TheWorldistoomuchWithUs:RomanticismandSocialCommentary.

Author:ZacharyPritts
Datecreated:03/06/20147:05PMEDTDatemodified:03/06/20147:09PMEDT
VITALINFORMATION
Subject(s) LanguageArts(English)
Grade/Level Grade12
Objectives
Studentswillbeableto:
oRecallinformationaboutWordsworthpresentedinclasstheprevious
day.
oIdentifysocialcommentaryinWordsworthspoembyansweringin
classquestionsoutloud.
oIdentifysocialissuesoftodaybyidentifyingsomeoutloudinclassand
choosingatopicandwritingitdownforlateruse.
oApplytheirknowledgeofromanticism,socialcommentary,andtheir
topicbyfillingintheblankstomakethepoemfittheirownsocialissue.
oCollaboratewiththeirpeersonaprojectbypickingonetopicoutofthe
groupand
Standards
PAPennsylvaniaCommonCoreStandards(Draft)(2013)
Subject:EnglishLanguageArtsGrade612
Grade:Grades1112
ContentArea:1.2ReadingInformationalTextStudentsread,understand,andrespondtoinformationaltextwithan
emphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithfocus
ontextualevidence.
Domain:
KeyIdeasandDetailsMainIdea
Standard:
CC.1.2.1112.ADetermineandanalyzetherelationshipbetweentwoormorecentralideasofatext,includingthe
developmentandinteractionofthecentralideasprovideanobjectivesummaryofthetext.
Domain:
KeyIdeasandDetailsTextAnalysis
Standard:
CC.1.2.1112.CAnalyzetheinteractionanddevelopmentofacomplexsetofideas,sequenceofevents,or
specificindividualsoverthecourseofthetext.
Domain:
CraftandStructurePointofView
Standard:
CC.1.2.1112.DEvaluatehowanauthorspointofvieworpurposeshapesthecontentandstyleofatext.
ContentArea:1.3ReadingLiteratureStudentsreadandrespondtoworksofliteraturewithanemphasison
comprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextual
evidence.
Domain:
CraftandStructurePointofView
Standard:
CC.1.3.1112.DEvaluatehowanauthorspointofvieworpurposeshapesthecontentandstyleofatext.
Domain:
IntegrationofKnowledgeandIdeas
Standard:
CC.1.3.1112.HDemonstrateknowledgeoffoundationalworksofliteraturethatreflectavarietyofgenresinthe
respectivemajorperiodsofliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemes
ortopics.
MATERIALSANDRESOURCES
Resources
Materialsandresources:
Teacherwillneed:
oComputerforbriefKeynotewithinformationanddirectionsonit.
oNotebook
oWhiteboard
Page 1 of 3
oHandouts
Studentswillneed:
oPencils
oPaper
oiPad(ifneededtotakenotes)
IMPLEMENTATION
LessonProcedures
BeginbyreviewingtheKeynotefromyesterdayonWilliamWordsworth.Reviewhis
areaofinterest,whohelivedwith,wherehelived,andhowthisinfluencedhis
writing.Reviewhisopiniononpoetry,andreviewwhoheoftencollaboratedwith
(SamuelColeridge).Reviewhisfirstpublishingdate1798andhisfirstpublished
collectionofworksLyricalBallads.
Askstudentstoopenbookstopage764(bookversion)orpage863iniPadversion
andreadthepoemTheWorldistooMuchwithUs.Theyshouldhavereaditthe
nightbefore,butjusttobesure,haveastudentreaditoutloud.
IntroducetheideaofsocialcommentaryasanimportantaspectofRomantic
Literature.Explainthatsocialcommentaryiswhentheauthordirectlycriticsasocial
normandpointsoutwhatweshoulddoinstead.Theycalloutwhattheworldis
doingwrong,andtelluswhatweshouldinsteaddoinordertobebetterpeople.
Although,thisisamatterofopinion,buttheygenerallywouldgoagainstthe
conformistviews,theywerenonconformists.
Then,askthemtoopentheirbooksandwewilllookatthepoem.Startwiththe
firstseverallines,andworkthroughthepoembyaskingthemtoanalyzewhat
Wordsworthistryingtosay.Usemynotesasaguidewhentheygetstuck.
Aftertheyhaveworkedthroughthepoem,askthemtothinkofsocialissuesor
societalnormsthatexisttoday.Forexample:InAmericansociety,weareexpected
totipthewaiteratarestaurant,weareexpectedtoshowerareexamplesof
societalnorms.ForsocialissueswearefightinginIraq,guncontrol,gaymarriage,
legalizationofmarijuana,prejudices/stereotypes,genderexpectations,issuesin
religion.
AskthemtotakeamomenttowritereallyquicklyonapieceofscrappaperPicka
socialissue/norm/orsomethingyouseewrongwithoursociety,andwritedowna
briefreasonwhyyoupickedthatone.
Aftertheyalllookfinished,askthemiftheyhaveeverheardofMadLibs.(most
probablyhave).Explaintothemthatthisactivityisbasedoffofthatgame,butyou
willnotbemakingthisonefunny.Explaintothemthatcertainkeywordswere
takenoutofWordsworthspoem,andtheyaretofillthemin,butinsteadofputting
Wordsworthswordsback,theywillfillintheirownandtransformthepoemintoa
socialcommentaryofthetopictheypicked.But,theycantjustputrandomwordsin
theretofillitin,theyhavetomakethepoemmakesenseandformonecomplete
socialcommentary.Eachwordtheyfillinwillneedtofitintotheir
commentary/makethepoemcomplete.
Eachhandoutwillhavealetterwrittenonthetopofit,whichwilldeterminethe
studentsgroups.Therewillbethreetoagroup.Together,thestudentswillpickone
socialcommentarybetweenthethreeofthembasedonthetopicstheychose,and
theywillworkonthepoemuntiltheendofclass.Onthehandout,therewillbea
copyofTheWorldistoomuchWithUsandapoemwithalloftheblanks.Ifthey
don'tfinish,itwillbeduenextclass.Eachstudentinthegroupwillturninonecopy.
ASSESSMENT
Page 2 of 3
Assessment
Thestudentscompletedpoemswillbegradedoncompletionandgraded
basedonthecontentofthecompletedwords,ifthepoemmakessense,
anditaccuratelymakesacriticismoftheirsocialnorm/issue.
LessonAnalysisand
Reflection
Page 3 of 3