Literature

• Engels
• Middelbare school
• vwo
• Leerjaar 6

Renaissance

Objectives

Rekindle your loooovvvveeeee for literature

Activate your prior knowledge of the renaissance and add on to know even more about English literature during this period

What do we know about...

1: In 3 minutes find 3 people who seem to know much about this topic and ask them "What do you know about the renaissance?"

Write their answers down

2: Form groups of 3-5 people and read pages: 2 & 3 (Stop at "Shakespeare")

Highlight important aspects

3: In turn, explain key-concepts. 

Middle ages

Renaissance

collective attitude

individual attitude

man-centered literature

female-centered literature

dogmatic belief

critical investigation

theocentric

anthropocentric

Today's Objectives

Learn about Shakespeare

Find out the key themes in Hamlet

Dive deeper into the themes of the Renaissance and how you can see them in Hamlet

Understand the deeper meaning of Hamlet's soliloquy

After today you can answer the question: In what way does Liam Neeson differ from Hamlet?

To be or not to be

to be

Not to be

not today

William Shakespeare

Playwright, player, inventor of words

Histories

Tragedies

Tragicomedy

Love Poetry

Hamlet: A tragedy

a.k.a The Lion King without the animals

"A tragic play is one that focuses on a "tragic hero,"
 meaning a noble character who encounters difficulties and

 challenges, but is eventually brought down

 by a personal flaw. These characters will generally 

acknowledge their own failure at the end of a tragic play

 and strive to do better, but it is oftentimes too late."

Hamlet

You will be divided in 5 groups, each group receives 1 Act

Each group creates a series of tableaux or freeze frames for their act. You will need to break it down into two or three scenes.

Narrate your Act, explaining what happens in each scene before we see it and try to use the lines from the play to bring some of the freeze frames to life.

Each group will "perform" their Act, in the correct order.

You may also use pictures / drawings

Summarize your act 1 one sentence

Let's take a look at the Soliloquy

Soliloquy is like a monologue but also it gives a deeper insight in the character's mind/ thoughts/feelings/character

"To Be or Not To Be"

Read along with the video, while watching/ reading ask yourself: What is Hamlet's struggle as explained in his soliloquy

After reading... answer the questions

1. Name two metaphors Hamlet uses in this speech.
2. In your own words, what does Hamlet mean by "To be or not to be"?
3. Why does Hamlet compare death to sleep?
4. How does Hamlet/ this soliloquy relate to the themes in Renaissance poetry?
   - Individual Attitude
   -  Anthropocentric Outlook
   - Critical Investigation
5. Do you think Hamlet is really thinking about suicide, or is he just asking a philosophical question? Explain your answer.
6. Imagine Hamlet is alive today and shares his thoughts on social media. How would his soliloquy look as a thread on X?

Possible answers

1. Name two metaphors Hamlet uses in this speech.

Hamlet compares death to sleep (“To die, to sleep—no more”) and life’s struggles to slings and arrows (“the slings and arrows of outrageous fortune”). Both metaphors help him explore the idea of whether it’s better to endure suffering or escape it through death.

Possible answers

2. In your own words, what does Hamlet mean by "To be or not to be"?

He is asking whether it’s better to live or to die. He wonders if life is worth all the suffering or if death might be a better option. However, he’s also afraid of what comes after death, which makes him hesitate.

Possible answers

3. Why does Hamlet compare death to sleep?

He sees sleep as a peaceful escape from life’s pain, just like death might be. But then he worries that, like in sleep, there might be dreams after death—meaning the afterlife could be unknown and possibly worse than life itself.

Renaissance - Hamlet

The play prioritizes human intellect, individual struggle, and the pursuit of truth.... Very Renaissance, very mindful, very demure

From a Collective to an Individual Attitude

Possible Answer

Hamlet is one of the most introspective characters in literature, embodying the Renaissance focus on individual thought and self-awareness. Unlike the medieval idea of unquestioned duty to family and nation, Hamlet struggles with his role, questioning his actions and existence itself (“To be, or not to be”). His internal conflict over avenging his father’s murder showcases the Renaissance ideal of personal conscience over blind duty.

From a Theocentric to an Anthropocentric Outlook

Possible answer

While religion remains important in Hamlet, the play explores human experience, emotions, and rationality. Hamlet’s famous soliloquy, “What a piece of work is man,” reflects Renaissance humanism—acknowledging human potential while also recognizing its limitations. Additionally, rather than passively accepting fate, Hamlet wrestles with his choices, mirroring the Renaissance ideal of seizing control of one’s destiny.

From Dogmatic Belief to Critical Investigation

Possible answer

Hamlet embodies Renaissance skepticism. He doesn’t blindly accept the ghost’s word but instead devises The Mousetrap play to confirm Claudius’s guilt. His questioning of appearance versus reality reflects the Renaissance shift from accepting traditional beliefs to demanding empirical proof. This mirrors the era’s scientific revolution, where figures like Galileo questioned the established truths of the Church.

4. Do you think Hamlet is really thinking about suicide, or is he just asking a philosophical question? Explain your answer.

Possible answers

Your answers should include references to:

-  his contemplation if life is worth living

- philosophical thinking

- not just emotional but also analyzing the consequences of death, especially the fear of the unknown afterlife. 

- hesitations

Why is Hamlet a classic example of a Tragedy?

Hamlet's X account... #deep

Possible answer... As imagined by Hamlet himself reincarnated through AI

🧵 Hamlet’s Existential Crisis – A Thread

1/ To be or not to be—that is the question. 🤔💀 Should I keep going, or just… stop?

2/ Life is full of suffering. The slings and arrows of outrageous fortune keep hitting hard. 🎯💥

3/ But if I end it, what comes next? Death = sleep? Sounds peaceful… 😴

4/ Except… what if that sleep brings nightmares? What if the afterlife is worse than this mess? 👀💀

5/ That’s the problem—no one comes back to tell us what’s on the other side. Too risky. 🚪❓

6/ So we suffer. We put up with all the pain, just because we fear the unknown.

7/ Maybe overthinking is what really keeps us alive. #DeepThoughts #ExistentialCrisis

8/ Anyway, gotta go act normal now. 🎭 #OverIt (not really)

Objectives reached?

1. Explore the key themes in Hamlet
   
2. Dive deeper into the themes of the Renaissance and how you can see them in Hamlet
   
3. Understand the deeper meaning of Hamlet's soliloquy
   
4. After today you can answer the question:
   In what way does Liam Neeson differ from Hamlet?

Love Poetry of Ed Sheeran, nay the Renaissance

Objectives

After today you will understand the major themes in Love Poetry of the renaissance

You will  be able to explain the "courtly love" tradition

You will be able to analyze the poems Consolation; Amoretti;  Sonnet 130 and see how they fit into this tradition

"All this world's riches that may far be found,
If saphires, lo her eyes be sapphires* plain"

Why is this a clear example of Love Poetry of the Renaissance?

Ed Sheeran: Perfect

In what way is this song a modern day version of the Courtly Love tradition?

Possible answer

Idealization of the beloved: The song describes the woman as "perfect" and places her on a pedestal, much like knights would do with their ladies in medieval poetry.

Devotion and admiration: The lyrics express deep, unwavering love and admiration—hallmarks of courtly love.

Romantic longing and admiration: He talks about dancing in the dark and watching his love shine, which echoes the way medieval poets described their distant, often unattainable loves.

The courtly love tradition

1. Man and woman fall in love
2. Woman admires man's heroism
3. Man feels dejected by perfect woman
4. Woman is given a voice

Today

--> After today you know the basics about the Courtly Love tradition, and romatic poetry during the renaissance

--> you can show what you know by giving examples from the poems "amoretti" and "sonnet 13"

Check in... how are we feeling today?

1

2

3

4

5

6

7

8

9

Assignment: AMORETTI: SONNET XV / EDMUND SPENSER (1552?- - 1599)

- Analyze the poem line-by-line 

- Easy peasy lemon squeezy? See what you can come up with in a duo.

- Not so easy, yet still peasy? Use a dictionary to translate difficult words

- Stressed, depressed lemon zest? Work with me on the line by line analysis. 

-> Why is this poem typical for the courtly love tradition?

- find a modernday example of love poetry/ courtly love tradition in song

--> Enter this to the padlet  + link to youtube

https://padlet.com/catujaburuma/love-poetry-of-the-renaissance-r41otz1wrontkjt4

Sonnet 130

Work in duos: 

Student A finds evidence in the text that this is an example of the courtly love tradition

Student B finds evidence in the text against it

Next: Try to convince eachother why you are correct

Sonnet 130 is an example of the courtly love tradition

-2100

Renaissance round up

How to answer test questions:

Think PEEL!

Point, evidence, explain, link

Let's practice... THINK-PAIR-SHARE

• Alone, work out the answer to the next 5 questions
• No idea? Write down the things you do know, which might help you formulate an answer later on
• After 10 minutes: Students will be divided into duos based on the info they could provide, with your partner try to complete your answers or formulate questions to share with class to come to a complete answer
• After 5 minutes: Sharing answers in class, students with questions start 

Possible questions...

• What is the central theme of Amoretti Sonnet XV?
• How does Spenser use imagery to describe his beloved in the poem? Provide specific examples.
• How does Amoretti Sonnet XV reflect Renaissance ideals of love and beauty through the courtly love tradition? Compare it to Consolation.
• Analyze how Spenser’s portrayal of love in this sonnet compares to Shakespeare’s Sonnet 130. 

www.luminarium.org

Metaphysical poetry

not courtly love 

John Done

Thou and I --> We

 meaning instead of smootheness

intellectual description of the deeply emotional

The Romantic period 6VWO

From which time period is the sonnet?

1. Renaissance
2. Old English
3. Middle Ages
4. Romantic

Voor het SE

Per tijdsperiode kan je beantwoorden:

1. Wat waren de belangrijke ontwikkelingen politiek, religieus en/of cultureel? + (Welke personen waren belangrijk)

2. Hoe herken je de literatuur uit deze periode? Wat zijn de kenmerken van deze literatuur?

3. Kan je schrijvers en verhalen noemen uit deze periode? Weet je waar deze verhalen/gedichten over gaan?

"WILLIAM WORDSWORTH (1770-1850) THE DAFFODILS" (p.15)

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.

How can you recognize this poem as typical for the Romantic era?

She walks in beauty

In duos

1) What aspects of Romanticism can you find in this poem?

2) "She Walks In Beauty is a lyrical, rhyming poem that focuses on female beauty and explores the idea that physical appearance depends upon inner goodness and, if in harmony, can result in the romantic ideal of aesthetic perfection"

--> Find examples of how outward beauty reflects inner beauty

Answers to she walks in beauty

Dark Romanticsm

Edgar Allan Poe (January 19, 1809 Boston)

American born, both parents actors (early death)

Fiction, short stories, poetry

Married his 13 year old cousin when he was 27

The Raven

The Raven

Investigates the loss of ideal beauty and the difficulty in regaining it.

Read out loud: repetition, parallelism, internal rhyme, alliteration, and assonance --> haunting, musical quality.

The Raven - Dark Romanticism

1.. Why did Poe choose a raven, supposedly a "non-reasoning creature"? What does it symbolize? Why was it so important to Poe that it could speak (why not choose a parrot instead?)

2. Explain Poe's use of the word "nevermore" (it conveniently rhymes with his lost love "Lenore." "Quoth the raven, 'nevermore'").

3. How is this poem representative of Dark Romanticism? More specifically, representative of Gothic Literature?

The Raven pt.2

4. Explain Poe's intention with his representation of "soul" in his second-to-the-last line. Is it code from decending into madness?:

"And my soul from out that shadow that lies floating on the floor"

5. The poem seems to end with a lack of closure; it's a stand-off between bird and man. No one is dead (yet), as in so many of Poe's other works. Who will leave the room first? What is Poe's purpose here in characterizing madness?

Emily Dickinson - Because I could not stop for death

The title comes from the first line but in her own lifetime it didn't have a title - her poems were drafted without a title and only numbered when published, after she died in 1886.

This is a 6 stanza poem with full rhyme and slant rhyme, and in typical Emily Dickinson fashion is full of dashes between and at the end of lines.

Her subject choice, death, is dealt with in an odd, imaginative way. The poet takes the reader on a mysterious journey through time and on into a world beyond time.

What happens when you die?

Read "Because I could not stop for death" 

Answer the questions:

- What happens, according to the poem, when you die?

- How can we see personification in the poem?

- What juxtapositions do we see in the poem?

When did the Romantic period take place?

1. 1750-1850
2. 1789-1832
3. 1830-1900
4. 1066 - 1502

What historic development did the Romantic Period respond to?

1. Industrial Revolution
2. Enlightenment
3. Book printing being invented
4. Seperation church and state

What is NOT a feature of Romantic poetry?

1. the supernatural
2. A connection between nature and humans
3. end-rhyme
4. Fourteen lines per poem

Who was a part of the first generation of Romantic Poets?

1. Wordsworth
2. Lord Byron
3. Keats
4. Percy Shelley

First World War Literature

2 and four in duos and more

In duos: What do you know/ comes to mind about WW1, in 1 word

1) In turns, write down one word, one person writes the other thinks. Make a list. (pingpong idea)

2) On my signal form a group of 4 and add to your list

3) Which group of four is able to write down the most words?

World War 1

Watch the video, did you recognize your words/ ideas? Which new ones can you add?

World War 1 in 1 word

Objectives

1) "I can explain the historical events and context of the First World War and how they influenced literature."

2) "I can identify and discuss key themes like loss, patriotism, and the impact of war in First World War literature."

3) "I can analyze the language and techniques authors use to convey their ideas about war."

4) "I can relate the experiences described in First World War literature to broader human emotions and challenges."

5)  "I can share my thoughts and feelings about First World War literature through discussions, projects, or writing."

WW1 Poetry

Objectives

- Learn how to analyze major themes and imagery in a poem, reading it critically 

- Learn how poetic form influences tone and message of a poem

- Analyze how poet's background influences poetry

How? 

1) Class reading of "the Soldier"

2) Independent reading of "Peace"

Imagery

Imagery

"Helps reader visualize the scene and engage in the literary work at a deeper multi-sensory level"

Myth

Reality

Rupert Brooke

1887-1915

well-to-do family

Cambridge, intellectual

Golden Warrior

Royal Navy Volunteer Reserve

5 war sonnets: Nineteen Fourteen

Capturing the mood of the moment

Bloodpoisoning from insect bite

The Soldier

Themes: Patriotism

"if I should die..."

Questions: The Soldier

1. What is the main theme of The Soldier?
2. How does Brooke use imagery to create a sense of patriotism in the poem?
3. How does the sonnet form influence the tone and message of the poem? Why might Brooke have chosen this form to express his ideas about war?
4. How would the meaning of the poem change if it were written from the perspective of a soldier who doubted the war?
5. How does The Soldier reflect the patriotic attitudes in Britain at the start of World War I? Provide examples from the poem and historical context to support your answer.
6. If The Soldier had been written after the Battle of the Somme (1916), how might its tone and message have changed? Consider shifts in public opinion about war and how later war poets responded differently to the conflict.

1. What is the main theme of The Soldier? 

2. How does Brooke use imagery to create a sense of patriotism in the poem?

1. The main theme of The Soldier is patriotism and the glorification of sacrifice for one's country. The poem expresses the idea that dying for England is noble and that a soldier’s death enriches the land they fought for.

2.  Brooke uses natural imagery to depict England as a nurturing and sacred land:

-->“A dust whom England bore, shaped, made aware” suggests England as a maternal figure.

--> The image of “some corner of a foreign field / That is forever England” romanticizes death in war by portraying it as a way to extend England’s influence.

The poem also uses religious imagery, as seen in the words “blest” and “hearts at peace,” suggesting that dying for one’s country is a form of spiritual fulfillment.

3. How does the sonnet form influence the tone and message of the poem? Why might Brooke have chosen this form to express his ideas about war?

The sonnet form, traditionally used for love poetry, enhances the idea that the speaker deeply loves England.

The octave presents a personal reflection on the idea of dying for England, while the sestet shifts toward a more spiritual and idealistic view of the afterlife.

The structured and melodic nature of the sonnet softens the reality of war, reinforcing the romanticized and patriotic tone of the poem.

4. How would the meaning of the poem change if it were written from the perspective of a soldier who doubted the war?

Instead of glorifying sacrifice, the poem might focus on themes of fear, disillusionment, or grief.

The tone would likely shift from optimistic and serene to somber and skeptical.

The imagery might change from peaceful and pastoral depictions of England to darker, more chaotic descriptions of war’s destruction.

Instead of viewing death as an act of patriotic devotion, the speaker might question the purpose and morality of war.

5. How does The Soldier reflect the patriotic attitudes in Britain at the start of World War I? Provide examples from the poem and historical context to support your answer.

6. If The Soldier had been written after the Battle of the Somme (1916), how might its tone and message have changed?

5. In 1914, when The Soldier was written, there was strong patriotic fervor in Britain. Many young men enlisted, believing in a glorious cause.

The poem’s idealistic view of war reflects early war propaganda, which emphasized duty and national pride.

The line “If I should die, think only this of me” suggests a selfless and honorable sacrifice, reinforcing the belief that dying for one’s country was a noble act.

The absence of violence or suffering in the poem contrasts with later war poetry, which portrayed the horrors of the trenches.

6.  The Battle of the Somme was one of the deadliest battles of WWI, with over a million casualties. It shattered the early idealism of the war.

A post-Somme version of The Soldier might include harsher imagery reflecting the devastation of war rather than peaceful death.

Peace by Rupert Brooke

1. What kind of poem is this? Explain!

2. Can you point out the rhyme scheme?

3. What is the message in the poem?

4. Explain the paradox in line 4.

5. Who are meant in line 6?

6. What are the big contrasts in the octet? Mention two!

7. What is Brooke critical about in lines 7 and 8?

8. Explain the turn in the poem.

9. Explain line 10.

10. Compare lines 6 and 12.

11. Explain the meaning of Death in line 14.

12. How would this poem be different had it been written by someone who actually served at the front?

The soldier: Foolishly naive and sentimental?

Yes, let me explain...

No, let me explain...

Objectives

"I can identify and discuss key themes like loss, patriotism, and the impact of war in First World War literature."

"I can analyze the language and techniques authors use to convey their ideas about war."

"I can relate the experiences described in First World War literature to broader human emotions and challenges."

Objectives Today

Today you will learn more about life in the trenches

After today you know who Siegfried Sassoon is, what shellshock is and analyze the poem

Before we start..

A short test to see what you remember about The Soldier (Brooks)...

In The Soldier, why was the concealed dust 'richer'?

1. It was made of gold.
2. It was made of honour.
3. It was made by a rich man.
4. I have absolutely no idea.

Siegfried Sassoon

Watch the video and write down main points

https://prezi.com/p/chhwqvhq9nyd/?present=1 

About the author

• Siegfried Sassoon
• 1886 - 1967
• Joined army
• Poems: Reality Horrors of War
• act of wilful defiance of military authority'

Attack

03:11

Sassoon's poetry shows a great contrast to that of Brooke's. Not Patriotism but "brutal realism". Why?

03:56

How would fellow soldiers describe Sassoon (or "Mad Jack")?

05:01

In what way was Sassoon changed after returning to the front?

05:58

Explain his "act of willful defiance"

06:44

What do you expect the tone of his poetry to be after having been through all of this?

Objectives

1. "I can identify and discuss key themes like loss, patriotism, and the impact of war in First World War literature."
   
2.  "I can analyze the language and techniques authors use to convey their ideas about war."
   
3.  "I can share my thoughts and feelings about First World War literature through discussions, projects, or writing."

Questions Attack

1. How would you characterize the tone of the poem?
2. How do you know this is the initial stage of the attack?
3. Explain the use of the word “shroud” (l/3) in two different ways/
4. What is meant by “menacing scarred slope” (ln4) what makes it scarred?
5. Compare Attack to Rupert Brooke’s The Soldier. How do the two poems differ in their portrayal of war, and how do the poets use language and tone to achieve their respective messages?

Soldier v. Attack

The Soldier presents war as noble and patriotic, while Attack depicts it as horrifying and futile.

Brooke uses idealized, pastoral imagery (e.g., “some corner of a foreign field that is for ever England”) to suggest that dying for one’s country is honorable.

Sassoon, on the other hand, uses harsh, unsettling imagery (e.g., “scarred slope” and “wild confused wheels”) to highlight war’s brutality.

The tone of Brooke’s poem is calm and reverent, whereas Sassoon’s is tense and despairing.

Brooke’s sonnet structure reinforces his romanticized view of war, while Sassoon’s free verse and irregular rhythm mirror the chaos and unpredictability of battle.

www.litcharts.com

Objectives reached? Describe in one sentence what the key themes are in this poem and how language is used to covey the message.

Compare "attack" and "Peace"; which poem speaks to you most?

Attack

peace

Wilfred Owen

Owen’s poetry is known for being realistic and shocking. He wrote openly about his experiences: Owen once fell into a shell hole and suffered a concussion; he was blown up by a trench mortar and spent several days unconscious on an embankment. Owen returned to France to continue to fight on the front line. He was killed in action one week before the agreement to end the war was signed.

Questions Dulce

1. What impression do you get of the soldiers from reading the first verse? Why did they look like “beggars under sacks”?

2. Where were they going and why did they not hear the gas shells?

3. Describe what happens in lines 9-16.

4. What does Owen compare the dying man to (l.11-16)? What terms does he use to describe his death?

5. What did the soldiers do with their gassed comrade? What picture does Owen ask the reader to visualize in lines 18-24?

6. Explain the contrast in “desperate glory”.

7. What is “the old lie” and why does he use the word “old”?

8. When you read the title of this poem, what did you think it would be about?

9. Why, do you think, did Owen only use the first half of this quotation in the title and the full quotation in the last line?

10. What, do you think, was Owens purpose in writing this poem

John McCrae

John McCrae graduated with multiple degrees, including a medical degree from the University of Toronto. He worked in many hospitals in Canada before he trained to become a gunner. He served as a doctor for many soldiers and tended wounds in battle, as well as fighting. He wrote one of the most quoted poems of the twentieth century: In Flanders Fields. McCrae wrote the poem during the war in Belgium, after the Battle of Ypres. He spotted the poppies growing between the crosses that marked the graves of friends he had fought with. This is why poppies are the symbol of remembrance.

In Flanders Fields

Themes: War, Death, Nature, Responsibility

"We are the dead"

"The torch; be yours to hold it high.

If ye break faith with us who die"

Anthem for the Doomed Youth

“Anthem for Doomed Youth” was written by a soldier,

 Wilfred Owen, who died in the last week of the Great War. His poem clearly communicates the sorrow and horror he experienced during that war. In the poem, the noise of battle gives way to silent grief. Young men who should have lived died in the chaos of battle. Those who lost loved ones were not present at the deaths or burials of their young men. In place of the usual funeral rites, sounds of battle, distant grief and nature’s close of day were what they had to mark their deaths. Throughout the poem, Owen employed imagery to bring to life the sorrow and horror of war – by describing the sounds and sights, by comparing a fitting funeral to the reality of death in war and by questioning the sufficiency of religion to provide solace in the face of such brutality. 

Interactive

In groups of 2-4: create 5 interview questions you would want to ask Siegfried Sassoon based on what you have learned about World War One poetry and his poems so far. Go to Magic School and chat with Sassoon! Write down the answers to your questions. Try to find out as much as possible. 

Research time!

In small groups find out about the following topics, using the videos and AI research assistant in the next slides:
- What were the main causes for WW1?

- Which alliances were formed?

- When did it all take place (generally?)

- What is trench warfare + what was life in the trenches like for soldiers?

- What was the role of women during the war?

- How did the war come to an end?

Create a final product (presentation/ poster/ etc.) to show in class

AI Research Assistant

Use the "Magicschool" classroom tool: "Research Assistant" to help you with your research.

student.magicschool.ai

padlet.com