1. Good morning

2. Students will understand the shift from early Victorian era to later Victorian era in regards to Views of gender roles Decorum Materialism and superficiality Students will understand the impact of the growth of the British empire Diversity of literature Diversity of perspective

3.  Growing industrialization and increased population in cities had both positive and negative results.  The reform movement led to changes in the role of women, working conditions and labor laws, voting rights, and education and literacy.  Progress is a paradox – both good and bad come from scientific and technological advances.  Victorians questioned progress – is it positive or negative.  Colonization expanded the British empire in terms of ideas and lifestyle

4.  Embraced and questioned tradition  Sought new ways to understand love, grief, nature, God and the human condition  Were skeptical of an infinite power  Were critical of society’s reverence for stability and decorum  Thought it was possible to find order in a bleak and chaotic world  Disapproved of a materialistic, shallow, and secular society

5. Students will engage in sustained reading inside and outside of the classroom to foster meaningful conversation and thought. Students will demonstrate their ability to take notes for understanding

6. PURPOSE: The purpose of this unit is to engage you in sustained reading outside the classroom that exposes you to quality literature of the British literary tradition. You will be asked to think critically about the major themes in the novel, as well as the context of the literary period in which it was written. TASK: Choose a British novel of at least 200 pages in length. A list of pre-approved British novels currently available in the SKHS bookroom is listed on your assignment sheet. You may propose a British novel that is not listed; all novels must be approved by me. You will be responsible for obtaining a copy of any novel that is not chosen from the pre-approved list below. PROPOSAL: By the date indicated on the reading schedule, you will write a brief proposal stating which British novel you have chosen, the author’s, the number of pages, and your reason for selecting this novel. Due 4/20 (A) 4/21(B) ASSIGNMENTS: Periodically, you will be asked to complete class activities pertaining to your reading. ASSESSMENTS: You will have two written assessments for the novel: at mid-point of the novel and at the conclusion of the novel, per the reading schedule. Both assessments will be timed. These assessments will be based on your understanding of the plot, the development of the major characters, the key themes, and the novel’s relationship to the period in which it was written. For both assessments, you will need to cite sufficient, relevant textual evidence to support your claims. You must determine the reading strategy you will employ to engage with the novel and collect textual evidence for the assessments. Suggested reading strategies include annotating the text, double entry reading journals, etc.

7. Honors – If you did not turn in a proposal (paragraph) expressing your novel choice and why. Your homework was to read “The Lady of Shalott” and mark up the text looking for figurative language, structure and shift. What is your impression of the poem? What was your reaction to the ending of the poem? Was Lancelot’s reaction what you would have thought?

8. [928 – 929] Read the background for Alfred, Lord Tennyson and write down three significant things about his life. Workbook page 314 – 320 Read and mark up the text – do all of the side bar questions/reflections

9. Summary: Narrative poem, the lady is cursed to view the world only in the mirror. When she sees Sir Lancelot in the mirror, however, she looks again with her own eyes. The curse is enacted with that action, she lies down in a small boat and dies as it floats to Camelot. Allusion: many Arthurian legends writers and Pre-Raphael painters (Waterhouse) Sound Devices: reminiscent of ancient ballads – Rhyme and rhythm

10. [944-945] Read the background on Robert Browning and write down three significant things about his life. Workbook page 332 Read and mark up the text – do all of the side bar questions/reflections

11. Summary: Poetic monologue. The speaker (Duke) addresses the agent of a count about the possible marriage to the count’s daughter. He shows the agent a painting of his late wife, and implies that he killed her out of jealousy. Loosely based on the life of Alfonso II, Duke of Ferrara Symbolism: the sculpture of Neptune could represent the duke’s wish to tame his wife

12. H/W 1. Read the “Lady of Shalott” in your workbooks and respond to reflections/questions in the grey/blue side margins (if not finished in class) 2. Read Robert Browning’s “My Last Duchess” in your workbooks and respond to the reflections/questions

13. Reflect on the learning targets for today. Do you feel you met the targets?  Students will be exposed to other cultures and time periods, quality literature and effective/varied writing styles  Students will begin to understand key facts that influenced and developed literature  Students will write effectively in expository mode to examine/analysis a complex idea 1. What is one thing that you completed or learned today that you found interesting? 2. What is one thing that you feel you can improve in future classes?