5/12/00
One Day Lesson Plan
by Tamara Tower
for
"I Wandered Lonely as a Cloud"
by William Wordsworth
Proposed Class Description:
Freshman Honors English class that meets every day for fifty minutes and has a fairly even ratio of boys to girls with a total of twenty students.
Context:
As a continuation of a poetry unit, this freshman honors English class moves onto discussions of Romantic Poetry. The students have covered many elements of poetry thus far, as in figure of speech, simile, metaphor, personification, diction, pun, speaker, narration, extended and implied metaphor, tone, theme, etc. Students will come to class having read the poem, "I wandered lonely as a cloud," by William Wordsworth. We will discuss the poem, explicating meaning and answering questions.
Later in the period, the students will go outside the school, choose a natural object or scene to ponder and write notes about. Finally, based on their notes, recollections, and imagination, they will write for their homework assignment. The students will write a poem using Wordsworth's piece as a guide. The students will have to include these elements: metaphor, personification, use of the five senses and emotion. There must also be some type of metamorphosis in the speaker that occurs by the end.
After the weekend, the students will bring in their pieces to share and compare. Later in the week, we will compare and contrast William's poem with his sister Dorothy's prose piece on the subject of nature as we begin to discuss the similarities and differences between poetry and prose.
Day's Objectives:
- Students will read aloud William Wordsworth's "I wandered lonely as a cloud" so as to experience vocal interpretation among their peers.
- The terms simile and metaphor (Abrams 67) will be reinforced from previous lessons so as to heighten the students' awareness and understanding of the poem's imagery and themes.
- The term first person point of view (Abrams 165) will be reinforced from previous lessons so as to make the students aware of the advantages and disadvantages of only knowing the perspective of the narrator/speaker.
- The term personification (Abrams 69), a much used literary technique by Wordsworth in his poem, will be introduced so that the students will understand the imagery and themes of the poem.
- The term theme (Abrams 121) will be reinforced from previous lessons, and the major themes of the poem will be identified and analyzed by the students:
a. man's relationship with nature
b. man's emotional connection with nature
c. emotional growth/change of attitude
d. outer appearance versus inner reality
e. transformation of man as nature/personification of nature as man
f. poetry as a word painting
g. nature versus society
h. the power of nature over man
i. and any other examples of theme the students might being up for discussion
- The term imagery (Abrams 86) will be reinforced from previous lessons, and several examples of imagery will be identified and analyzed by the students:
a. nature
b. flowers/plants
c. water
d. outer space/stars
e. sky/land
f. wind/breeze
g. sight/visual
h. passage of time
i. remembrance
j. and any other examples of imagery the students might bring up for discussion
- The students will have the opportunity to leave the classroom environment and experience writing their own poetry in a natural setting, as was the case for Wordsworth. This exercise could benefit kinesthetic learners by providing them with the freedom to move about their "outdoor classroom," and visual learners by providing them with first-hand stimulus for their poems (See Martin).
- The students will have the opportunity to explore their interpretations of Wordsworth's poem by engaging in a freewriting exercise in their "outdoor classroom." From this freewriting exercise, the students will develop their nature poems.
- The students will display what they have learned about personification, first person narrative, simile and metaphor, metamorphosis of emotion/attitude, and the five senses, as well as what they gleaned from reading and analyzing "I wandered lonely as a cloud," by creating their own nature poem.
- For homework over the weekend, the students are to write their nature poems. The assignment will require them to include first person narrative; examples of personification, metaphor, and simile; incorporate as many of the five senses as possible/applicable; illustrate the metamorphosis of emotion/attitude within the narrator. The poems will have to be at least four stanzas of six lines each, totaling twenty-four lines, following the basic format of the Wordsworth poem. The lines do not have to have an end rhyme, and the poems do not have to be about "golden daffodils." The finished poems will be "published" in class on Monday (Romano 57).
Activities and Procedures:
- Whole-class discussion (20 minutes).
- Presentation of writing assignment and walking outside (10 minutes).
- Selecting of subject, and writing notes (15 minutes).
- Walking back inside and conclusion of period (5 minutes).
Activity #1: Whole-Class Discussion (20 minutes).
Four volunteers will read aloud poem, and then, looking at the Wordsworth piece, we will discuss as a class the descriptive elements that are important in poem (see Objectives 1, 2, 3, 4, 5, and 6).
Discussion questions:
- Looking at the first stanza, what are some examples of imagery that you noticed?
- From what point-of-view is this stanza/poem told? What are some advantages/disadvantages to using this form of point-of-view?
- How do you think a cloud wanders? How would a person look wandering like a cloud? What do you think this wandering says about the attitude/mindset of the narrator?
- Wordsworth uses the word "o'er" in the second line. What does this word mean? Why would Wordsworth remove the "v" to shorten the word to just one syllable? What does it do for the rhythm in the second line?
- Does the narrator describe himself wandering through a congested city or tall mountain tops? Why not? What do you think the significance of the "vales and hills" could be?
- When you first read the word "crowd," what image formed in your mind? What about the use of the word "host?" Did you at first think of a gathering of "golden daffodils?" By placing the daffodils in a "crowd" and "host," what technique is Wordsworth utilizing?
- Where is this "crowd" of "golden daffodils" located? In what way do the "lake" and "trees" intensify Wordsworth visual imagery of the first stanza?
- What are the "golden daffodils" doing in the last line of the first stanza? Again, what technique is Wordsworth using to compare the flowers' movements to animal ("fluttering") or human ("dancing") movements?
- What sort of relationship, if any, is there between a "cloud" and "golden daffodils," or nature as a whole?
- What do you sense as being the narrator's state of mind by the end of the first stanza? Do you think the narrator's attitude changes after she/he comes upon the "crowd" of "golden daffodils?"
- Taking a look at the second stanza, how does Wordsworth carry on with the same sort of imagery that we saw in the first stanza?
- What is the narrator comparing to "the stars that shine?" What sense do we get of how many "golden daffodils" the narrator sees? What does this comparison to "stars" do to your image of the "golden daffodils" from the first stanza?
- Why do you think the narrator compares the "golden daffodils" to the stars that "twinkle on the Milky Way?" What technique is this an example of? What other similes can you think of to compare the "golden daffodils" to?
- From what we see in the third line of stanza two, are the "golden daffodils" scattered around the lake? Why do you think Wordsworth put the "golden daffodils" in a "never-ending line / Along the margin of the bay?"
- Does this remind you of something you might have heard of in a song, or might have seen in a movie? Where did the "Yellow-Brick Road" lead to? What speculations can you make about a possible ending to this poem?
- How man "golden daffodils" does the narrator see? Is it possible that he saw this many "at a glance?" Why do you think Wordsworth uses the number "Ten thousand?"
- In the last line, how are the "golden daffodils" acting? What is this compared to? This is another example of which literary technique?
- Moving on to the third stanza, how does Wordsworth continue on with his images of nature?
- What is the narrator talking about when he speaks of "The waves?" How did the "waves move?" What is this compared to? This is yet another example of which technique?
- Where was the narrator's focus, on the "waves" or the "golden Daffodils?" Why do you think? How do the "waves" compare to the "golden daffodils" in the second line of stanza three?
- In what way do the "golden daffodils" outdo the "waves?" What do you think Wordsworth means by using the word "glee" to describe the nature of the "golden daffodils?"
- In the third and fourth lines, what relationship does the narrator make between the feelings of the "poet" and the "golden daffodils?" Is the "poet" pleased to be around the "never-ending line" of "golden daffodils?"
- How does the narrator refer to the "golden daffodils" in the fourth line of stanza three? What does the word "jocund" mean? Again, this is an example of what literary technique?
- How does the attitude of the "golden daffodils" compare/contrast to that of the narrator in the first stanza?
- In what way does Wordsworth show the passage of time in the fifth line of stanza three? Why do you think he does this?
- What do you think the narrator means when he says "but little though / What wealth the show to me had brought?" How would you rephrase these two lines into normal prose? What does the narrator think of the "golden daffodils," of the "vales and hills," of the "lake" and "trees," and of the "sparkling waves?"
- Finally, taking a look at stanza four, what are some examples of imagery that can be compared to what we've seen thus far in the poem?
- Wordsworth uses the word "oft" in the first line of the fourth stanza. What does this word mean? Why would Wordsworth use "oft" instead of "often?" What does this do to the rhythm of the line? Where else has Wordsworth done this sort of thing to the rhythm of the line?
- Where does the narrator place himself in the first line? What does this tell you about the passage of time? Why do you think Wordsworth limits the description of the narrator's location in the first line to just simply "my couch?" How does this image compare to the picture the narrator has painted thus far?
- What kind of mood would you be in if you were in a "vacant" or "pensive mood?" In what way is the narrator using the words "vacant" and "pensive?" How can these two words - "vacant" and "pensive" - be compared? How can they be contrasted?
- Who is the "They" that "flash upon that inward eye" in the third line? What is the "inward eye?"
- What sort of emotion does thinking about the "golden daffodils" bring about for the narrator? What is "solitude?" How do you think "solitude" is blissful?
- What becomes of the narrator's emotions in the second to last line as she/he thinks of the "golden daffodils?" How can this be compared to the mood/tone of the narrator in the first stanza? What has led the narrator to this emotional growth?
- In the last line, what relationship do we see between the narrator's emotions and the "daffodils?" Again, what are the "daffodils" doing in the last line? This is another example of which literary technique?
- Why do you think Wordsworth used so much personification to describe the "golden daffodils?"
- The "cloud," "vales and hills," "golden daffodils," "lake," and "trees" are all examples of what? Why do you think Wordsworth decided on this setting for his poem? What other settings could he have gone with, and would they have been just as effective?
- Why do you think Wordsworth decided to have his narrator wandering about "as a cloud?" What other simile could Wordsworth have used to describe his narrator? Would this have been just as effective as a wandering "cloud?"
- Which of the five senses are touched upon in Wordsworth's poem? Why do you think Wordsworth focuses only on the sense of sight in his poem? What are some "sight" words used in the poem?
- Could Wordsworth have used the other four senses (taste, smell, touch, hear) without ruining the natural images he's painted with words? Why, or why not? What would the other four senses do to the mood of the poem? For example, what if the "golden daffodils" smelled like sweetened honey, or the "sparkling waves" gently beat against the shore?
- What other artistic form can this poem be compared to? In other words, what other artistic form focuses primarily (or solely) on the sense of sight?
- Has Wordsworth, then, painted a picture with words?
Activity #2: Presentation of Writing Assignment and walking outside (10 minutes).
I will present the writing assignment to the students and then we'll walk outside the school as a class. The assignment will require them to include first person narrative; examples of personification, metaphor, and simile; incorporate as many of the five senses as possible/applicable; illustrate the metamorphosis of emotion/attitude within the narrator.
The poems will have to be at least four stanzas of six lines each, totaling twenty-four lines, following the basic format of the Wordsworth poem. The lines do not have to have an end rhyme, and the poems do not have to be about "golden daffodils" (see Objectives 7, 8, and 9).
Activity #3: Selecting of Subject, and Writing Notes (15 minutes).
Once outside, the students will choose a natural object or scene to quietly ponder and write notes about. The students will have this part of the class period to freewrite independently, filling their note-taking sheets (see Objectives 7 and 8).
Activity #4: Walking back inside and conclusion of period (5 minutes).
Everyone will finish up and come back inside to the classroom. I will reiterate the parameters of the assignment and answer any questions that the students might have.
Homework:
Based on their notes, recollections, and imagination, for homework over the weekend, the students are to write their nature poems. The assignment will require them to include first person narrative; examples of personification, metaphor, and simile; incorporate as many of the five senses as possible/applicable; illustrate the metamorphosis of emotion/attitude within the narrator.
The poems will have to be at least four stanzas of six lines each, totaling twenty-four lines, following the basic format of the Wordsworth poem. The lines do not have to have an end rhyme, and the poems do not have to be about "golden daffodils." The finished poems will be "published" in class on Monday (Romano 57).
Feedback and Looking Ahead:
After a full week of studying other Romantic Poetry, including a comparison/contrast with Dorothy Wordsworth's prose piece written on the same day about the same subject as William's poem.
On Friday, we will have a test covering the new vocabulary and explication skills we have learned. Part of the test will be short answer definitions of vocabulary. Another part will be a poem we have not covered before that the students will have to identify examples of the concepts learned. Another part will be a short explication of that poem pointing out key ideas and how it relates to other poems we have studied.
From this test I will know if the students understand the material and can apply it.
Annotated Bibliography
Abrams, M. H. A Glossary of Literary Terms. 6th ed. Fort Worth: Harcourt Brace,
1993.
A comprehensive list of detailed definitions of literary terms. I own this
book.
Collum, Jack and Sheryl Noethe. Poetry Everywhere. New York: Philmark
Lithographics, 1994.
Includes a section called "Tips on Leading Poetry Sessions" which gives suggestions and approaches to teaching poetry. This section also outlines in great detail tips on how to run a poetry class step-by-step. Also in this book are lots of different poetry exercises and a section on metaphor. I own this book.
Heaney, Seamus. The Essential Wordsworth. Hopewell: Ecco Press, 1988.
This little book includes many of William Wordsworth's poems and has an
introduction about his life and work. The introduction does not mention "I wandered lonely as a cloud" specifically, but it does comment on his philosophy, creativity, and imagination. Also touched upon is Dorothy's work and her impact on her brother. I own this book.
Holt, Rinehart, and Winston. Elements of Literature: Third Course. Austin: Harcourt
Brace, 1997.
Classroom text that includes the Wordsworth pieces in its poetry unit found on pages 509-13. Also included are some pre- and post-reading exercises. Borrowed from Geneva High School, Geneva, Illinois.
Marsh, Florence. Wordsworth's Imagery: A Study in Poetic Vision. New Haven: Yale
UP, 1952.
Imagery-"Within the poem, although a single image does not determine structure, the separate images do develop a pattern about the central image. The poet wandered lonely as a cloud; the daffodils were a crowd, a host, continuous as the stars in the milky way, a jocund company" (page 23). Borrowed from NIU's Founders Library.
Martin, Nancy. "Reading Wordsworth at KS2: What Else is There Besides Daffodils?"
Reading 28.2 (1994): 14-8.
Talks about Wordsworth poetry for the younger child. Author is from England. She mentions Dorothy and compares her prose to William's poetry on the same subject and the manner in which they convey their art. Has benefit of living nearby the environments in which the Wordsworths wrote and therefore having the ability to take the students to the actual location to study poetry in its source. I have a copy of this article, obtained from NIU's Founders Library.
Meisenhelder, Susan Edwards. Wordsworth's Informed Reader: Structures of
Experience in His Poetry. Nashville: Vanderbilt UP, 1988.
Discusses imagination and fancy in "I wandered lonely as a cloud" on pages 125-6. Borrowed from NIU's Founders Library.
Nelms, Ben F. "Wordsworth in the Classroom: A Review of Project Materials." "EJ
Forum: The Wordsworth Project-The Romantics and Us." English Journal 77.4
(1988): 27-8.
Talks about how to introduce Wordsworth and Romantic Poetry using classroom materials that can be ordered. Also mentions the use of a Turner painting for writing expression. I have a copy of this article, obtained from NIU's Founders Library.
Nelms, Elizabeth D. "Two Laureates in April: Lyrics of Wordsworth." "EJ Forum: The
Wordsworth Project-The Romantics and Us." English Journal 77.4 (1988):
23-6.
Outlines activities for understanding poetry better including going outside
and reading and writing. Personal connections are made before discussions of poetry. I have a copy of this article, obtained from NIU's Founders Library.
Owen, W. J. B., ed. Wordsworth and Coleridge: Lyrical Ballads 1798. Oxford: Oxford
UP, 1998.
Includes the revised text and poems of Lyrical Ballads, also the original Introduction and Preface. Wordsworth says in the Preface: "For all good poetry is the spontaneous overflow of powerful feelings" (page 157). I own this book.
Peacock, Markham L. The Critical Opinions of William Wordsworth. Baltimore: Johns
Hopkins P, 1950.
Discusses the differences between poetry and prose on pages 106-7. Borrowed from NIU's Founders Library.
Resch, Kenneth E. "Wordsworth, Whitman, and Us: Finding Personal Relationships."
"EJ Forum: The Wordsworth Project-The Romantics and Us."
English Journal 77.4 (1988): 19-22.
Talks about creating connections between students and Romantic Poetry,
evoking memories and introspection. I have a copy of this article, obtained from NIU's Founders Library.
Robinson, Jeffrey C. Radical Literary Education: A Classroom Experiment with
Wordsworth's "Ode." Madison: U of Wisconsin P, 1987.
Discusses some of Wordsworth's motivations and his relationship with his sister. It also includes some interesting comments on literary education in college and an interesting bibliography. Borrowed from NIU's Founders Library.
Romano, Tom. Clearing the Way. Portsmouth: Heinemann, 1987.
A terrific book about how to teach writing to secondary students step-by step with strategies and techniques. I own this book.
Rouse, John. "On Going to Visit Wordsworth." "EJ Forum: The Wordsworth Project-
The Romantics and Us." English Journal 77.4 (1988): 16-8.
After the author sees a William Wordsworth exhibit, he reflects on the sharing Wordsworth poetry with students and its effect on them. He relays the value of the students experiencing rarely seen/felt nature and solitude through a poem. I have a copy of this article, obtained from NIU's Founders Library.
Steen, Gerard. "Analyzing Metaphor in Literature: With Examples from William
Wordsworth's "I Wandered Lonely as a Cloud." Poetics Today 20.3 (1999): 499-522.
A convoluted account of metaphor analysis in the poem. I have a copy of this article, obtained from NIU's Founders Library.
I have copies of other journal articles on file that were not as helpful as the materials listed above from The Explicator and online sources.
Return to the 480H Main Page