1. Good morning

2. You will need your workbook, Literature book and timeframe chart for today’s class. Swift and Pope revision essays on the corner of your desk – please do not staple. Entry Task: Last class you read four poems by William Blake; what was your favorite of the four? Why did you choose that poem; what appealed to you?

3. Students will recognize social and economic changes and their effects: Industrial Revolution American/French Revolutions Students will recognize that the term “Romantic” signifies: Fascination with youth, imagination, innocence Questioning of authority and tradition for idealistic purposes Adaptation to change Belief in the transformative power of nature Emotional and personal experiences of ordinary people

4. Students will analyze and draw inferences from a non-fiction text and relate to the satirists of the Restoration era. Students will read for comprehension and create Cornell notes for study purposes

5. Unit Test – Many of you did not do well on the Restoration Unit test. I will give you an opportunity to take a similar test. This test will not replace the score of the original test but will give you an opportunity to show your understanding of the material. I will have the test available starting March 4 th and you will need to take it by March 11 th. If you received a score of 21 or better you will not have this option.

6. Historical Background – Outline The Flowering of Romanticism 1798-1832 I. Historical Context A. A Time of Revolution (755-756) B. War with France (756) II. Cultural Influences A. The Down Side of Industry (757-758) III. Romantic Literature A. Revolt Against Neoclassicism (759-760) B. Romanticism Evolves (761-762) C. The Late Romantics (762-763)

7. Power point notes..\..\Senior 2nd semester\Romantics\Romantics Background Notes 2.ppt

8. Read author background on page 768 List 3 significant events (time period chart) We are analyzing 4 poems from William Blake which can be found in the green workbook starting on page 218. Songs of Innocence The Lamb (218) The Chimney Sweeper (220) Songs of Experience The Tyger (224) The Chimney Sweeper (226) Read the poems and focus on word choice/fig lang/structure – make notes (Independent work)

9. Title – Prediction on the title/clue of the content? Paraphrase – Summarize in your words Speaker – who is the speaker? Speaker and poet same? Structure - What is the form? Does it affect the meaning? Figurative Language – poetic language (simile,metaphor,etc) Attitude/Tone – speakers attitude toward the subject of poem Shifts – Make note of a change in speaker, attitude, rhythm … Title – Examine the title again Theme – What is the poems subject + what the poet is saying about the subject = Theme Theme is always in a complete sentence; never one word.

10. H/W You will need a folder for the next unit on the novel 1984. I.D. cards for check out

11. 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?