Andy Stobel
Unit Plan #2:
10-Day British Literature Unit – The Ancient Mariner and the Romantic Quest
Grade 12
45-minute class periods
Dr. Bloomfield
ENG 424 – 01
Revised: 12 December 2006
Summary: Students will study the romantic quest pattern as depicted in both Samuel Taylor Coleridge’s poem “The Rime of the Ancient Mariner” and David Lynch’s film The Straight Story. After several practice exercises in compare/contrast writing, the students will then write a final compare/contrast essay in which they discuss how the quest pattern in these two works.
10-Day British
Literature Unit – The Ancient Mariner and
the Romantic Quest
Unit Objectives and Standards:
Overview
1.) understand and identify the key features of the romantic quest.
- 12.1.3 Students will identify and use characteristics to classify different types of text.
2.) read Coleridge’s “Rime of the Ancient Mariner” and begin to apply the romantic
quest features to the text.
- 12.1.1 Students will identify the main idea and supporting details in what they
have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
3.) complete the “Mariner” study guide questions to aid their understanding of the text.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
4.) discuss the use of imagery in “Mariner” and create with a partner a visual representation of a
passage of choice.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
5.) work with a group to analyze and discuss the stage of the quest depicted in a particular section of
the poem.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and
applying knowledge of elements and literary techniques.
- 12.3.1 Students will participate in student-directed discussions by eliciting questions and
responses
6.) identify and understand the themes of regeneration, respect for nature, and storytelling as in “Mariner.”
- 12.1.4 Students will analyze literature to identify the stated or implied theme.
7.) view The Straight Story and apply the romantic quest features to the text.
-
12.1.1 Students
will identify the main idea and supporting details in what they have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
- 12.1.8 Students will demonstrate the ability to analyze literary works, nonfiction, films, and media.
8.) look for similarities and differences between “Mariner” and Straight Story.
- 12.1.1 Students will identify the main idea and supporting details in what they have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
- 12.1.8 Students will demonstrate the ability to analyze literary works, nonfiction, films, and media.
9.) understand and identify various organization strategies for the compare-contrast essay.
- 12.2.2 Students will write compositions with focus, related ideas, and supporting details
10.) identify and use proper compare-contrast transition sentences and cue words.
- 12.2.1 Students will write using standard English (conventions) for sentence structure,
usage, punctuation, capitalization, and spelling.
- 12.2.2 Students will write compositions with focus, related ideas, and supporting details.
11.) correctly use commas where necessary.
- 12.2.1 Students will write using standard English (conventions) for sentence
structure, usage, punctuation, capitalization, and spelling.
12.) work individually on their compare-contrast
essays
- 12.2.3 Students will revise and edit persuasive compositions.
13.) work with a partner to peer-review their
compare-contrast essays.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
- 12.3.1 Students will participate in student-directed discussions by eliciting
questions and responses.
Assignment Schedule and Point Breakdown
|
Assignment |
Date Assigned |
Date Due/Completed |
Point Value |
|
“Imagery” drawing |
|
Day 2 |
10 |
|
Car/Bicycle practice exercise |
|
Day 7 |
10 |
|
Sample Essay identification exercise |
Day 7 |
Day 8 |
15 |
|
Revised Car/Bicycle practice exercise |
Day |
Day 9 |
10 |
|
Compare-Contrast Essay final draft |
Day 9 |
Day 11 |
100 |
|
Daily Participation |
|
all 10 days |
10 |
|
Total Points: 155 |
|||
Materials, Resources, and Technology Needs: Overview
DAY ONE
- British Literature textbook
- Romantic Quest handout (Appendix A)
- “Rime of the Ancient Mariner” study guide packet, Part I (Appendix B-1)
DAY TWO
- British Literature textbook
- Paper and colored pencils for drawings
- “Rime of the Ancient Mariner” study guide packet, Parts II, III, and IV (Appendices B-2, B-3, B-4)
DAY THREE
- British Literature textbook
- “Rime of the Ancient Mariner” study guide packet, Parts V, VI, and VII (Appendices B-5, B-6, B-7)
DAY FOUR
- TV and DVD player
- The Straight Story DVD
DAY FIVE
- TV and DVD player
- The Straight Story DVD
DAY SIX
- TV and DVD player
- The Straight Story DVD
- compare/contrast organizer (Appendix C)
DAY SEVEN
- Compare-contrast
essay formats handout (Appendix D)
- Car/bicycle
overhead pictures (Appendix E)
- Sample essay
(Appendix F)
- Overhead projector
DAY EIGHT
- Romantic quest
handout (Appendix A)
- Car/bicycle
overhead pictures (Appendix E)
- Overhead projector
DAY NINE
- Copy of comma rules handout (Appendix G) for each student
- Final essay rubric (Appendix H)
DAY TEN
- nothing
ONE – Introduction
to the Romantic Quest and Coleridge’s “Mariner”: 45 minutes
Component #1 –
Desired Outcomes/Objectives
The student will:
1.) understand and identify the key features of the romantic quest.
- 12.1.3 Students will identify and use characteristics to classify different types of text.
2.) read Part I of Coleridge’s “Rime of the Ancient Mariner” and begin to apply the romantic
quest features to the text.
- 12.1.1 Students will identify the main idea and supporting details in what they
have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
3.) complete the appropriate study guide questions to aid their understanding of the text.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
Component #2 – Assessment Plan
The teacher will informally assess the students through observation of their participation. (1 pt)
Component #3 – Instructional Sequence and Activities
1.) Anticipatory Set (“Hook”): Pre-class
As the students enter the room, direct their attention to the chalkboard on which the following questions are written: What is a quest? Why might a person embark on one?
Ask students to take out a sheet of paper and jot down a few thoughts on their definition of a quest and why they think a person might begin one.
2.) Input: 15 minutes
Begin by asking for volunteers to offer their responses to the prompt. Use those responses as a springboard into a discussion of the romantic quest as a literary genre. Distribute the handout on the romantic quest (Appendix A) and discuss it in detail.
3.) Whole-Group Work: 30 minutes
Introduce Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner” and have the students turn to the poem in their textbooks. Explain that this famous poem is another example of a quest narrative and that, as the students read it, they should be looking for the quest features as described on their handout.
Hand out the “Mariner” study guide packet (Appendix B) and begin reading Part I aloud as a class. You may randomly call on students to read a few stanzas at a time, or you may wish for greater participation and have every student read one of the section’s 20 stanzas. As you read, use the study guide questions to facilitate discussion and to highlight important concepts that the students need to be familiar with later on in the readings. Be sure to cover the stage of quest depicted here.
4.) Closure: any time remaining
Assign Parts II, III, and IV for tomorrow and ask the students to fill out the appropriate study guide sections as they read. They will not be turning the study guides in, but the guides will be invaluable tools throughout the rest of the unit.
Component #4 – Materials, Resources, and Technology Needs
- British Literature textbook
- Romantic Quest handout (Appendix A)
- “Rime of the Ancient Mariner” study guide packet, Part I (Appendix B-1)
DAY TWO – “Ancient
Mariner” Parts II, III, & IV:
45 minutes
Component #1 – Desired
Outcomes/Objectives
The student will:
1.) read Part II, III, and IV of Coleridge’s “Rime of the Ancient Mariner” and apply the romantic
quest features to the text.
- 12.1.1 Students will identify the main idea and supporting details in what they have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
2.) complete the appropriate study guide questions to aid their understanding of the text.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
3.) discuss the use of imagery in “Mariner” and create with a partner a visual representation of a
passage of choice.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
Component #2 – Assessment Plan
The teacher will informally assess the students through observation of their participation. (1 pt)
Component #3 – Instructional Sequence and Activities
1.) Whole-Group Discussion: 25 minutes
Dive right into the poem and use the study guide questions to facilitate the class discussion. Be sure to emphasize the questions regarding the stages of the mariner’s quest. In particular, highlight the following information:
-
The drought and
the degenerate condition of the sea after the mariner shoots the
albatross create a wasteland. The mariner’s crime has been against nature.
-
The mariner
exhibits vampiric behavior by mesmerizing the wedding guest and sucking his own
blood out of thirst.
-
The Spectre-woman
and her Death-mate roll dice for the crew.
The Death-mate wins the mariner and gets to decide a portion of his penance.
-
The deaths of the
mariner’s shipmates appear beautiful to the mariner while his life is now
“slimy.”
-
The return to the
wedding scene in Part IV reminds of us of the frame device and reveals more of
the guest’s attitudes about the mariner.
-
The mariner’s
failed attempts to pray show that he is not yet sincere.
-
The mariner can
pray only after he sees the water snakes and learns to appreciate them. He gains a new respect for nature.
2.) Small-Group Work: 20 minutes
Point out the use of vivid imagery in these three sections, noting especially the abundance of gothic, macabre imagery. Ask the students why they think Coleridge might have relied so heavily on these kinds images in the poem. What effect do they produce?
Tell the students that they will be drawing a scene from a passage of choice with a partner. Explain that their picture cannot simply be skeleton, for instance; rather, their picture must reveal some significant event or fact related to the mariner’s quest up to the point that we’ve read. Let the students pick their partners and then provide each group with a blank piece of paper and a box of colored pencils. They will hand these in at the end of the period for 10 points.
3.) Closure: any time remaining
Assign the Parts V, VI, and VII reading, as well as the accompanying study guide sections.
Component #4 – Materials, Resources, and Technology Needs
- British Literature textbook
- paper and colored pencils for drawings
- “Rime of the Ancient Mariner” study guide packet, Parts II, III, and IV (Appendices B-2, B-3, B-4)
DAY THREE – “Ancient
Mariner” Parts V, VI, & VII:
45 minutes
Component #1 –
Desired Outcomes/Objectives
The student will:
1.) read Part V, VI, and VII of Coleridge’s “Rime of the Ancient Mariner” and apply the romantic
quest features to the text.
- 12.1.1 Students will identify the main idea and supporting details in what they have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
2.) complete the appropriate study guide questions to aid their understanding of the text.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
3.) work with a group to analyze and discuss the stage of the quest depicted in a particular section.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and
applying knowledge of elements and literary techniques.
- 12.3.1 Students will participate in student-directed discussions by eliciting questions and
responses
4.) identify and understand the themes of regeneration, respect for nature, and storytelling as in “Mariner”
- 12.1.4 Students will analyze literature to identify the stated or implied theme.
Component #2 – Assessment Plan
The teacher will informally assess the students through observation of their participation. (1 pt)
Component #3 – Instructional Sequence and Activities
1.) Small-Group Work: 20 minutes
Vary the instructional order today by doing this small-group activity before the whole-class discussion of the poem’s last three sections. Divide the class into three groups (by proximity for the sake of time) and assign each group one of the final three sections of “Mariner.” Give them the following instructions:
Designate
a group scribe to write down notes and then analyze your assigned section to
determine as a group which stage of the mariner’s quest is depicted. Does it depict more than one stage? Provide evidence from the text to support
your claims. Also, comment on any important
changes in the mariner’s attitude or character.
What causes these changes?
2.) Whole-Group Discussion: 25 minutes
Let the students stay in their groups so they can more easily report their findings to the class. Try to let the students do most of the talking, but use the study guide questions to fill in important information that they may have left out.
Use the students’ responses to transition into a concluding discussion on major themes in “Rime of the Ancient Mariner.” Focus specifically on regeneration, respect for nature, and storytelling, especially as they relate to the quest. Make certain to comment on the following issues from the study guide:
-
Regeneration
comes only from the respect for nature; however, complete regeneration is not
yet achieved.
-
The mariner is
one of the living dead. Unable to
reintegrate into society because his penance is not yet complete, he must
continually tell his story as a lesson for others. (“ancient”)
-
The wedding guest
benefits from the mariner’s tale. He’s a
different person at the poem’s end.
3.) Closure: any time remaining
Tell the students that they will be watching The Straight Story for the next three days and briefly explain the film’s premise. Because the film and the poem share certain features of the romantic quest, these two texts will serve as the basis for their compare-contrast paper.
Component #4 – Materials, Resources, and
Technology Needs
- British Literature textbook
- “Rime of the Ancient Mariner” study guide packet, Parts V, VI, and VII (Appendices B-5, B-6, B-7)
DAY FOUR – The
Straight Story: 45
minutes
Component #1 –
Desired Outcomes/Objectives
The student will:
1.) view The Straight Story and apply the romantic quest features to the text.
-
12.1.1 Students
will identify the main idea and supporting details in what they have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
- 12.1.8 Students will demonstrate the ability to analyze literary works, nonfiction, films, and media.
2.) look for similarities and differences between “Mariner” and Straight Story
- 12.1.1 Students will identify the main idea and supporting details in what they have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
- 12.1.8 Students will demonstrate the ability to analyze literary works, nonfiction, films, and media.
3.) take notes during the screening to help them when they write their essays.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
Component #2 – Assessment Plan
The teacher will informally assess the students through observation of their participation. (1 pt)
Component #3 – Instructional Sequence and Activities
1.) View the film: 43 minutes
2.) Review Discussion: 2 minutes
Comment on any important themes that are starting to show up in the film. Suggest to the students what they might look for during tomorrow’s viewing.
Component #4 – Materials, Resources, and
Technology Needs
- TV and DVD player
- The Straight Story DVD
DAY FIVE – The
Straight Story: 45
minutes
Component #1 –
Desired Outcomes/Objectives
The student will:
1.) view The Straight Story and apply the romantic quest features to the text.
-
12.1.1 Students
will identify the main idea and supporting details in what they have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
-
12.1.8 Students
will demonstrate the ability to analyze literary works, nonfiction, films, and
media.
2.) look for similarities and differences between “Mariner” and Straight Story
- 12.1.1 Students will identify the main idea and supporting details in what they have read.
-
12.1.5 Students
will demonstrate the ability to analyze fiction through identifying and
applying knowledge of elements and literary techniques.
-
12.1.8 Students
will demonstrate the ability to analyze literary works, nonfiction, films, and
media.
3.) take notes during the screening to help them when they write their essays.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
Component #2 – Assessment Plan
The teacher will informally assess the students through observation of their participation. (1 pt)
Component #3 – Instructional Sequence and Activities
1.) View the film: 43 minutes
2.) Review Discussion: 2 minutes
Comment on any important themes that are developing in the film. Suggest to the students what they might look for during tomorrow’s viewing.
Component #4 – Materials, Resources, and
Technology Needs
- TV and DVD player
- The Straight Story DVD
DAY SIX – The
Straight Story: 45
minutes
Component #1 –
Desired Outcomes/Objectives
The student will:
1.) view The Straight Story and apply the romantic quest features to the text.
-
12.1.1 Students
will identify the main idea and supporting details in what they have read.
- 12.1.5 Students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.
-
12.1.8 Students
will demonstrate the ability to analyze literary works, nonfiction, films, and
media.
2.) look for similarities and differences between “Mariner” and Straight Story
- 12.1.1 Students will identify the main idea and supporting details in what they have read.
-
12.1.5 Students
will demonstrate the ability to analyze fiction through identifying and
applying knowledge of elements and literary techniques.
-
12.1.8 Students
will demonstrate the ability to analyze literary works, nonfiction, films, and
media.
3.) take notes during the screening to help them when they write their essays.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
Component #2 – Assessment Plan
The teacher will informally assess the students through observation of their participation. (1 pt)
Component #3 – Instructional Sequence and Activities
1.) View the film: 26 minutes
2.) Whole-Group Discussion: 15 minutes
Discuss some of
the film’s themes, specifically memory/storytelling, family, and
reconciliation. Examine how these relate
to
3.) Closure: 4 minutes
Review the quest pattern from the handout. Explain to the students that they will now be writing a compare-contrast essay on the “The Rime of the Ancient Mariner” and The Straight Story. Hand out the compare-contrast organizer (Appendix C) and encourage the students to begin filling out the organizer with preliminary ideas based on their study guides and notes.
Component #4 – Materials, Resources, and
Technology Needs
- TV and DVD player
- The Straight Story DVD
- compare/contrast organizer (Appendix C)
DAY SEVEN – Introduction to the Compare-Contrast Essay: 45 minutes
Component #1 – Desired Outcomes/Objectives
The student will:
1.) understand and identify various organization strategies for the compare-contrast essay
- 12.2.2 Students will write compositions with focus, related ideas, and supporting details
Component #2 – Assessment Plan
-The teacher will informally assess through observation of on-task behavior. (1 pt)
Component #3 – Instructional Sequence and
Activities
1.) Anticipatory Set
(“Hook”): 10 minutes
Introduce the compare-contrast essay as an effective tool
to discuss a wide variety of topics – and not just in school essays! This style of discourse may also be used in
persuasive speeches, debates, petitions, consumer guide reviews, etc. Ask students for other possible contexts for
the use of compare-contrast writing/speaking and have them explain their
reasoning. Use their responses as a
transition into the next segment.
2.) Input: 20 minutes
Because compare-contrast skills are so relevant to daily
life, what are the different strategies one could use to approach a certain
topic? There are two main organizational
formats for the compare-contrast essay – the block and the point-by-point. Hand out the compare-contrast organization
guide (Appendix D) and proceed to explain both by discussing the handout in
detail.
3.) Guided
Practice: 10 minutes
On an overhead projector, display the pictures of the car
and the bicycle (Appendix E). Give the
students ten minutes to practice using one of the two formats in describing the
pictures.
4.) Whole-Group
Discussion: 3 minutes
Ask for volunteers to read their responses out loud to the
class. As a class, try to determine
which format the student used in his/her description.
Collect everyone’s responses for an in-class participation
grade (10 pts) and use them to assess any problems or struggles that could be
addressed and explained tomorrow.
5.) Closure: 2
minutes
Hand out the example essay (Appendix F). For tomorrow, ask students to read the essay
and do the following tasks with it:
-
determine which format
the essay uses
-
highlight (in a color of
choice) each transition sentence or sentences
-
underline in blue each compare-contrast cue word.
Tell them that, after discussing the handout tomorrow, they
will turn it in for 15 points.
Also remind them to bring their graphic organizers because
they will be using them for an activity.
Component #4 -
- compare-contrast
essay formats handout (Appendix D)
- car/bicycle
overhead pictures (Appendix E)
- sample essay
(Appendix F)
- overhead projector
DAY EIGHT – More Practice with the Compare-Contrast Essay: 45 minutes
Component #1 – Desired Outcomes/Objectives
The student will:
1.) identify and use proper compare-contrast transition sentences.
- 12.2.1 Students will write using standard English (conventions) for sentence structure,
usage, punctuation, capitalization, and spelling.
- 12.2.2 Students will write compositions with focus, related ideas, and supporting details.
2.) identify and use proper compare-contrast cue words.
- 12.2.1 Students will write using standard English (conventions) for sentence structure,
usage, punctuation, capitalization, and spelling.
- 12.2.2 Students will write compositions with focus, related ideas, and supporting details.
Component #2 – Assessment Plan
-The teacher will informally assess through observation of on-task behavior. (1 pt)
Component #3 – Instructional Sequence and
Activities
1.) Whole-Group
Discussion: 20 minutes
Ask the students to get out their sample essays. Review their assigned tasks with them and
address any questions or hang-ups that the students may have. Regardless of questions, specifically review
the following information and provide more examples of how these words might be
used in an essay (in transition sentences or within the comparison, etc.
itself):
|
Comparing
Words |
Contrasting
Words |
|
like |
unlike |
|
same as |
in contrast to |
|
more |
different from |
|
similar |
less |
|
likewise |
whereas |
|
and, as well
as |
however |
|
also, too |
but |
|
just as, as
do, as did, as does |
as opposed to |
|
both |
on the other
hand |
(taken from: http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcccon2.htm)
2.) Guided
Practice: 15 minutes
Return the students’ car/bicycle exercise from yesterday
and display the pictures (Appendix E) on the overhead once again. Ask students to revise their descriptions by
fleshing them out into a couple paragraphs and employing transition sentences
and cue words as discussed above. They
will turn these in tomorrow for another ten points. Allow them to work on these in class for
about fifteen minutes
3.) Review Session
and Closure: 10 minutes
Review the romantic quest pattern as discussed on the
handout (Appendix A) and discuss how the quest relates to “The Rime of the
Ancient Mariner” and The Straight Story; be careful, however, not to make
too many conclusions for the students so that they can explore these in their
papers.
Component #4 –
Materials, Resources, and Technology Needs
- romantic quest
handout (Appendix A)
- car/bicycle
overhead pictures (Appendix E)
- overhead projector
DAY NINE – Individual Work Day: 45 minutes
Component #1 – Desired Outcomes/Objectives
The student will:
1.) correctly use commas where necessary.
- 12.2.1 Students will write using standard English (conventions) for sentence
structure, usage, punctuation, capitalization, and spelling.
2.) work individually on their compare-contrast
essays
- 12.2.3 Students will revise and edit persuasive compositions.
Component #2 – Assessment Plan
-The teacher will informally assess through observation of on-task behavior. (1 pt)
Component #3 – Instructional Sequence and
Activities
1.) Input: 10 minutes
Distribute copies of the comma rules handout (Appendix G) and review the rules as necessary. Remind the students to keep this reference sheet handy as they write their essays.
2.) Individual Work: 35 minutes
Hand out the essay rubric (Appendix H) and encourage students to use it as a guide as they write their essays; the rubric items tell them what they will be graded on!
Tell students they have the rest of the period to work on their essays. Let them know they can move around, sit on the floor, etc., as long as they are quiet and remain on-task.
Move around the room yourself. Monitor student on-task behavior and work with students one-on-one if they seem “stuck.”
3.) Wrap-up: any time remaining
Encourage the students to bring a COMPLETE rough draft for the next period. They will be peer-reviewing each other’s essays.
Component #4 – Materials, Resources, Technology Needs
- copy of comma rules handout (Appendix G) for each student
- final essay rubric (Appendix H)
DAY TEN – Peer Review Workshop: 45 minutes
Component #1 – Desired Outcomes/Objectives
The student will:
1.) work with a partner to peer-review their
compare-contrast essays.
- 12.2.5 Students will demonstrate the ability to use self-generated questions, note
taking, summarizing, and outlining while learning.
- 12.3.1 Students will participate in student-directed discussions by eliciting
questions and responses.
Component #2 – Assessment Plan
-The student’s essay will be evaluated according to the rubric (Appendix H) provided to the students yesterday. (100 pts.)
-The teacher will informally assess through observation of on-task behavior. (1 pt)
Component #3 – Instructional Sequence and
Activities
1.) Input: 5 minutes
Explain to the students how the peer-review workshop will work. Each student will find a partner and read their essay aloud to their partner. Since the partner has never read the essay before, he or she can more astutely pick up on awkward or ambiguous sentences and phrasing that the writer, in his or her numbing familiarity with the material, may not even notice now. Specifically, ask students to listen for the following items:
-
clear
introductions and conclusions
-
clear, guiding
transition sentences
-
clear
organizational format with a logical flow
-
accurate and
effective use of compare-contrast cue words.
If the listener detects a problem with any of the above items, he or she should comment on it, and the reader should underline the problem area for later revising. Once the essay has been read in its entirety, the reader and listener should switch roles.
Once both students have read their essays to their partners, they may briefly work individually to revise the essay. Once any revisions have been made, the student may take his/her essay to a second partner, again completely unfamiliar with the text, and test his or her revisions against another fresh ear. Students could repeat this process as many times as they want until they arrive at draft that they deem satisfactory.
2.) Partner Peer-Review: 40 minutes
As the students work, make yourself available for questions or suggestions.
3.) Wrap-up: any time remaining
Remind the students to use the rubric as they complete their final drafts.
ASSIGNMENT: The essays will be due at the beginning of class next time. (100 pts).
Component #4 – Materials, Resources, Technology Needs
-none
Appendix A
The Romantic
Quest
The French poet Chretien de Troyes is credited with inventing the romantic quest during the 12th century. In fact, de Troyes used the genre to write numerous stories about the Arthurian legend, and his original quester figure, Perceval, is found in the poem, “Perceval, the Story of the Grail.” [Recall Le Morte d’Arthur and Sir Gawain and the Green Knight (though neither written by de Troyes), which we read earlier in the year.]
Since then, scholars have identified three major stages of the romantic quest:
1.) Departure
In this stage, the hero leaves his home – his familiar environment – and
embarks on his quest, with the achievement of a specific quest object (a grail) as a goal.
Example – Gawain leaves King Arthur’s court – his home and familiar environment – and begins his quest to fulfill his part of the agreement with the Green Knight.
2.) Initiation
In this stage, the hero must undergo a series of tests to prove that he is worthy of
his quest; in other words, the tests show that the quest is meant for the hero and for the hero alone. We call this quality of the hero election. However, the hero usually makes a mistake that he must atone for before he may continue his quest, and this failure leads the hero to a deeper, more enlightened knowledge of himself. Once the hero atones for his failure, he can use this new knowledge to finish his quest and return home.
Example – Gawain must endure the harsh winter cold as he journeys alone through the wilderness; moreover, at Bercilac’s castle, Gawain is tempted three times by Bercilac’s wife. The knight errs, however, when he accepts the wife’s green girdle and then lies to Berciliac about it. Once Gawain finally arrives at the Green Chapel, the Green Knight tells him of his mistake and helps him realize that his true quest has been to prove the worthiness of his own character. The sorrowful knight atones for his failure by receiving the nick on his neck from the Green Knight’s axe.
3.)
Return (and Reintegration)
In this stage of the quest, the hero returns to his home – his place of departure.
Changed for the better by his quest, he now attempts to reintegrate into society as a new person. Often, however, the hero experiences no reintegration because the knowledge he gained is not shared by the other members of society. Consequently, he must remain as an outsider.
Example – Gawain returns to King Arthur’s court, wearing the green girdle as a constant reminder of his failure. Unfortunately, he experiences no reintegration into society because the rest of the court fails to learn from his mistake. As a result, Gawain alone benefits from the enlightened understanding of his own character.
A-questing
we shall go, a-questing we shall go;
hi-ho, the derrio, a-questing we shall go!
Appendix B-1
Name:___________________________________
“The Rime of the Ancient
Mariner ~” Study Guide
Part 1
1. The opening scene of the poem functions as a frame device for the story. Where does this scene
take place?
2. The poem says that the Mariner stops “one of three” (l. 2). Where does he stop this person?
3. Why does the Mariner select this particular person? Does the poem give any reasons?
4. What power enables the Mariner to stop the wedding guest and hold his attention?
What might this power tell us about the Mariner’s character?
5. Describe the mood at the wedding.
6. What happens to the Mariner’s ship when the albatross appears?
7. Why does the crew welcome the presence of the bird?
8. Why does the Mariner shoot the bird? Is his act premeditated?
9. What stage(s) of the Mariner’s quest do we see in this section? Support your answer.
Appendix B-2
Name:___________________________________
“The Rime of the Ancient
Mariner ~” Study Guide
Part 2
1. Why are the Mariner’s shipmates angry that he shot the albatross?
2. Why do they change their minds about the bird’s death?
3. What eventually happens to the breeze?
4. What does the Mariner mean when he says, “Water, water, every where, / Nor any drop to drink”
(ll. 121-122)?
5. Describe the atmosphere in this section. What is the weather like? What is the ocean like?
6. What do some of the crew blame for these unfortunate circumstances?
7. How does the drought affect the Mariner and his shipmates? What can they no longer do?
8. What do the shipmates do with the albatross? Why?
9. What stage(s) of the Mariner’s quest do we see in this section? Support your answer.
Appendix B-3
Name:___________________________________
“The Rime of the Ancient
Mariner ~” Study Guide
Part 3
1. What does the Mariner see approaching the ship? Can anyone else see it? How do you know?
2. Why can’t the Mariner talk? What does he do to wet his throat?
3. What is unusual about the approaching ship? Who is on it?
4. What “game” do the two onboard the other ship play? Why? What are they deciding?
5. What time of day is it in this scene?
6. What do the shipmates do to the Mariner? Why?
7. What happens to the shipmates?
8. What stage(s) of the Mariner’s quest do we see in this section? Support your answer.
Appendix B-4
Name:___________________________________
“The Rime of the Ancient
Mariner ~” Study Guide
Part 4
1. Why do we see the wedding guest again? What is his response to the Mariner and his tale so far?
2. How does the Mariner describe his dead shipmates? How does he describe himself?
3. Why can’t the Mariner pray?
4. Of what does the sight of the dead shipmates constantly remind the narrator?
5. What creatures does the Mariner watch from the deck of the ship? How does his description of
them differ from earlier depictions?
6. Why does a “spring of love gush from his heart?”
7. What does he do “unawares?” Why is this act significant?
8. What happens when the Mariner can finally pray?
9. What stage(s) of the Mariner’s quest do we see in this section? Support your answer.
Appendix B-5
Name:___________________________________
“The Rime of the Ancient
Mariner ~” Study Guide
Part 5
1. Why can the Mariner now sleep? Has he atoned for his mistake yet?
2. What happens when he awakes? What does this signify?
3. What happens to the ship? What happens to the shipmates?
4. Whose souls fill the bodies of the shipmates? Their own? Those of other spirits?
5. What time of day is it in this scene?
6. What is propelling the ship to the north?
7. What happens to the Mariner in lines 389-392? What does he hear?
8. What is the meaning of lines 404-405: “He loved the bird that loved the man / Who shot him
with his bow”?
9. Why will the Mariner do more penance?
10. What stage(s) of the Mariner’s quest do we see in this section? Support your answer.
Appendix B-6
Name:___________________________________
“The Rime of the Ancient
Mariner ~” Study Guide
Part 6
1. Who are the two voices?
2. How fast is the ship traveling? In what condition is the Mariner?
3. What time of day is it now?
4. What can’t the Mariner pray again? Did he really mean it the first time?
5. What does the breeze at last carry the Mariner?
6. What happens to the bodies of the shipmates?
7. Whom does the Mariner see approaching the ship?
8. What does he want the Hermit to do?
9. What stage(s) of the Mariner’s quest do we see in this section? Support your answer.
Appendix B-7
Name:___________________________________
“The Rime of the Ancient
Mariner ~” Study Guide
Part 7
1. How do the people in the boat react to the sight of the Mariner’s ship? Why?
2. What happens to the ship?
3. How do the people react to the sight of the Mariner? What do they think he is?
4. What does the Mariner have to do once the Hermit shrives him? Why?
5. To whom does the Mariner tell his tale? Why and how does he select these people?
6. What does the Mariner wish he could do? Why can’t he?
7. What advice does the Mariner give to the wedding guest?
8. Why does the wedding guest awake the next morning a “sadder and a wiser man?” What has he
learned?
9. What stage(s) of the Mariner’s quest do we see in this section? Has the Mariner achieved his
quest? Has he experienced reintegration? Support your answer.
Appendix C
Compare/Contrast Essay - Graphic Organizer
Subject #2 Subject #1
Appendix D
Compare-Contrast Essay – Formats
(taken from: http://712educators.about.com/cs/writingessays/l/blcompareessay.htm)
Introduction
Begin with a sentence that will catch the reader's
interest. This might be a reason people find the topic interesting or
important, or it might be statement about something the two subjects have in
common. Review opening sentences in your English text for additional ideas. |
Paragraph 2
Transitions beginning each paragraph are made by
repeating ideas, phrases or words. Without transitions, the essay will sound
choppy and disjointed. |
Paragraphs 3 - ?
Transitions beginning each paragraph are made by
repeating ideas, phrases or words. Without transitions, the essay will sound
choppy and disjointed. |
Conclusion
In this paragraph, give a brief, general summary of
the most important similarities and differences. |
Introduction
Begin with a sentence that will catch the reader's
interest. This might be a question, a reason people find the topic
interesting or important, or something the two subjects have in common. |
Paragraphs 2 - ?
The next paragraph(s) describe features of the first
subject. Be sure to include examples proving the similarities and/or
differences exist. Do not mention the second subject. |
Paragraphs ? - ?
The next section must begin with a transition
showing you are comparing the second subject to the first. Make new paragraphs to avoid very long paragraphs. |
Conclusion
In the final paragraph, give a brief, general
summary of the most important similarities and differences. End with a
personal statement, a prediction, or another snappy clincher. http://712educators.about.com |
Block Format Point-by-Point Format
Appendix E
“Car vs. Bicycle” Overhead Transparency[1]
Appendix F
|
Houghton Mifflin
English The Swimming Pool?
The
|
|
|
Copyright © 2000 Houghton Mifflin
Company. All Rights Reserved. http://www.eduplace.com/kids/hme/6_8/showcase/7-8/compare.html |
|
It's a hot summer day, and you've spent the
morning mowing the lawn. Needless to say, you're ready to cool off and eager
for some fun. Nothing fills that order like a swim, but will you head for the
neighborhood swimming pool or someplace in the great outdoors, such as a
lake? These two settings differ in many ways. Appendix G
THE
DREADED COMMA
by Dr. Susanne George Bloomfield
University of Nebraska-Kearney English Department
If you can master these six comma rules, it will solve most of your comma problems. The rest most people don't remember either! Often comma errors occur because writers are too hurried (or too lazy) to take the time to carefully edit each sentence of a long paper.
Use the comma before coordinating conjunctions (and, or, nor, but, for, so, yet) that join two main clauses (a clause has both a subject and a verb).
I
completely forgot about my writing assignment last night, so I thought of a
creative excuse.
"Dr. Bloomfield," I said, "I couldn't hand in today's paper, for my computer hard drive crashed at ten o'clock last night."
II. After Introductory
Elements
Use a comma after sentence elements that appear before the main clause, such as transitions, phrases, and subordinate clauses. (Subordinate clause are introduced by words such as because, when, although, if, since, after, before, during, etc.)
Next, the electricity went off, so my
electric typewriter wouldn't work.
Fortunately for me, I found a
pencil.
Because the lead was broken, I had
to go to Wal-Mart to buy a pencil sharpener. [If the subordinate clause
does not come first, don't use a comma: I
had to go to Wal-Mart to buy a pencil-sharpener because the lead was broken.]
III. Around Parenthetical
Elements
Use commas to set off parenthetical sentence elements. (An element is parenthetical if it supplies information not essential to the clear meaning of the sentence. To test the element, remove it from the sentence; if the basic idea remains the same, then the element should be set off with commas.)
I searched every aisle, believe it
or not, and couldn't find a sharpener.
However, many rows of pens, bright
and colorful, tempted me.
IV. Between Items in a Series
Use commas between items in a series of three or more elements, which may be single words, phrases, or clauses. The formula is a, b, and c.
One
beautiful pen had polka dots of hot pink, purple, and chartreuse.
Others
had designs of neon stars, yellow ducks, or twirling ballerinas.
I chose the twirling ballerinas, I danced to the checkout counter, and I opened my wallet.
V. Between
Adjectives
Use commas between coordinate (equal) adjectives before a noun. To test whether they are coordinate adjectives, insert the word "and" between them. If the adjectives are coordinate, you will feel no awkwardness in reading them.
Only
a torn, folded Snickers coupon and two steel gray quarters lurked inside.
VI. Before and/or after
Absolute or Modifying Phrases
Absolute or Participial phrases, which modify the whole sentence, should be set off by commas.
Hearing
the cashier ask for eighty-nine cents, I returned the pen and went home.
I
collapsed on the sofa, waking the next morning as the sun filtered in the east
window.
I
came to class, hoping for compassion, and recounted my tale.
The
professor understood, and I returned to my seat, much wiser than the day
before.
Appendix H
British Literature – Compare-Contrast Essay Rubric
|
Criteria |
Beginning
(0) |
Proficient
(5) |
Advanced
(10) |
Points |
|
1.)
Content |
-Uses
no supporting details to back up claims; discusses only one of the works -Uses
no supporting details to back up claims; discusses only one of the works -Uses
no compare contrast words or uses them incorrectly |
-Compares
and/or contrasts the quest patters in both works, but uses few supporting
details -Compares
and/or contrasts the themes in both works, but uses few supporting details -Uses
few compare-contrast cue words |
-Clearly
compares and/or contrasts the quest patterns in both works through a rich
variety of supporting details -Clearly
compares and/or contrasts the themes in both works through a rich variety of
supporting details -Effectively
uses a variety of compare-contrast cue words |
______ ______ ______ |
|
2.)
Organization |
-Topic
is undefined and not described -Does
not contain an introduction or conclusion -Is
hard to follow; has no coherent flow |
-Topic
is somewhat defined but not clearly described -Contains
an introduction or conclusion but not both -Contains
a few awkward or sudden transitions |
-Topic
is clearly defined and described -Contains
an introduction and conclusion -Uses
effective transitions; flows in a logical manner |
______ ______ ______ |
|
3.)
Mechanics |
-Contains
four or more spelling errors -Contains
six or more punctuation errors -Contains
five or more grammar errors |
-Contains
one to three spelling errors -Contains
four or five punctuation errors -Contains
three or four grammar errors |
-Is
free of spelling errors -Uses
punctuation and capitalization correctly -Uses
correct grammar |
______ ______ ______ |
|
4.)
Presentation |
-Does
not use three or more of the essay format criteria: a.
student’s name b.
essay title c.
double-spaced d.
one-inch margins e. 12 pt. font) |
-Does
not use one or two of the essay format criteria: a.
student’s name b.
essay title c.
double-spaced d.
one-inch margins e.
12 pt. font) |
-Uses
proper essay format: a.
student’s name b.
essay title c.
double-spaced d.
one-inch margins e.
12 pt. font) |
______ |
|
Comments:
Total Score: ________/100
Scale: 100 – 90 = A
89 – 80 = B
79 – 70 = C
69 – 60 = D 59 – ↓
= F |
||||
