Written Assignment Week 2

Revitalizing Romanticism:

Strategic Text Selection and Innovative Teaching in British Romantic Literature

First Name Last Name: N/A

M.Edu

EDUC 5281 - Advanced Practices for Teaching Literature and Writing at the Secondary Level

Prof. Alysha Mendez

February 14
Introduction

At the cusp of a new academic adventure, Mr. Stevens stands at the threshold of discovery and

enlightenment, not just for himself but for the twenty young minds entrusted to his guidance. The essence

of British Romantic Literature, with its deep reverence for nature, emotion, and the individual, offers a

fertile ground for exploration and connection. Yet, Mr. Stevens is acutely aware that the traditional

pathways of learning—through the prescribed class textbook—may not fully capture the breadth of

interest or levels of readiness among his students. The challenge, then, is not just to teach but to inspire,

to extend the boundaries of learning beyond the pages of the textbook to include supplemental texts that

resonate with and engage every student in his care.

Theoretical Framework

Engaging with the Four Ts

The journey begins with a deliberate and thoughtful engagement with the Four Ts—Topic, Text,

Target, Task—as outlined by Berger et al. (2016). Mr. Stevens embarks on this process by identifying the

heart of what he wants his students to learn and experience through British Romantic Literature. The Topic

is not just the literature itself but the broader exploration of human emotion, the natural world, and the

revolutionary ideas that characterized the Romantic period. The Text selection process becomes a quest

for materials that speak to these themes in a way that is accessible yet challenging for students. Here, Mr.

Stevens considers not just the literary merit but the potential of each text to spark curiosity and encourage

deep thinking. The Target is about setting clear learning goals—what students should know and be able to

do after engaging with the texts. These targets are aligned with educational standards but also with the

broader objectives of fostering critical thinking and empathy. The Task involves designing activities that

allow students to interact with the texts and themes in meaningful ways. These tasks are not just about
analysis but about connection—how students see themselves and their world in the light of Romantic

ideals.

Drawing from Diverse Educational Insights

Incorporating the insights from Schoenbach et al. (2012), Mr. Stevens plans to enhance academic

reading skills through strategies that promote engagement and motivation. This involves offering choices

and scaffolding students' encounters with complex texts, thereby developing their stamina and fluency in

reading. From Urquhart & Frazee (2012), he adopts strategies that leverage students' prior knowledge and

metacognitive skills, making reading an active, thoughtful process. Woodfin et al. (2014) contribute to the

selection criteria, emphasizing texts that are not only complex and engaging but also relevant and aligned

with the learning objectives of the Common Core. This alignment ensures that the supplemental texts are

not tangential but central to the educational journey.

Practical Application

In my personal teaching experience, the selection of supplemental texts is akin to curating a

personal journey for each student. For example, integrating texts that touched upon contemporary

environmental concerns alongside Romantic poetry about nature resulted in rich discussions and personal

reflections, making the themes of the Romantic era vividly relevant to students' lives. Another practical

consideration is the diversity of formats—incorporating narratives, biographies, and even visual media as

texts can enrich students' understanding and engagement. These choices are informed not just by

theoretical frameworks but by a deep understanding of the students' interests, cultural backgrounds, and

learning styles.
Selected Texts for Mr. Stevens' Class

Exploring "The Prelude” (Wordsworth,2018)

Choosing "The Prelude" by William Wordsworth introduces students to the introspective journey

of a poet grappling with the profound impact of nature and personal experience. This autobiographical

epic is not merely a text but a gateway into the soul of Romanticism, offering myriad opportunities for

students to reflect on their relationship with the natural world and their inner selves. Through

Wordsworth's exploration of his own life, students are invited to consider how personal experiences shape

perception and artistry.

Unpacking "Frankenstein" (Shelley, 1891).

"Frankenstein" by Mary Shelley serves as a bridge between the literary and the philosophical, the

personal and the universal. This novel, emerging from a unique confluence of Romantic ideals, scientific

curiosity, and ethical dilemmas, provides a comprehensive canvas for exploration. Students can delve into

themes of creation and destruction, the limits of human ambition, and the complexities of empathy and

morality. Shelley's work prompts critical inquiry into contemporary issues, making it an essential

complement to the study of Romantic Literature.

Inconclusion, the inclusion of "The Prelude" and "Frankenstein" in Mr. Stevens' curriculum is a

testament to the dynamic and reflective process of text selection. These works, emblematic of the British

Romantic era, offer not only a window into the past but also a mirror reflecting contemporary concerns

and existential questions. By engaging with these texts, students are not merely learning about literature;

they are participating in a dialogue that spans centuries, connecting with human experience in its myriad

forms. Through a blend of theoretical rigor and practical wisdom, this expanded exploration offers Mr.

Stevens a comprehensive roadmap for enriching his British Romantic Literature class, ensuring that each

student embarks on a journey of discovery, empathy, and critical reflection.

References

Berger, R., Woodfin, L., Vilen, A., & Mehta, J. (2016). Learning that lasts: Challenging, engaging, and

empowering students with deeper instruction. Retrieved from eBook Central.

Schoenbach, R., Greenleaf, C., Murphy, L., Cziko, C., & Hurwitz, L. (2012). Reading for understanding: How

reading apprenticeship improves disciplinary learning in secondary and college classrooms. Retrieved from

eBook Central.

Shelley, M. W. (1891). Frankenstein: or, the Modern Prometheus. United Kingdom: George Routledge and

Sons.

Urquhart, V., & Frazee, D. (2012). Teaching reading in the content areas: If not me, then who? Retrieved

from eBook Central.

Woodfin, L., Berger, R., Plaut, S.N., & Dobbertin, C.B. (2014). Transformational literacy: Making the

Common Core shift with work that matters. Retrieved from eBook Central.

Wordsworth, W. (2018). Alma Classics. Retrieved from https://almabooks.com/wp-

content/uploads/2018/01/9780714549637.pdf