Carolyn's+Blogging+Lesson

=**Symbolism**=

Blogging Lesson Plan
Web 2.0 Tool integrated by Carolyn Hanych-Fitch

Language Arts
 * Subject area**

High School – grades 9-12
 * Level**

This activity uses a BLOG to display input from students and an example from literature as the basis for a study of symbolism. It is part of a unit that explores the use of symbolism in spoken, written, graphic and other visual forms.
 * Description**

To use weblogs as a tool for written communication To examine the use of symbols in everyday life and in literature To recognize that differing personal and cultural backgrounds may influence interpretation
 * Purpose**

Two or three sessions
 * Duration**

• Photocopies of The sick rose by William Blake and the explanations of the symbolism contained in it • Dictionary of slang (optional)
 * Materials required**

4. Weblog Posting - Groups share their lists with the class to produce a combined list on the Class Blog.
 * Procedure**
 * A. Symbols Around Us**
 * 1) Students are divided in groups (3-4 students/group)
 * 2) Students create a BLOG on www.wordpress.com and create a hyperlink from the Teacher’s Blog (Class Blog) to their group blog
 * 3) Weblog Posting - Groups of students make and post on their blog a list of some of the symbols encountered in everyday life, for example:
 * a green light tells you it is your turn to go
 * a bell may signal the beginning of the school day
 * a gold cross on a necklace suggests the wearer is a Christian

2. Ensure that there are several examples for each of these headings.
 * B. Extending the examples**
 * 1) Weblog Posting- The class then classifies the examples posted on their blog using the headings:
 * visual
 * written
 * music and sound effects
 * non-verbal
 * verbal


 * C. Symbols and cultural contexts**
 * 1) Weblog Posting - Working individually, students use the following headings to post a list of examples in each category on their group’s weblog site:
 * Symbols with changing meanings
 * Symbols with universal meanings

For instance, in one culture the idea of mourning is conveyed by the color black and in another by its opposite — white. Examples may be drawn from previous class work and are discussed by students in small groups.


 * D. Symbolic language in common use**
 * 1) Weblog Posting - Groups of students brainstorm a list of words and phrases used every day but not a part of Standard English speech, then each group posts the list on the group weblog. They may be examples from their own speech, their parents' or from young siblings. The terms 'unreal', 'groovy' and 'bad vibes' were used in the sixties and seventies. A dictionary of slang could help with this. The group selects twenty examples and posts them alphabetically on the blog.
 * 2) Weblog Posting - Individuals choose some words or phrases. A meaning is stated for each term in standard English. An explanation for how and why it has gained that meaning is developed. Again a dictionary of slang could help with this.
 * 3) Weblog Posting - The group selects a small number of the most interesting, or most common words or phrases, and shares the explanations on their blog.

The sick rose O Rose, thou art sick! The invisible worm That flies in the night, In the howling storm, Has found out thy bed Of crimson joy, And his dark secret love Does thy life destroy
 * E. Symbols in literature**
 * 1) Students read the poem below by William Blake.

2. Weblog Post - Each student develops an interpretation of the poem's meaning and posts this entry on their group blog. They write what they consider to be a possible 'reading', or way for the poem to be understood, by interpreting it line-by-line, or image-by-image. Students may use expressions such as, 'By using the image of the poet creates ideas of but also of `. The interpretation should finish with one or two sentences, which sum up the student's view of what the poem is about. 3. Weblog Post – Each student must read and reply to 2 other students’ posts.

Below are some of the many possible meanings associated with the symbols used in the poem.
 * **Rose**: a symbol of perfection and the flower of Venus (the Roman goddess of love). It also stands for joy and peace. The rose is always seen as feminine and sometimes represents the female genitals. A red rose can represent life, spring, passion and blood. A white rose can represent purity and virginity.
 * **Worm**: a symbol of death. It is connected with lowness, vileness and contempt. It is also a masculine force, sometimes being seen to represent the penis. In this poem, worm is also specifically the canker worm which eats the roots of the rose.
 * **Storm**: a symbol of chaos, confusion, fear, wildness, destruction and change. The storm can also be seen as blowing away the old and frail and giving the new room to expand. If the storm is seen to have creative effects, there must first be great wildness and destruction.
 * **Night**: a symbol of darkness, of things secret and hidden. It is also a symbol of evil. Satan is referred to as the Prince of Darkness.
 * **Bed**: a symbol of sleep and the vulnerability and innocence of sleep. It can also represent the sexual in bed. In this poem it is also, of course, a garden bed.

On the class blogs, students write posts that compare their interpretations and discuss the differences.

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