ENGLISH 4
“EDWARD…EDWARD”
TEXT:
ELEMENTS OF LITERATURE
SIXTH
COURSE
JANUARY 2,
2013
(1)
DO NOW: THINK ABOUT ANYTHING THAT DEALS WITH SENSATIONALISM,
(SUBJECT MATTER, LANGUAGE, OR STYLE
OF WRITING THAT PRODUCES
OR IS DESIGNED TO
PRODUCE STARTLING OR THRILLING IMPRESSIONS OR
TO EXCITE AND PLEASE A SICK OR VULGAR TASTE). THEN THINK ABOUT
A SENSATIONAL SUBJECT
MATTER THAT DEALS WITH HOME ISSUES AND
YET THESE ISSUES
BECOME NEWS WORTHY AND THAT GETS
REPORTED
ON TELEVISION OR
RADIO. IDENTIFY SUCH A SUBJECT MATTER AND
THEN WRITE IT IN THE
SAME WAY IN WHICH A NEWS REPORT WOULD BE
READ. USE SENSATIONAL LANGUAGE IN ORDER TO GET YOUR
AUDIENCE’S ATTENTION.
DIRECT INSTRUCTION: READ
REFLECTING ON THE LITERARY PERIOD (PAGE
225) AND ANSWER THE FOLLOWING
QUESTIONS:
- WHO WERE THE MEDIEVAL ROMANCES COMPOSED FOR?
- WHAT FLOURISHED DURING THE MIDDLE AGES?
- IN WHAT WAY IS THE STYLE OF A ROMANCE DIFFERENT FROM THE STYLE OF A BALLAD?
- WHAT TYPE OF SYSTEM DOES SIR GAWAIN AND THE GREEN KNIGHT RERFLECT?
- WHAT ARE THE TWO TYPES OF MEDIEVAL NARRATORS THAT CONTINUES TO RESONATE?
- HOW IS THE POPULAR OR FOLK BALLAD DEFINED?
- WHY IS THE BALLAD EFFECTIVE?
- WHAT ARE THE MOST POPULAR THEMES IN THE FOLK BALLAD?
- DISCUSS IN YOUR OPINION WHY THESE THEMES WOULD HAVE BEEN POPULAR?
- WHAT IS IT THAT THE BALLAD DOES NOT PROVIDE?
- YET, THE BALLAD IS DESCRIBED HOW?
- SOMETIME THE BALLAD DEALT WITH WHAT?
- IN A FOLK BALLAD WHAT DO WE LEARN ABOUT PLOT?
- DEFINE CHIVALRY IN YOUR OWN WORDS. (2)
GUIDED PRACTICE: READ
THE BACKGROUND INFORMATION OF “EDWARD, EDWARD” ON PAGE
ON PAGE 226 AND ANSWER THE FOLLOWING QUESTIONS:
- WHY IS “EDWARD, EDWARD” CONSIDERED AS AN “INTERNATIONAL BALLAD?”
- WHAT WAS THE SWEDISH VERSION?
- WHAT WAS SIR THOMAS PERCY’S ROLE WITH THE BALLADS IN THE 1760’S?
- TURN TO PAGE 133 AND RE READ THE LITERARY FOCUS BALLADS: POPULAR POETRY AND ANSWER THE FOLLOWING QUESTIONS: (A) WHERE DO BALLADS COME FROM? (B) WHAT IS IT THAT WE LEARNED ABOUT BALLAD FORM? (C) WHAT ARE THE CHARACTERISTICS THAT HAS COME TO BE ASSOCIATED WITH THE BALLAD? (D) WHAT ARE THE CONVENTIONS USED BY THE BALLAD SINGERS? (E) DEFINE INCREMENTAL REPETITION (F) DEFINE QUESTION AND ANSWER FORMAT.
INDEPENDENT PRACTICE:
READ THE BALLAD “EDWARD, EDWARD” ON PAGE
226 AND PERFORM THE FOLLOWING
TASK:
- PARAPHRASE THE BALLAD “EDWARD, EDWARD”
- THINK ABOUT YOUR TOPIC FROM THE “DO NOW” AND CREATE YOUR OWN BALLAD BASED ON THE SUBJECT MATTER THAT YOU HAVE SELECTED.
- SUMMARIZE “EDWARD, EDWARD.”
CHECKS FOR
UNDERSTANDING: BASED ON YOUR READING
OF “EDWARD, EDWARD” ON PAGE 226
ANSWER THE FOLLOWING QUESTIONS:
- IDENTIFY THE FORMAT OF “EDWARD, EDWARD.”
- COMPARE AND CONTRAST THE FORMAT AND SUBJECT MATTER OF “EDWARD, EDWARD” WITH THE FORMAT AND SUBJECT MATTER OF LORD RANDALL ON PAGE 131.
- THINK IN TERMS OF MAKING A LIVING AND THEN EXPLAIN THE IMPORTANCE OF EDWARD’S HORSE AND HAWK.
- WHAT HAPPENS TO EDWARD’S HAWK AND HORSE?
- NOTICE THE RESPONSES OF EDWARD’S MOTHER. WHAT CAN WE SAY ABOUT HER CHARACTER?
- WHY DOES EDWARD KILL HIS OWN FATHER?
- WHAT COULD NOW BE THE MENTAL STATE OF EDWARD? IS THERE ANY EVIDENCE THAT THE FAMILY COULD HAVE LEAD TO HIS MENTAL CONDITION? EXPLAIN.
- WHY IS EDWARD GOING AWAY?
- IS THERE ANY EVIDENCE THAT EDWARD PLANS TO KILL HIS MOTHER TOO? WHAT IS THIS EVIDENCE? (3)
- FIND EXAMPLES OF INCREMENTAL REPETITION AND HOW DOES IT EFFECT THE CLIMAX?
EXIT TICKET: RE
READ “EDWARD, EDWARD” AND ANSWER
THE FOLLOWING QUESTION: IN “EDWARD,
EDWARD” ONE PIECE OF ACTION LEADS
TO ANOTHER PIECE OF ACTION, HOWEVER WHAT QUESTIONS REMAIN UNANSWERED? CITE DETAILS FROM THE BALLAD TO SUPPORT YOUR
POSITION.
HOMEWORK: THINK
IN TERMS OF THE POPULAR FOLK BALLAD.
DEVELOP A WELL WRITTEN
COMPOSITION EXPLAINING THE IMPLICATIONS OF EDWARD’S LAST RESPONSE TO HIS MOTHER
IN THE FINAL STANZA OF THE BALLAD.
