Time Periods in Literature

We are going to do some research on Literary periods to understand writers and the literature that took place over different socio-historical eras.

Task 1: Read and investigate

Literary periods

Literary periods and movements

Task 2: Prepare a timeline using https://www.canva.com/templates/search/timeline-infographics/

Include the period, important characteristics and important writers and books (add some images)

Task 3: Post it in your blog

Task 4: Which 3 periods do you like best? Explain why.

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Poetry (Seamus Heaney)

Mid-Term Break

BY SEAMUS HEANEY

I sat all morning in the college sick bay
Counting bells knelling classes to a close.
At two o’clock our neighbours drove me home.

In the porch I met my father crying—
He had always taken funerals in his stride—
And Big Jim Evans saying it was a hard blow.

The baby cooed and laughed and rocked the pram
When I came in, and I was embarrassed
By old men standing up to shake my hand

And tell me they were ‘sorry for my trouble’.
Whispers informed strangers I was the eldest,
Away at school, as my mother held my hand

In hers and coughed out angry tearless sighs.
At ten o’clock the ambulance arrived
With the corpse, stanched and bandaged by the nurses.

Next morning I went up into the room. Snowdrops
And candles soothed the bedside; I saw him
For the first time in six weeks. Paler now,

Wearing a poppy bruise on his left temple,
He lay in the four-foot box as in his cot.
No gaudy scars, the bumper knocked him clear.

A four-foot box, a foot for every year.

MidTerm Break” describes the aftermath of a tragedy: the speaker’s four-year-old brother has been hit by a car and killed. But the poem doesn’t spend a lot of time describing the accident or memorializing the dead child. Instead, the poem focuses on the way that other people respond to this tragedy.

Analysis of the poem.

TASK 1: Annotate your poem. Be as detailed as possible.

Poem analysis Link

TASK 2: After reading and analysing the poem, work in pairs (use Meet) and take notes so we can discuss everything later.

1.What time did the neighbours pick the boy up?

2.When he arrived home what was the boy’s father doing?

3.When was the last time the boy had seen his little brother?

4.What two items where beside the bed?

5.What age was his little brother when he died?

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Rite of Passage

Gennep’s major work was Les Rites de Passage (1909; The Rites of Passage), in which he systematically compared those ceremonies that celebrate an individual’s transition from one status to another within a given society. He found a tripartite sequence in ritual observance: separation, transition, and incorporation.

Definition: A ritual or ceremony signifying an event in a person’s life indicative of a transition from one stage to another, as from adolescence to adulthood.

Passing from not knowing to knowing, from not understanding to understanding, from ignorance to awareness.

rite of passage - Liberal Dictionary

5 stages in Rite of Passage

  1. an unattainable object of desire (human quest): a strong desire that needs to be satisfied.
  2. Trespassing (breaking the law of the father or any authority): breaking rules to defeat the authority, to come of age
  3. There should be a DARE (a challenge): to reveal the dark side of oneself (specular moment). Identity is in the process of being constituted.
  4. Mischief (a child’s bad behaviour): this must be accepted with responsibility, in a mature way.
  5. Atonement (to feel sorry for something bad that you did): understand and apologize. To learn from this.

Analyse the following:

  1. “She had lost all the dignity he knew” (p.209)

Why is this a specular moment in the story?

2. the theme of “loss” . Apply evidence from the text.

3. the necessity of forgiveness. Find evidence in the text

4. Death as a moment of epiphany (twice in the story)

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Vocabulary: Devastated Places

Activity 1

Read these articles in connection to disasters and make a list of words and phrases to describe devastated places.

Resultado de imagen para devastated places

Use google drive  to share the document with all the members of your group and the teacher.

-Each member of the group will choose a topic and will read an article.

Tsunamis

Earthquake

Hurracaine

Floods

War

Devastation

Activity 2 

-After reading a preparing a list of important words/phrases, get together with your group to start working on the next activity.

-Try to find pics to illustrate your vocabulary

Activity 3

Create a mind map (or more than 1) grouping the vocabulary you gathered last class.

Share the link with me.

Tools to create mind maps:

https://bubbl.us/

http://popplet.com/

https://coggle.it/

You can use any other tools you like!!

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Dr. Heidegger’s Experiment

Watch this video to review characters and themes!

Make sure you have the story with you to find quotations!!

After watching the video, organize private Meets with 2 or 3 partners

Discuss ideas!!

-First focus on the characters.

-Then, make a mind map with themes and quotations. Can you add another theme that is not in the video?

Have Fun Quote Images, Stock Photos & Vectors | Shutterstock
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Virtual period #7

Read the story: “Secrets” by Bernard MacLaverty

Bernard MacLaverty was born in Belfast in 1942, and moved to Scotland in 1975, where he lived in Edinburgh, on the Isle of Islay, and now in Glasgow. After leaving school he became a Medical Laboratory Technician, later studying at Queen’s University, Belfast and becoming an English teacher

Secrets and Other Stories: Bernard MacLaverty: 9780099773610 ...
Just in case you don’t have Stories of Ourselves with you, here the pdf

As you read, make connections between the writer and Irish Catholicism. What evidence of strong beliefs can you find in the story? (Do some research if necessary)

Leave a comment in the blog

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Nathaniel Hawthorne and Dark Romanticism

Before reading the story DR HEIDEGGER’S EXPERIMENT, the students investigated the writer and Dark Romanticism.

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Poetry Presentations

Presentation 1

Presentation 2

The Pains of Sleep by Juana, Bianca and Sol

Presentation 3

Presentation 4

Presentation 5

Activity: Get in pairs with the same person you prepared the presentation.

Take a look at each presentation. For each poem:

-think of the theme and the line in which it is clear

-choose a picture to illustrate it and explain the pic chosen

-investigate the literary theory behind (romanticism, war poetry, etc. and say which characteristics of the period are clear in the poem.

-choose your favourite literary device in the poem and explain why you find it amazing

Share a drive with me

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All My Sons (group work)

Plus Activities

Scan this QR to see all the presentations !! GREAT WORK!!

Scan this and take a look at all the presentations

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Rising Five

Check out this video to understand the poem deeply.

Take notes of the following:

-Voice

-Theme

-Tone

-Literary devices (visual images, symbols, alliteration, etc)

After this, go to classroom to work on a worksheet.

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There Will Come Soft Rains: Reflections

Today we are going to reflect on the story we have read.

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Vocabulary to create tension and fear

Vocabulary can be used to change the way a reader feels about a scene. By changing just a few key words a setting can be made much more interesting to read. For example, a church might be a typical part of the setting of a ghost story. The vocabulary choices can be used to create a sense of fear for the reader.

Tension and Fear – Amatopia

Collaborative Tasks

Task 1:  come up with at least 3  words/phrases to replace the following words:

afraid- Nice- bad- sad- fear- dark- Big- Small- cold-hot

Task 2: Read the following pages, watch the video and take a look at the poster. Then, prepare a mind map with words and phrases to create a tense and a fearful atmosphere.

Link 1

Link 2

Tools to produce the mindmaps:

Mind maps 1

Mind maps 2

Mind maps 3

Task 3:Create a sentence using the following ‘power’ verbs (always producing fear and tension):

grabbed-snatched- sprinted- scrambled- shouted- screamed- crawled- leapt- strode- yelled- exclaimed- glared

Task 4: Check this link Fear. Choose 5 idioms and write examples in context.

Task 5: Tips for writing a good scary story Read and make a summary to have with you when you write your own scary story!!

Include the 5 tasks in a presentation to share in classroom.

10 Best Writing Prompts for High School English Students

Individual task

Choose one of the following prompts to write a story. Include the vocabulary you have been working on. (600-900 words)

  1. You have had a strange feeling for a few days now. Today you’ve been feeling very energetic and tired at the same time. You sit, exhausted and full of energy, at your desk. Your arm has been itching. It’s killing you now. You look at your forearm and see it for the first time. Something is moving under your skin. It is shifting around. Your muscle spasms and you realize there are dozens moving toward the surface.
  2. You open your eyes to complete darkness. The last thing you remember is the dog running out into the road, the brightness of the day light, and your car headed off the road. As your head clears you realize you are hanging upside down. Your feet and legs are completely mobilized. You can hear something breathing in the room.
  3. Your driving on a country road. It is late at night. You are far from home. You realize, as you check your mirrors, there is a man you do not know, hiding on the floor of your back seat.
  4. It’s 3 am. Your room is dark, but you can see that there is someone, standing at the foot of your bed. You can just make out that he or she is wearing a clown costume, and you are pretty sure, from the glare and the little bit of reflection, that it has a knife.

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