Count That Day Lost
English Literature for High School Classes
Task 1- introduction
Watch the following video clip.
Think about the events in the clip and then answer the short questionnaire in the next link below. After you have answered all the questions, don't forget to click on the "submit" button to send me your answers.
Task 2 -Read and learn about THE VICTORIAN ERA
Read the poem
Task 3 - Vocabulary
Task 4 - Literary term: Image / Imagery
1) Click on the link below to learn about how "images" and "imagery" are used in songs and literature. You will also find YouTube links to open and listen to a song that has many images.
2) Once you have gained an understanding about images and imagery, find an image that is repeated in the poem "Count That Day Lost.
3) There are many singers today who use imagery in their songs. For example, rappers use lots of imagery in their songs. Try to find an example of your own.
Task 5 - Basic understanding questions
Click on the form below and answer the questions. Don't forget to click on the "submit" button to send me your work.
Task 6 - Similes and Metaphors
George Eliot included a simile and a metaphor in her poem. Can you find them?
The link below provides an easy explanation on how to recognize similes and metaphors, and includes a task for practice.
Task 7 - HOT Skill: Explaining patterns
A pattern is something that contains repetition and allows us to guess what the next element or object will be. We find patterns in shapes, numbers, sounds, words, ideas, and even in our own behaviours, as well as many other things.
In the poem there is a pattern of sound called a rhyme scheme which we will learn about.
Sometimes, we need to look closely to identify patterns; what things are repeated, and in what ways do they change.
Watch the YouTube clip below presenting patterns created by M.C. Escher. These patterns are more complicated than patterns in numbers, shapes, behaviors or even a plot in a story.
Task 8 - HOT Skill: Compare and Contrast
1. Open the link below to learn about the HOTS (higher order thinking skill) "Compare and Contrast" and how we apply this HOTS to our own lives.
2. After you have gained an understanding of the HOTS, open the document (2nd link) and answer the questions relating to the comparing and contrasting of the two stanzas in the poem. Don't forget to click on the "submit" button.
Task 9 - Analysis and Interpretation of the poem
Open the link below and answer the questions. Don't forget to click on the "submit" button once you have completed the worksheet.
Task 10 - Post Reading
Read about the author's background to understand why she wrote the poem
Count That Day Lost.
George Eliot - biography and Victorian background
George Eliot lived in England during the Victorian Age in Queen Victoria’s time (1837-1901). Eliot was actually a woman named Mary Anne Evans, but she chose to write under a man's name because women writers were not taken seriously. Moreover, they could not vote, have a bank account or own property. Women's role was to be mothers and look after the home. One of the few jobs they could have was to be a teacher.
Although the Victorian Age was characterized by peace and prosperity, there were huge gaps between the rich and the poor. Eliot's literary works reflected those bad times.
The lower classes lived in poverty. Poor children were forced to work hard in order to support their families instead of going to school. Eliot cared about people and wanted readers to become sympathetic towards other people's problems and difficulties. She and many other writers were openly critical of the extreme and unfair social gap between the rich and the poor, and wanted to help improve society by writing about it. As a result, a sense of responsibility gradually began to develop among the upper classes. They used their money and influence to demand better working conditions and education for the working class.
Eliot believed kindness was more important than social status. She believed that through good deeds and help, the upper classes in society could help improve the lives of the lower classes. Thus, the poem implies that society as a whole can be improved if each of us does his or her part, and that it is every person’s responsibility to do so.
Post-Reading Assessment - Final task
Click on the link below for your final task (1st Google doc).
Choose 1 option only .
You must collaborate with a friend.
Your final product must be submitted within one week
Click on the rubric for grade criteria (2nd Google doc).
Enjoy the work.