them in their use, ideally through classroom presentation of using the form. By the end of the unit, minimal time should be spent reviewing the worksheet; instead, the teacher should grade the analysis worksheets. Return to the Lesson Plan page. Cultural Connections/Marlowe (Day Six) Students will do further explorations of the connections between the contemporary culture and the Renaissance. This time, students will create an imaginary time capsule, selecting items from our culture to include. Then, they will explore what those cultural items say about the culture. They will work in small groups. Visual/tactile stimulation with advertisements and texts; Oral stimulation by using music; and, taste stimulated by providing candy. As a class, discuss the items included. Students will then be introduced to how the literature of the Renaissance reflects the culture. Ideally, this is a brainstorm activity to begin a study of the Pastoral Poem. Materials: Colorful display of various cultural items (ads, clip from television show, books, magazines, etc.) Food (hard candy preferably) Music (radio or teacher selected material) Worksheet Safety Concerns: Once again, be careful of food allergies. Time Allotment: Approx. 15-30 mins. Response to the Passionate Shepherd (Day Seven) Since the poem discusses the poet longing for more than a long-term relationship, the students should spend time reflecting on how to respond to the poet’s words. This offers an opportunity for moral development. The poet offers temporal items that will only last for a short time, suggesting the Shepherd only wants sexual intimacy and is not thinking long-term. Students should use page 217 as an example of a response by another author. Then, they should explore how they would respond as a person. If the males are uncomfortable responding to another male, they may respond as another male who has heard this shepherd’s pleas and wishes to woo the same woman, but actually is thinking long-term. This activity tests student’s comprehension of the analysis, the poem, and the style. They should try to remain as true to the Renaissance ideals as well as the style in their writing. Grading will be based on a rubric. Students will receive a copy of the rubric before writing. Materials: Copy of rubric Safety Concerns: None Teacher Concern: For those students uncomfortable writing to someone of the same sex, they may explore an appropriate letter that would relate a father’s feelings if he knew his daughter was receiving these advances. Time Allotment: Homework. Return to the Lesson Plan page. Shakespeare Jigsaw (Day Ten) In order to introduce the information on Shakespeare and to introduce students to exploring research on the Internet, students will work in small groups (3 students) to research material on Shakespeare’s life. Students make work in their topic group to “pool” resources to provide the best information to their group. The groups are as follows: Ÿ Shakespeare’s Early Life (prior to his leaving for London) Ÿ Shakespeare’s Middle and Later Life (Arrival in London and afterwards) Ÿ Shakespeare’s Oeuvre (including a brief description of the works) Students will then present their ideas to their small group of 3 students. They will take notes (which will be part of their portfolio project). This will serve as the introduction to Shakespeare as an author. Materials: Internet access for all students Safety Concerns: None Time Allotment: About 40-60 minutes to research material. About 20-30 minutes for presenting to their groups (all groups will be finished presenting this material at the end of this time). Return to the Lesson Plan page. Shakespearean Problem Solving (Day Eleven) In order to explore real-world use of the Shakespearean sonnet, students will be presented the following problem: It is the big homecoming weekend festivities. There is a dance and a football game planned, as well as various other student organized activities. Your parents are grounding you for the weekend because of not completing your weekly chores for this week and the previous week. You want to persuade your parents to let you participate in the homecoming festivities. Students will write a fourteen-line sonnet in Shakespearean sonnet fashion (the first twelve lines describe the problem; the couplet rhymes and explains a solution). This offers a partial preparation for MEAP (Michigan Educational Assessment Program) testing as well as assessment of the comprehension of the Shakespearean sonnet. Furthermore, this provides the students a real-world context of the importance of writing, moral development, and appreciation for classical literature. Students will include this as part of their portfolio work. Assessment will be a grade based on presentation, grammar, form (following the Shakespearean sonnet), and title. Materials: Paper for students to write on Presentation of the Shakespearean Sonnet MEAP standards for writing Safety Concerns: None Teacher Concern: If students respond with “I have already taken the MEAP and do not need to do this activity,” teacher should be prepared to explain the importance of written communication. Students may be hesitant and need some coaching to succeed. Time Allotment: Homework Compare and Contrast paper (Day fourteen) To prepare students for the real-world task of comparing and contrasting, students will compare and contrast two poems read in class. They will choose their poems. Students will write a paper (2-3 pages) that explores the analysis, the form, the theme, etc. that compares and contrasts the two papers. The paper will be completed in class, preparing the students for timed-writing that they will face in MEAP testing. Assessment will be by the teacher grading on MEAP standards (1-4). Materials: Paper MEAP rubric for grading Safety Concerns: None Time Allotment: Full class period (98 mins.) Portfolio project (Day fifteen and Assessment) In place of an exam testing rote memorization, this curriculum unit’s main assessment will be a portfolio that the students create to reflect what they have learned. The project will be introduced the second day of the unit to provide students extra time to create materials and also to include materials they feel are important to reflect their learning. The portfolio will be a mix of student selected works as well as a few teacher selected materials. The teacher will be assessing the portfolio, but as part of the final assessment the students will do a self-evaluation as well as write a short paper (1 page maximum) to justify their self evaluation grade. Therefore, the portfolio will receive two grades: a teacher grade and a student grade. The portfolio will be a mix of various works (visual, written, oral, etc.) as well as a mix of group and individual work. Students will receive a handout that explains all the requirements for the project. The project requirements and descriptions are vague to allow the students room to expand creatively and academically. Finally, students will present their portfolios to the other class in an informal fashion. They will be expected to present major pieces of work as well as explain why those works are their best and why they included them in the project. The final presentation and turn-in will be the last day of the unit. Materials: Handout Various works for student to include Safety Concerns: None Time Allotment: Full unit (if time allows, the teacher could include various parts of an hour to work on their projects) Return to the Lesson Plan page. OPTIONAL: Graphic Organizer for Sidney’s Sonnet 31 and Sonnet 39 (Day Four) This is to provide students a chance to explore the connections between the two poems, since they are united as a Sonnet Sequence. Students will use this as an appendix to their poem analysis and think about the larger context of how the two poems are connected. This worksheet provides a jumping-off point for a class/small group discussion of the connection between the two poems. Materials: Copies of poems and worksheets Safety Concerns: None Time Allotment: Approx. 30 mins. Terminology (Prentice Hall, 1994) Alexandrine: Ninth line of a Spenserian stanza with two extra syllables. Lyric poem: Short, tightly structured poems in which the speaker generally focuses on conveying his or her thoughts or feelings; musical, energetic language. Octave: First eight lines of a sonnet/poem. Parallelism: The placement of equal ideas in similar words, phrases, clauses, and sentences. Pastoral Poem: Lyric poem that celebrates the beauty and pleasures of the country life emphasizing musicality as well as the harmony of the country life. Sestet: Last six lines of a sonnet/poem. Shakespearean Sonnet: Three four-line quatrains plus a concluding two-line couplet. Spenserian stanza: Nine lines; first eight in iambic pentameter, ninth line includes two additional syllables. Sonnet: Fourteen-line lyric poem with a single theme. Sonnet Sequence: Series or groups of sonnets written to one person or on one theme. Spenserian Sonnet: Fourteen lines, but with a different rhyme scheme than other sonnet forms and lacking a break between the octave and sestet. Considerations for Instructional Space For the majority of the time, the instructional space will be constantly changing and shifting. For all students (with and without special needs), I will alert them to the constantly changing environment of the classroom. For discovery group and small group work, tables will be most appropriate. For pair work, groupings of desks into twos will be appropriate. For individual work, rows or a previous arrangement will be suitable. For the presentation of the portfolio, the ideal setup would be a semicircle so that all people are equally able to view the presentations. Return to the Lesson Plan page. Considerations for Students with Special and Cultural Needs The majority of this unit was created for the students with special needs. I am purposely providing the students the opportunity to take control of the classroom and have a lot of choice and say in the process. As a first-year teacher, the author intends this as a possible experiment in classroom management as well as an experiment at the capabilities of the students to handle choices. The author has attempted to teach to various sensorial areas (sight, sound, smell, touch, taste) in order to reach each student with a different belief in teaching. Furthermore, the student-focused learning emphasizes the cultural and special needs of each student, providing room for students to explore their personal beliefs in small, safe environments as well as attempting to negotiate work and meaning. The author of this unit has intended to include technological uses appropriate for an eleventh grade English literature class. The discovery learning permits appropriate, guided use of the Internet (as does the research on Shakespeare). The PowerPoint presentation uses technology as a teaching tool. Finally, any student has the possibility of exploring using technological resources as part of their portfolio. The major theory behind this unit relies on Bruner’s Discovery Learning. Although not each class is established as discovery learning, the students are permitted a chance to explore the literature as they would like to explore. The teacher acts more as a guide on the educational travels of the students. Furthermore, students are able to cooperate in small groups, permitting scaffolding (Vygostky) and personal, moral, and spiritual development (Dykstra and Fennema). Each student may view a poem in a different light, exploring their personal development and allowing students to aid each other as they learn how to analyze a poem. Additionally, students will tackle such issues as how to respond to sexual advances, how to think about love, and how to recover from love. Finally, the creator of this unit believes no learner is an individual person. Instead, they rely upon the background of their culture, location, family, and personal beliefs (including religion, morality, etc.). Therefore, to permit the students to work in small groups and emphasize the need for more than just lecture methods, the students are exploring the possibilities of working in the real world with other individuals. Return to the Lesson Plan page. Ellis, Edwin S. (2001). The Framing Routine. (4th ed.). Lawrence: Edge Enterprise, Inc. MEAP. (2001). HST in Writing: Revised Model of the Assessment. MEAP English Language Arts Information. <http://www.meritaward.state.mi.us/mma/English/English.htm> (2002, Nov 26). Michigan Department of Education. (2002). English Language Arts. Michigan Curriculum Framework. <http://www.michigan.gov/mde/0,1607,7-140-6525_6530_6568-21282--,00.html> (2002, Nov 26). Mittleman, Joshua. (2001). English Names 1450-1600. Medieval Names Archive. <http://www.panix.com/~mittle/names/eng1450to1600.shtml> (2002, Nov 26). Prentice Hall. (1994). Literature: The British Tradition. (Paramount ed.). Englewood Cliffs: Prentice Hall. Secara,
Maggie Pierce. (2001). Life in Elizabethan <http://renaissance.dm.net/compendium/index.html> (2002, Nov 26). University of Kansas. (2002). Rubistar. <http://rubistar.4teachers.org/> (2002, Nov 26). Return to the Lesson Plan page. [1] Includes connections to Michigan Content Standards (CS) and specific benchmarks; see Michigan English Language Arts Content Standards and Benchmark section for further details. © 2002
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