Year 7 Independent Workbook Revising the Romantics, Summaries of Literature

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Year 7 Independent Workbook

Revising the Romantics

This workbook contains English lessons for the next 2 weeks. There are 6 lessons to complete and each lesson is designed to support your learning in the following key areas: Vocabulary These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English. Wider reading These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital. Memory These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations. Technical accuracy These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills. Creativity These activities will prompt you to engage creatively with a task, demonstrating an independent approach. Personal response These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills. Please note that many of you will be working at different speeds and levels. Please complete as much as you can of each lesson within an hour. If you are moving through the activities quickly, refer to the KS3 Cultural Enrichment Pack on the school website for extension activities. If you do not have access to a printer, complete the activities in your English book or on paper.

Lesson 1: Vocabulary These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English. Task 1: You need to find the definition for the following poetic techniques. Once you have found the definition, write it in your own words to show that you fully understand it. Challenge: Can you write a definition yourself first, and then check it against the dictionary definition afterwards to see if you are correct? Poetic Techniques Rhyme Rhythm Tone Imagery Enjambment Caesura Metaphor Simile Task 2:

Match the 8 key Romantic terms with their definitions and relevant pictures below:

1. Sublime a. Relating to the countryside. i. 2. Rural b. Literature which idealises the country life. ii. 3. Urban c. Relating to the city. iii. 4. Industrialisation d. Analysing how literature deals with the topic of nature and environmental concerns. iv. 5. Pastoral e. When something in the natural world makes you feel small, insignificant or awestruck. v.

6. Ecocriticism f. The overthrow of a governing structure in favour of a new system. vi. 7. Revolution g. The development of industries and factories on a large scale. vii. 8. Imagination h. The ability of the mind to be creative or resourceful. viii. Task 3: To finish the lesson today, select some of the terminology and techniques from above to learn for a spelling test. Use look cover check to learn the words, then test yourself and give yourself a mark! What percentage did you get correct? Bronze: Select 5 words from above to learn the spellings of. Test yourself and give yourself a mark out of 5. What percentage did you get? Silver: Select 10 words from above to learn the spellings of. Test yourself and give yourself a mark out of 10. What percentage did you get? Gold: Learn the spellings of all 16 words. Test yourself and give yourself a mark out of 16. What percentage did you get? Lesson 2:

Wider reading These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital. Task 1: Watch the following YouTube Video: https://www.youtube.com/watch?v=OiRWBI0JTYQ (History of Ideas: Romanticism). Now answer the questions below:

1. When was the Romantic Period?
2. What does ‘industrialisation’ and ‘consumerism’ mean?
3. What do the Romantics think about children?
4. What do the Romantics think about love?
5. What do the Romantics think about nature?
6. What do the Romantics think about technology and industry?
7. What did the Romantics think about the medieval period? Task 2:

Research into ‘The Big Six’. These are the six most famous Romantic poets. Their names are: For each poet, find out the following: a. When were they born? b. What were they passionate about? c. Name one of their poems and write out a quote. Lesson 3:

Memory These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations. Task 1: Read through the poem below. Can you identify and label any poetic techniques? You need to do this from memory. Don’t look back at your notes from Lesson 1 until you have identified as many as you can from memory. Once you have done this, you can add to your work by looking at the list from lesson 1. Challenge: Can you identify and label any other poetic techniques that aren’t on the list from lesson 1? I Wandered Lonely As A Cloud By William Wordsworth I wandered lonely as a cloud That floats on high o'er* vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed—and gazed—but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils. *o’er = over Task 2:

Learn the poem off by heart by completing one of the activities below! When you get to your GCSEs, even though they feel very far off, you will have to memorise a lot of information (and a lot of quotes and passages of literature for English!). This is a great way to practise and improve your memory skills. Challenge: Learn the following lines off by heart, then find someone in your household to test you! I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Turbo Challenge: Learn the following lines off by heart, then find someone in your household to test you! I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Super Challenge: Learn the following lines off by heart, then find someone in your household to test you! I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. Lesson 4:

Technical accuracy These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills. Task 1: Read through the poem below by Robert Southey, then answer the following questions:

1. How many examples of punctuation can you spot in the poem?
2. Can you find an example from the poem which makes nature seem sublime?
3. Can you explain what it is about this quotation that makes nature seem sublime? Challenge: Can you write this explanation into a paragraph of analysis? Use PEE (Point, Evidence, Explanation) to help you!
4. Quickly revise what verbs, adverbs, adjectives and nouns are. Now reread a stanza of your choice, and highlight as many examples as you can find of each of these. Extract from ‘The Cataract of Lodore’ BY ROBERT SOUTHEY From its sources which well In the Tarn on the fell; From its fountains In the mountains, Its rills and its gills; Through moss and through brake, It runs and it creeps For awhile, till it sleeps In its own little Lake. And thence at departing, Awakening and starting, It runs through the reeds, And away it proceeds, Through meadow and glade, In sun and in shade, And through the wood-shelter, Among crags in its flurry, Helter-skelter, Hurry-skurry. Here it comes sparkling, And there it lies darkling; Now smoking and frothing Its tumult and wrath in, Till, in this rapid race On which it is bent, It reaches the place Of its steep descent. The Cataract strong Then plunges along, Striking and raging As if a war raging Its caverns and rocks among:

Rising and leaping, Sinking and creeping, Swelling and sweeping, Showering and springing, Flying and flinging, Writhing and ringing, Eddying and whisking, Spouting and frisking, Turning and twisting, Around and around With endless rebound; Smiting and fighting, A sight to delight in; Confounding, astounding, Dizzying and deafening the ear with its sound. And glittering and frittering, And gathering and feathering, And whitening and brightening, And quivering and shivering, And hurrying and skurrying, And thundering and floundering; Dividing and gliding and sliding, And falling and brawling and sprawling, And driving and riving and striving, And sprinkling and twinkling and wrinkling, And sounding and bounding and rounding, And bubbling and troubling and doubling, And grumbling and rumbling and tumbling, And clattering and battering and shattering; Retreating and beating and meeting and sheeting, Delaying and straying and playing and spraying, Advancing and prancing and glancing and dancing, Recoiling, turmoiling and toiling and boiling, And gleaming and streaming and steaming and beaming, And rushing and flushing and brushing and gushing, And flapping and rapping and clapping and slapping, And curling and whirling and purling and twirling, And thumping and plumping and bumping and jumping, And dashing and flashing and splashing and clashing; And so never ending, but always descending, Sounds and motions for ever and ever are blending, All at once and all o’er, with a mighty uproar, And this way the Water comes down at Lodore.

Lesson 5: Creativity These activities will prompt you to engage creatively with a task, demonstrating an independent approach. These tasks can be completed in any order. Task 1: Reread the poem from last lesson. EITHER draw OR find a picture online that you think represents what Southey is describing in the poem. Now that you have a picture in front of you, EITHER label it OR write a paragraph to explain how the picture links to the poem and how you think nature is being presented. Task 2: Use your exercise allowance today to go for a walk, observing the nature around you. (Alternatively, you can go into the garden if you have one!). You will have noticed that Southey uses a lot of ‘-ing’ words to describe what the river looks like, sounds like, feels like, tastes like and/or smells like. As you walk around, make a list of ‘-ing’ words to describe the natural world around you. Task 3: Write your own description of an aspect of nature near your house. It could be a tree, the grass, a river, or a spring flower. You can write this in poem form, like Southey does, or as prose. Try to use a variety of punctuation and word classes as Southey does, focusing on ‘-ing’ words! (You can use your list from Task 2 to help you).

Lesson 6: Personal response These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills. Task 1: Read the poem below by William Blake. What poetic techniques can you spot? The Garden of Love By William Blake I went to the Garden of Love, And saw what I never had seen: A Chapel was built in the midst, Where I used to play on the green. And the gates of this Chapel were shut, And Thou shalt not. writ over the door; So I turn'd to the Garden of Love, That so many sweet flowers bore. And I saw it was filled with graves, And tomb-stones where flowers should be: And Priests in black gowns, were walking their rounds, And binding with briars, my joys & desires. Task 2: It can be argued that the garden of love represents nature and the rural world as it used to be, before the Industrial Revolution. The Chapel on the green represents the government (the Church was heavily involved in running the state during this era) and their actions during the Industrial Revolution. Write a PEE paragraph to answer the following question: How does William Blake use methods to describe the impact of the Industrial revolution in this poem? Task 3 (Extension task): Research into William Blake’s ‘Songs of Innocence and Experience’. Can you find out about the copper plates that he engraved with each poem? Did he intend for his poems to be read on blank white paper, or something else?