Lochinvar Poem Essay Outline

The story of young Lochinvar, a gallant knight, is really a stirring one and a well written one. To summarize, we first see Lochinvar as he gallops upon his steed over the countryside. He carries his broadsword but wears no other weapon or armor:

And save his good broadsword he weapons had none,He rode all unarm’d, and he rode all alone.

We are told he was hastening on with a fury of rush to...

The story of young Lochinvar, a gallant knight, is really a stirring one and a well written one. To summarize, we first see Lochinvar as he gallops upon his steed over the countryside. He carries his broadsword but wears no other weapon or armor:

And save his good broadsword he weapons had none,
He rode all unarm’d, and he rode all alone.

We are told he was hastening on with a fury of rush to the castle of Netherby because within Ellen was to be wed to the wrong man: "a laggard in love, and a dastard in war." His uninvited entry to the bridal hall caused quite the tumult, for Ellen's father, ready to draw his sword, asked why he was there: was Lochinvar there to celebrate Ellen's wedding or to cause a riot of trouble?

Here we learn that Lochinvar's suit for Ellen's hand was rejected by her father and that he has come to drink one goblet of wine and to dance one dance with Ellen by way of mourning and parting rather than by way of celebrating. In dread, this is allowed. Ellen hands him a cup with a kiss in it and with blush on her face. Then, before her mother can stop him, he takes Ellen's hand and they begin a dance.

Amidst this tense scene, he leans and speaks something in her ear. When their dance has led them to the door, they run for it, jump upon his horse and fly away with all his charger's speed. Though all look and search for her, Ellen of Netherby is never seen again, nor is Lochinvar. [Interesting side note that it seems Jane Austen may have borrowed Netherby for Bingley's home, Netherfield, in Pride and Prejudice.]

There was racing and chasing on Cannobie Lee,

But the lost bride of Netherby ne’er did they see.

So daring in love, and so dauntless in war,

Have ye e’er heard of gallant like young Lochinvar?

Course Overview

Literary Analysis and Composition is a course designed for students at the end of the middle grades and the beginning of high school (grades 8-9). Throughout this course, students will engage in literary analysis of short stories, poetry, drama, novels, and nonfiction. The course focuses on the interpretation of literary works and the development of oral and written communication skills in standard (formal) English. The program is organized in four strands: Literature, Composition; Grammar, Usage and Mechanics (GUM); and Vocabulary.

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Course Outline

Literature

Designed to encourage the appreciation of classic literature, this strand exposes students to both canonical works and less familiar texts and offers a variety of literature to suit diverse tastes. Whether they are reading poetry, drama, autobiography, short stories, or novels, students will be guided through close readings so that they can analyze the formal features of literary texts. Lessons also provide rich background and information to encourage contextual exploration. In this literature program, students read "what's between the lines" to interpret literature and they go beyond the book to discover how the culture in which a work of literature was created contributes to the themes and ideas it conveys. Students will consider how the struggles, subjects, and ideas they find within these works are relevant to everyday living.

Readings include:

  • "A Cub Pilot" from Life on the Mississippi by Mark Twain
  • Selections from "Barrio Boy" by Ernest Galarza
  • "No Gumption" by Russell Baker
  • Selections from I Know Why the Caged Bird Sings by Maya Angelou

Poetry: Stories in Verse

  • "Lochinvar" by Sir Walter Scott
  • "The Raven" by Edgar Allan Poe
  • "Annabel Lee" by Edgar Allan Poe
  • "The Song of the Wandering Aengus" by William Butler Yeats
  • "The Wreck of the Hesperus" by Henry Wadsworth Longfellow
  • "The Creation" by James Weldon Johnson

Short Stories

  • "The Glass of Milk" by Manuel Rojas
  • "To Build a Fire" by Jack London
  • "The Secret Life of Walter Mitty" by James Thurber
  • "The Piece of String" by Guy de Maupassant
  • "The Tell-Tale Heart" by Edgar Allan Poe
  • "The Lottery" by Shirley Jackson
  • "The Lady or the Tiger" by Frank Stockton

Poetry: To Everything There Is a Season

  • "Spring and Fall" by Gerard Manley Hopkins
  • "In Just" by E.E. Cummings
  • "July" by Susan H. Sweet
  • "To Autumn" by John Keats
  • "The Snowstorm" by Ralph Waldo Emerson
  • "The Snow" by Emily Dickinson

The Bible as Literature

  • Selections from Genesis: The Creation and the Fall; Cain and Abel
  • Selected Psalms
  • Parables: The Great Sheep, The Last Supper, The Prodigal Son
  • Faith, Hope, and Charity

Poetry: Voices and Viewpoints

  • "All" (Chinese poem) by Bei Dao
  • "Also All" (an answer to "All") by Shu Ting
  • "Rainy Day" by Henry Wadsworth Longfellow
  • "Invictus" by W. E. Henley
  • "We Real Cool" by Gwendolyn Brooks
  • "The Negro Speaks Rivers" by Langston Hughes
  • "Mending Wall" by Robert Frost
  • Sonnets 18 and 29 by William Shakespeare

Poetry of Ideas

  • "I Dwell in Possibility" by Emily Dickinson
  • "Will There Really Be a Morning" by Emily Dickinson
  • "Ozymandias" by Percy Bysshe Shelley
  • "Do Not Go Gentle Into That Good Night" by Dylan Thomas
  • "The Charge of the Light Brigade" by Alfred Lord Tennyson
  • "The Battle of Blenheim" by Robert Southey

Drama

  • Antigone by Sophocles
  • Romeo and Juliet by William Shakespeare

Autobiography (choose 1)

  • Anne Frank: The Diary of a Young Girl
  • The Narrative of the Life of Frederick Douglass

Novels (choose 2 during the year)

  • Animal Farm by George Orwell
  • Jane Eyre by Charlotte Bronte
  • Lord of the Flies by William Golding
  • A Separate Peace by John Knowles
  • A Tale of Two Cities by Charles Dickens
  • To Kill a Mockingbird by Harper Lee
  • The Yearling by Marjorie Kinnan Rawlings

Partial List of Skills Taught:

  • Describe characters based on speech, actions, or interactions with others
  • Demonstrate knowledge of authors, characters, and events of historically or culturally significant works of literature.
  • Identify character traits and motivations.
  • Identify and interpret allusions.
  • Identify conflict and resolution.
  • Identify and explain the use of irony.
  • Identify and interpret figurative language.
  • Identify and interpret imagery.
  • Identify and interpret sensory language.
  • Identify cause and effect relationships.
  • Identify climax.
  • Identify elements of a drama.
  • Identify elements of a short story.
  • Identify theme.
  • Identify point of view
  • Make inferences and draw conclusions.
  • Recognize the effect of setting or culture on a literary work.
  • Recognize use of language to convey mood.
  • Recognize author's attitude or tone.
  • Recognize author's purpose and devices used to accomplish it, including author's language, organization,and structure.
  • Recognize how point of view affects literature.

COMPOSITION

This strand builds on the skills introduced in Intermediate Composition Courses. In this writing program, students continue to practice writing essays in various genres and increasingly focus on model essays from noteworthy authors. Many units use the literature lessons as a springboard and thereby reinforce the connection between reading for meaning and writing to communicate one's own ideas.Students learn the form and structure of a variety of essays they will encounter in their academic careers including:memoirs (narrative), literary essays, compare and contrast essays, research papers, descriptive writing, and arguments.In writing each essay, students go through a process of planning, organizing, and revising, and they learn to examine their own writing with a critical eye, paying attention to ideas,organization, structure, style, and correctness. Throughout the course, students write in response to prompts similar to those they will encounter on standardized tests.

Memoir

  • Analysis of a Memoir: Examining Mark Twain's "A Cub Pilot"
  • Planning a Memoir
  • Writing a Memoir I
  • Writing an Memoir II
  • Revising a Memoir
  • Proofreading and Publishing a Memoir

Literary Essay: Character

  • What Is Literary Essay About Character?
  • Planning a Literary Essay About Character
  • Focusing and Organizing a Literary Essay About Character
  • Writing a Literary Essay About Character
  • Revising a Literary Essay About Character
  • Proofreading and Publishing a Literary Essay About Character

Argument

  • What Is an Argument?
  • Recognizing Logical Fallacies and Emotional Appeals
  • Choosing a Topic and Gathering Information
  • Planning and Organizing the Argument
  • Writing an Argument
  • Revising an Argument
  • Proofreading and Publishing an Argument

Making Us See: Description

  • Seeing with the Mind's Eye I: Analysis of Excerpt from Hamlin Garland's Boy Life on the Prairie
  • Seeing with the Mind's Eye II: Analysis of Excerpt from Henry David Thoreau's Walden
  • Seeing with the Mind's Eye III: Analysis of an Excerpt from Annie Dillard's Pilgrim at Tinker Creek
  • Recognizing Descriptive Language
  • Planning a Descriptive Essay
  • Writing a Descriptive Essay
  • Polishing a Descriptive Essay

Research Paper

  • What Is a Research Paper?
  • Taking Notes I
  • Taking Notes II
  • Organizing the Information
  • Writing a Research Paper I
  • Writing a Research Paper II
  • Creating a Works Cited Page
  • Revising a Research Paper
  • Proofreading and Publishing a Research Paper
  • Revising
  • Bibliography
  • Proofreading
  • Publishing

Literary Essay: Theme

  • What Is a Literary Essay About Theme?
  • Planning a Literary Essay About Theme
  • Writing a Literary Essay About Theme
  • Revising a Literary Essay About Theme
  • Proofreading and Publishing a Literary Essay About Theme

Literary Essay: Compare and Contrast

  • What Is a Compare and Contrast Essay About Literature?
  • Planning a Compare and Contrast Essay About Literature
  • Organizing a Compare and Contrast Essay About Literature
  • Writing a Compare and Contrast Essay About Literature
  • Polishing a Compare and Contrast Essay About Literature

Great Speeches and Oratory

  • Reading, Listening to, and Analyzing a Speech I:The Gettysburg Address
  • Reading, Listening to, and Analyzing a Speech I:I Have a Dream
  • Planning a Speech
  • Writing a Speech
  • Revising a Speech
  • Practicing and Delivering a Speech

GRAMMAR, USAGE, AND MECHANICS

How can a modifier be misplaced or dangling? Is there a positive to appositives? What's a gerund? The Grammar,Usage, and Mechanics (GUM) course addresses these and many other topics, with reinforcement activities in sentence analysis, sentence structure, and proper punctuation.Students analyze syntax and diagram sentences in order to understand how words, phrases, and clauses function in relation to each other. Skills updates, frequent exercises,cumulative reviews, and regular practice help students absorb the rules so they can confidently apply them in their own writing. The Barrett Kendall Language Handbook provides exercises and a ready resource for grammar rules and conventions.

Sentences, Fragments, and Run-Ons

  • Sentences
  • Fragments
  • Run-Ons

Complements

  • Direct Objects and Indirect Objects
  • Predicate Nominatives and Predicate Adjectives

Phrases

  • Prepositional Phrases
  • Misplaced Modifiers and Appositives

Verbals and Verbal Phrases

  • Participles and Participial Phrases
  • Gerund
  • Gerund Phrases
  • Infinitives and Infinitive Phrases
  • Misplaced and Dangling Modifiers

Clauses

  • Independent and Subordinate Clauses
  • Adverb Clauses
  • Adjective Clauses
  • Functions of Relative Pronouns
  • Noun Clauses
  • Sentence Structure

Using Verbs

  • Principal Parts of Verbs
  • Verb Tense
  • Shift in Tense
  • Active and Passive Voice

Using Pronouns

  • Pronoun Case
  • Pronoun Problems
  • Pronouns in Comparison
  • Indefinite Pronoun Antecedents and Antecedent Problems

Subject and Verb Agreement

  • Agreement of Subjects and Verbs
  • Common Agreement Problems
  • Other Agreement Problems

Using Adjectives and Adverbs

  • Comparison of Adjectives and Adverbs

Capital Letters

  • Capitalization
  • More Capitalization

End Marks and Commas

  • End Marks
  • Commas That Separate
  • Comma That Enclose
  • More Commas That Enclose

Italics and Quotation Marks

  • Uses of Italics and Quotation Marks
  • Direct Quotations
  • Other Uses of Quotation Marks

Other Punctuation

  • Apostrophes
  • Semicolons
  • Colons and Hyphens
  • Dashes and Parentheses

Vocabulary

Are you implacable or placid? Are you apathetic or empathic? Though these pairs of words are nearly opposite in their meanings, they are closely related and easily defined by students who know the Latin root,—"pacere" —(to please) and the Greek root pathos (suffering). K12's Vocabulary program uses the Vocabulary from Classical Roots program (from Educator's Publishing Service) to build knowledge of Greek and Latin words that form the roots of many English words. The purpose of the program is to help students unlock the meanings of words from classical roots, not necessarily to memorize lists of difficult or obscure vocabulary words. These polysyllabic words are those that frequently cause students to stumble and often appear on standardized tests. Throughout this program, students will define and use words with Greek and Latin roots, and use word origins and derivations to determine the meaning of new words, as they increase their own vocabularies and develop valuable test-taking skills.

The Person

  • Latin roots humanas, homo, vir, ego, genos, genus, generis
  • Greek roots anthropos; gyne, femina, autos, gens, gentis

Personal Relationships

  • Latin roots matrix, pater, frater, avunculus, familia, uxor, puer, morior, nascor
  • Greek roots pais, sum, esse, fui, futurum, thanatos

Feelings

  • Latin roots amo, amicus, odium, pax, cupio, placere, placare
  • Greek roots philos, phileo, phobos, pathos, miso, dys

Creature Comforts

  • Latin roots domus, dominus, dormio, somnus, lavare, vestis, coquere, vorare, melis, sal, bibere, potare, ludere

The Head

  • Latin roots caput, cerebrum, facies, frons, oris, oratum, dens, gurges
  • Greek roots odon

The Body

  • Latin roots caro, collum, corpus, cor, os, dorsum, nervus, sanguis, sedeo
  • Greek roots derm, gaster

The Hands

  • Latin roots manus, dextra, digitus, flecto, rapio, plico, prehendo, pes, gradior, ambulo, calcitro, sto, stio, sisto
  • Greek root podos
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Number of Lessons and Scheduling

60 minutes

Total Lessons: 180

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