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Romantic Literature: Poetry and Frankenstein British Literature Fall 2014

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Unit Goals n 

Gain an understanding of the characteristics of Romantic Literature.

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Read and analyze Romantic poetry.

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Read and analyze Mary Shelley’s novel Frankenstein.

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Major assignments: n 

At least two in-class essays (passage analysis) n  Poetry (Monday) Frankenstein Two at-home papers

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Passage analysis: Frankenstein

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Essay with at least one secondary source: Frankenstein

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Wednesday, November 19th n 

Today’s Goals: n 

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Begin building background on Romanticism.

DO NOW: n  n 

Create a new subject in notability: Romanticism If you were absent yesterday: submit your rough draft to turnitin.com.

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Timeline of Literary periods (British Literature)

450-1500 MEDIEVAL

1660-1785 NEOCLASSICAL

1837-1901

1914-1939

VICTORIA N

MODERN

C. 450

TODAY

RENAISSANCE 1500-1660

ROMANTI C 1785-1837

EDWARDIAN 1901-1910

POSTMODER N 1939-PRESENT

+ •  Neoclassical Period (1660-1785)

Timeline of Literary periods (British •  Theatre came back into popularity, and drama typically focused on the aristocracy. Literature) •  The end of this period anticipates Romanticism because it moves from topics of order and civility to instinct and feeling. •  Major works: John Milton’s Paradise Lost, Isaac Newton’s Principles of Mathematics, Jonathan Swift’s A Modest Proposal and Gulliver’s Travels

MEDIEVAL

NEOCLASSICAL

VICTORIAN

C. 450

MODERN TODAY

RENAISSANCE

ROMANTIC

EDWARDIAN

POSTMODERN

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Timeline of Literary periods (British Literature)

MEDIEVAL

NEOCLASSICAL

VICTORIAN

C. 450

MODERN TODAY

RENAISSANCE

ROMANTIC

EDWARDIAN

POSTMODERN

•  Romanticism (1785-1837) •  Writers emphasized feeling and imagination; they looked to nature for insight into the divine. Individual experiences were highly valued. •  This period featured innovations in the novel form, including the Gothic novel. •  Major works and writers: Robert Burns, William Blake, William Wordsworth, Lord Byron, John Keats, Jane Austen, Mary Shelley’s Frankenstein

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Romanticism

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More than just a time period—a MOVEMENT!

To William Wordsworth poetry should be "the spontaneous overflow of powerful feelings."

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Emotion through their art

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Intuition over reason, without abandoning structure n  Supernatural elements are welcome.

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Images of nature are common n  Gives priority to the topics that concerned lower class or common people such as rustic life, nature, and beauty. These might have no importance in materialistic high society, but would be very important to common people. n 

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The Romantic spirit cradles revolution. Many Romantic poets promote the idea that nature can change the world by sweeping away cruelty and ugliness.

Emphasized the individual and subjective experiences—a new thing!!!

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“Earth’s Answer” William Blake (p. 181)

Earth rais'd up her head,  From the darkness dread & drear. Her light fled:  Stony dread! And her locks cover'd with grey despair. Prison'd on watry shore  Starry Jealousy does keep my den  Cold and hoar  Weeping o'er  I hear the Father of the ancient men 

Selfish father of men  Cruel, jealous, selfish fear  Can delight  Chain'd in night  The virgins of youth and morning bear.  Does spring hide its joy When buds and blossoms grow? Does the sower?  Sow by night?  Or the plowman in darkness plow? Break this heavy chain,  That does freeze my bones around  Selfish! vain! Eternal bane! That free Love with bondage bound. 

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Closing n 

Due Friday: Macbeth essay in hard copy and via turnitin

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Thursday, November 20th n 

Today’s Goals: n 

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Compare and contrast “The Lamb” and “The Tyger,” two poems by William Blake.

DO NOW: n 

Open Notability for notes!

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Poetic Terms and Devices n 

Speaker vs. poet

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Imagery n  n  n  n  n 

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Visual (sight) Auditory (sound) Gustatory (taste) Olfactory (smell) Tactile (touch)

Repetition n  n 

Of words Of sounds

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Apostrophe

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Symbol

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Allusion

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Big Questions… n 

How and why are the structures of the two poems mirrored?

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What is the universal truth understood by reading and comparing the two poems?

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What qualifies these two poems as being Romantic?

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EXTRA CHALLENGE! n 

Try to create two mirrored and contrasting poems like Blake has done. Consider carefully what universal truth could be revealed by comparing them. n 

Work with a partner and use a Google Doc.

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Closing n 

Due Friday: Macbeth essay in hard copy and via turnitin

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Friday, November 21st n 

Today’s Goals: n  n 

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DO NOW: n  n  n  n 

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Submit Macbeth papers. Read Romantic poetry!

Take out Macbeth paper! Ensure that you have highlighted, underlined, or otherwise marked the 3-5 essay verbs you have used from the essay verb list. Highlight, circle, or mark where you have incorporated your secondary source. On the back of the paper, write me a note about what you feel is strong in your paper and what you feel you still need help with before our next paper is due.

DONE EARLY? Read “Composed upon Westminster Bridge” (190), “Lines Written in Early Spring” (195), “Apostrophe to the Ocean” (210)

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Group Activity! n 

Get back into your acting groups.

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Choose one of these three poems: n 

“Composed upon Westminster Bridge” (190) “Lines Written in Early Spring” (195)

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“Apostrophe to the Ocean” (210)

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Decide what the main message of the poem is. What TRUTH do you understand about the world or our lives after reading the poem?

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Discuss and mark 2-3 devices that contribute to your understanding of that TRUTH.

+ Composed upon Westminster Bridge Earth has not anything to show more fair: Dull would he be of soul who could pass by A sight so touching in its majesty: This City now doth, like a garment, wear The beauty of the morning; silent, bare, Ships, towers, domes, theatres, and temples lie Open unto the fields, and to the sky; All bright and glittering in the smokeless air. Never did sun more beautifully steep In his first splendour, valley, rock, or hill; Ne’er saw I, never felt, a calm so deep! The river glideth at his own sweet will: Dear God! the very houses seem asleep; And all that mighty heart is lying still!

+ Composed upon Westminster Bridge Earth has not anything to show more fair: Personification and Dull would he be of soul who could pass by visual imagery in William Wordsworth’s A sight so touching in its majesty: Romantic poem This City now doth, like a garment, wear “Composed upon The beauty of the morning; silent, bare, Westminster Bridge” work Ships, towers, domes, theatres, and temples lie together to celebrate the Open unto the fields, and to the sky; beauty of London and All bright and glittering in the smokeless air. encourage readers to appreciate the beauty Never did sun more beautifully steep that surrounds them In his first splendour, valley, rock, or hill; each day. Ne’er saw I, never felt, a calm so deep! Other devices to pay The river glideth at his own sweet will: attention to: sleep motif, simile, the descriptions Dear God! the very houses seem asleep; referring to light, the And all that mighty heart is lying still! musicality of the poem (even rhythm and regular rhyme

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Closing n 

Monday: In-class essay (25 points) n 

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You will have a choice of two poems. You will need to identify and explain 2-3 devices or techniques the poet uses to communicate an important message or truth. At least one of your poems will be either "The Lamb," "The Tyger," "Composed upon Westminster Bridge," "Lines Written in Early Spring," or "Apostrophe to the Ocean.”

Tuesday: Begin Frankenstein!

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Monday, November 24th n 

Today’s Goals: n 

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Romantic poetry analysis!

DO NOW: n 

Take out a blue/black pen or pencil.

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DONE EARLY? Begin the Frankenstein Prereading on the Resources page of Homework Central. Reading and annotating this prereading is your homework for tonight.

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Closing n 

Tuesday, November 24th n 

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IN CLASS n  Go over prereading (homework). n 

Discuss the terms relevant for Frankenstein.

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Begin reading!

HOMEWORK DUE n  Read and annotate the Frankenstein prereading.

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Tuesday, November 25th n 

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Today’s Goals: n 

Build background for Frankenstein: Mary Shelley, basic background, Gothic novel, central characters

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Begin reading!

DO NOW: n 

Open Notability. We are going to take a few notes on Frankenstein!

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Mary Shelley n 

Famous because of Frankenstein

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Born 1797

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Married to Percy Shelley (remember “Ozymandias”?)

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Had four children, three of whom died as infants (birth and death on her mind while writing Frankenstein?)

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19 years old when Frankenstein was first published.

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Frankenstein; or, the Modern Prometheus

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First published anonymously in 1818

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Blends Gothic and Romantic elements—many consider it the first science fiction novel

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Setting: late 1700s in Europe, mostly Switzerland and Germany

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The title is an allusion to the Greek myth of Prometheus n 

Name means “forethought” Prometheus planned to make the world a better place

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Gave humans fire (against Zeus’ wishes!)

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Gothic Fiction (AKA Gothic Horror) Examples n  n 

Mary Shelley’s Frankenstein (1818) Brahm Stoker’s Dracula (1897)

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Popular between 1760 and 1820.

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Combines elements of horror and romance

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Prominent features n  n  n  n  n  n  n  n 

terror (both psychological and physical) mystery the supernatural castles darkness, death, decay, doubles madness, puzzles, mazes, secrets hereditary curses

ROMANCE does not refer to the feelings between lovers—it characterizes the movement of Romantic Literature. Romantic Literature emphasizes emotion over reason/ logic, a love of nature, and often has a melancholy tone or emphasizes the psychology of characters.

+ Gothic Architecture!

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Central Characters n 

Victor Frankenstein n  n 

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A never-named being Frankenstein creates n  n  n 

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A young student of science Narrates portions of the novel

Called “creature,” “monster,” etc. Narrates portions of the novel Romantics would have sympathized with the monster as an intelligent and sensitive outcast

Robert Walton (not a central character, but important to know at the beginning) n 

His letters to his sister frame (open and close) the novel

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Finds Victor in the Arctic, nurses him back to health, hears his story

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Closing n 

Tuesday, December 2nd n 

IN CLASS n  Go over Frankenstein.

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HOMEWORK DUE n  Read and annotate through Chapter 2.3 (through page 32) of Frankenstein.

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Tuesday, December 2nd n 

Today’s Goals: n 

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Analyze Frankenstein’s characterization.

DO NOW: n 

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Email your notes to me! ([email protected]) n  Hit the notes button at the top left of your screen. n  Ensure that “All Chapters” are shown. n  Hit the export button (square with arrow in top right of your screen). n  Hit “Select All.” n  Email me! If you have not read or completed annotations, email me telling me so.

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Summarize what has happened! n 

Section 1 n  n  n  n 

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Letter 1: Robert Walton writes to his sister, explaining his excitement for his Arctic journey. Letter 2: Robert Walton writes to his sister, lamenting his lack of a friend. Letter 3: Robert Walton says goodbye to his sister. Letter 4: Robert Walton describes seeing a “low carriage, fixed on a sledge and drawn by dogs…the shape of a man, but apparently of gigantic stature.” He then explains picking up and saving another traveller with “limbs nearly frozen, and his body dreadfully emaciated.” The emaciated figure, Victor Frankenstein, begins to tell his story. Walton decides to record Frankenstein’s story.

Frankenstein has framed narration. Walton’s letters frame the story. n 

Within that, first person narration is used.

Summaries of Chapters 1-3

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Chapter 1: Victor is Swiss (Genevese). Elizabeth Lavenza is adopted by the Frankenstein family. She is betrothed to Victor.

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Chapter 2: Elizabeth and Victor grow up together, close but opposites in many ways. Victor’s friend is Henry Clerval. Victor grows up reading the books of ancient scientists (natural philosophy). Then, at 15 years old, Victor sees an oak decimated by lightening and began studying math and electricity. n  n  n 

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How are they opposites? How is Henry Clerval described? How do the characters (and people of Shelley’s time) feel about natural philosophy?

Chapter 3: Elizabeth is ill but recovers, his mother is ill and dies (scarlet fever), and then Victor goes to university (Ingolstadt). One professor, M. Krempe says Victor should restart his schooling, while another, M. Waldman (a chemist), encourages him in his pursuits. n  n 

Of the first three chapters, what are the most formative for Victor? What examples of foreshadowing are included?

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The Characterization of Victor Frankenstein n 

Characterization is a technique authors use to build a character’s personality. n 

Direct n  Henry Clerval is “a boy of singular talent and fancy.”

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Indirect n 

“The world was to me a secret which I desired to divine.”

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Closing n 

Check the reading schedule on Homework Central.

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Remember to always read AND annotate.